Hostname: page-component-78c5997874-94fs2 Total loading time: 0 Render date: 2024-11-20T03:34:33.384Z Has data issue: false hasContentIssue false

How Collaborations with Undergraduates Improve Both Learning and Research: With Examples from International Development Experiments

Published online by Cambridge University Press:  31 December 2014

Skye Herrick
Affiliation:
Brigham Young University
William Matthias
Affiliation:
Brigham Young University
Daniel Nielson
Affiliation:
Brigham Young University

Abstract

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Symposium: Research and Undergraduate Teaching: A False Divide?
Copyright
Copyright © American Political Science Association 2015 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

REFERENCES

Bahrami, Bahador, Olsen, Karsten, Latham, Peter E., Roepstorff, Andreas, Rees, Geraint, and Frith, Chris D.. 2010. “Optimally Interacting Minds.” Science 329 (5995): 1081–85.Google Scholar
Bakow, Ryan, Brigham, Matthew, Egbert, Alex, Findley, Michael, Matthias, William, Nielson, Daniel, and Reed, Brian. 2014. “A Field Experiment on Opportunism Among Non-Governmental Organizations.” Article manuscript.Google Scholar
Brigham, Matthew, Findley, Michael, Matthias, William, Petrey, Chase, and Nielson, Daniel. 2014. “Aversion to Learning in Development? A Global Field Experiment on Microfinance Institutions.” Article manuscript.Google Scholar
Csikszentmihalyi, Mihaly, 1996. Creativity: Flow and the Psychology of Discovery and Invention. New York: Harper Collins.Google Scholar
Deci, Edward L., Ryan, Richard M., and Williams, Geoffrey C.. 1996. “Need Satisfaction and the Self-Regulation of Learning.” Learning and Individual Differences 8, 3: 165–83.Google Scholar
Dehaene, Stanislas. 2014. Consciousness and the Brain: Deciphering How the Brain Codes Our Thoughts. New York: Penguin Group.Google Scholar
Druckman, James N. 2015. Introduction to “Research and Undergraduate Teaching: A False Divide?PS: Political Science and Politics 48 (1): this issue.Google Scholar
Ericsson, K. Anders, Krampe, Ralf T., and Tesch-Römer, Clemens. 1993. “The Role of Deliberate Practice in the Acquisition of Expert Performance.” Psychological Review 100: 363.Google Scholar
Ericsson, K. Anders. 2012. “The Danger of Delegating Education to Journalists: Why the APS Observer Needs Peer Review When Summarizing New Scientific Developments.” Unpublished manuscript. Retrieved 17 August 2014 athttp://www.psy.fsu.edu/faculty/ericsson/ericsson.hp.html.Google Scholar
Grolnick, Wendy S., and Ryan, Richard M.. 1987. “Autonomy in Children's Learning: An Experimental and Individual Difference Investigation.” Journal of Personality and Social Psychology 52 (5): 890.CrossRefGoogle ScholarPubMed
Hambrick, David Z., Oswald, Frederick L., Altmann, Erik M., Meinz, Elizabeth J., Gobet, Fernand, and Campitelli, Guillermo. 2014. “Deliberate Practice: Is that All It Takes to Become an Expert?.” Intelligence 45: 3445.Google Scholar
Heath, Chip, and Heath, Dan. 2007. Made to Stick: Why Some Ideas Survive and Others Die. New York: Random House.Google Scholar
Loewenstein, George. 1994. “The Psychology of Curiosity: A Review and Reinterpretation.” Psychological Bulletin 116 (1): 75.Google Scholar
Niemiec, Christopher P., and Ryan, Richard M.. 2009. “Autonomy, Competence, and Relatedness in the Classroom: Applying Self-Determination Theory to Educational Practice.” Theory and Research in Education 7 (2): 133–44.Google Scholar
Ricardo, David. 1817/1891. Principles of Political Economy and Taxation. London: G. Bell and Sons.Google Scholar
Rubin, David C. 1995. Memory in Oral Traditions: The Cognitive Psychology of Epic, Ballads, and Counting-Out Rhymes. Oxford: Oxford University Press.Google Scholar
Sadoski, Mark, Goetz, Ernest T., and Rodriguez, Maximo. 2000. “Engaging Texts: Effects of Concreteness on Comprehensibility, Interest, and Recall in Four Text Types,” Journal of Educational Psychology 92: 8595.Google Scholar
Sadoski, Mark. 2001. “Resolving the Effects of Concreteness on Interest, Comprehension, and Learning Important Ideas from Text.” Educational Psychology Review 13 (3): 263–81.Google Scholar
Simonton, Dean K. 1999. Origins of Genius: Darwinian Perspectives on Creativity. New York: Oxford University Press.Google Scholar
Vansteenkiste, Maarten, Simons, Joke, Lens, Willy, Sheldon, Kennon M., and Deci, Edward L.. 2004. “Motivating Learning, Performance, and Persistence: The Synergistic Effects of Intrinsic Goal Contents and Autonomy-Supportive Contexts.” Journal of Personality and Social Psychology 87 (2): 246.Google Scholar