The Challenge to Cumulative Learning: Do Introductory Courses Actually Benefit Advanced Students?

Abstract

Previous research has questioned the educational value of taking introductory courses in psychology. Study 1 confirmed the usual null to negative associations between taking introductory psychology and performance in a subsequent psychology course. Study 2 showed that, after controlling for IQ, there was actually a positive association between taking introductory psychology and performance on a psychology knowledge pretest, which, in turn, was positively associated with course performance. Partial correlation analyses suggested that the apparent disadvantages of introductory psychology are an artifact of self-selection. Specifically, although taking introductory psychology provides beneficial knowledge, the choice to take the course may indicate a maladaptive scholastic style—possibly antiscientific mindedness. We recommend advertising psychology courses more properly as science-oriented to avoid misleading potential students.