STP Presentation at MPA: Sample Submission
Short Abstract for program:
Using Pseudoscience to Teach Science Throughout the Introductory Psychology Course
Timothy J. Lawson, College of Mount St. Joseph
Tlawson@email.com
For an introductory psychology course, I provide suggestions for incorporating brief published articles that provide scientific perspectives on pseudoscience and the paranormal. I present brief descriptions of 20 articles organized around nine major introductory psychology topics. The articles explore the differences between science and pseudoscience and illustrate important psychological concepts.
Submission Abstract:
People’s strong interest and longstanding belief in questionable pseudoscientific and paranormal phenomena have prompted a number of psychologists to develop strategies for using such phenomena to teach students critical thinking skills and scientific reasoning (e.g., Banziger, 1983; Bates, 1991; Lawson, 2003; Lilienfeld, 2005; Lilienfeld, Lohr, & Morier, 2001; McBurney, 1976; Wesp & Montgomery, 1998). Previous authors described ideas ranging from classroom demonstrations of “psychic” abilities to entire courses on pseudoscientific and paranormal topics. I recommend integrating the topics into an introductory psychology course by using brief, published articles that convey scientific perspectives on pseudoscience and the paranormal. After reviewing hundreds of articles, I developed a list of 20 articles that are suitable for introductory students, providing them a first-hand account of how scientists think about and investigate such phenomena. The articles also illustrate important psychological concepts and scientific principles (e.g., confirmation bias; correlation does not mean causation). I will present the list of articles, organized around nine major introductory psychology topics (e.g., sensation and perception, learning and memory, social psychology), and provide brief descriptions of each article as well as suggestions for incorporating them into a course.
These readings are intended for introductory psychology students or students in other courses focused on critical thinking or pseudoscience.
Qualitative feedback from students in two introductory psychology courses who read five of the articles was very positive, suggesting that students find them to be very interesting and valuable articles. More systematic research conducted in courses that require students to read many articles related to pseudoscience and the paranormal has shown statistically significant reductions in paranormal beliefs (Morier & Keeports, 1994) and increases in scientific reasoning (Wesp & Montgomery, 1998).
References
Banziger, G. (1983). Normalizing the paranormal: Short-term and long-term change in
belief in the paranormal among older learners during a short course. Teaching of Psychology, 10, 212-214.
Bates, J. A. (1991). Teaching hypothesis testing by debunking a demonstration of telepathy. Teaching of Psychology, 18, 94-97.
Lawson, T. J. (2003). A psychic-reading demonstration designed to encourage critical thinking. Teaching of Psychology, 30, 251-253.
Lilienfeld, S. O. (2005, September). The 10 commandments of helping students distinguish science from pseudoscience in psychology. APS Observer, 18, 39-40, 49-51.
Lilienfeld, S. O., Lohr, J. M., & Morier, D. (2001). The teaching of courses in the science
and pseudoscience of psychology: Useful resources. Teaching of Psychology, 28, 182-191.
McBurney, D. H. (1976). ESP in the psychology curriculum. Teaching of Psychology, 3, 66-69.
Morier, D., & Keeports, D. (1994). Normal science and the paranormal: The effect of a scientific method course on students’ beliefs in the paranormal. Research in Higher Education, 35, 443-453.
Wesp, R., & Montgomery, K. (1998). Developing critical thinking through the study of
paranormal phenomena. Teaching of Psychology, 25, 275-278.
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