ABSTRACT
Concept learning is an important teaching objective. Exclusive classroom focus on concepts, however, may create a sense of irrelevance and boredom in students. One of the most active areas of research in social psychology today is the study of how individuals make judgments about the causes underlying the behavior of other people. The demonstration also facilitated the analysis of depth of-processing and schema-based memory models of social cognition. An understanding of scientific reasoning can be increased by embedding the teaching of scientific reasoning in the content of psychology courses. Analysis of students' responses suggests that the demonstration effectively documented the self-reference effect. To evaluate the effectiveness of the learning activity, we used a nonequivalent control group design. Much research has been devoted to the interesting and puzzling phenomenon known as the overjustification effect. Multiple-choice items concerned the overjustification effect, its theoretical explanation, and other relevant research related to intrinsic and extrinsic motivation.
