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Abstract

The effectiveness of concept mapping on learning has been reported in research across a number of undergraduate disciplines. The purpose of the present investigation is to add to the existing literature on concept mapping in the teaching of psychology through systematic comparisons of learning in undergraduate life-span development classes. In one group, students completed concept-mapping assignments. In another group, they completed written assignments with features of relationship-identification shared with concept mapping. The combined results of quantitative and qualitative comparisons favored concept mapping over the more traditional learning assignments. Implications for future classroom research are discussed.

Author's Biographies

Joseph A. Mayo is currently a Professor of Psychology at Gordon State College in Barnesville, Georgia, who has been teaching and conducting classroom-centered research in higher education for over three decades. His primary research interest is effective undergraduate teaching strategies with an emphasis on constructivist classroom applications. He is the recipient of both statewide and national awards for his ongoing contributions to the scholarship of teaching and learning.

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