Papers by Chehalis Strapp
Scholarship of Teaching and Learning in Psychology
Personality and Individual Differences, 1994
... figure out logically which syllable or which symbol in the language is equivalent ... Of impo... more ... figure out logically which syllable or which symbol in the language is equivalent ... Of importance is that whether or not Ss reported typically studying with music ... showed the anticipated deterioration in performance across the conditions (no music instrumental music vocal music). ...
Teaching of Psychology, 2009
This study examined the relation among extracurricular involvement in psychology-related activiti... more This study examined the relation among extracurricular involvement in psychology-related activities, satisfaction, and academic achievement in graduating psychology majors. We surveyed 71 seniors (53 women and 18 men, Mage = 24.84 years) about their involvement in psychology-related activities (e.g., Psi Chi, serving as a research assistant), satisfaction with experiences as a psychology major, and grade point average (GPA). Involvement was related to satisfaction and GPA, but satisfaction was not related to GPA. Different types of involvement were associated with various aspects of satisfaction with the psychology major. Recommendations for advising students to “get involved” are discussed.
Teaching of Psychology, 2009
... 00986280802529426 Lauren J. Roscoe a & Chehalis M. Strapp a pages 18-23. ... Teaching... more ... 00986280802529426 Lauren J. Roscoe a & Chehalis M. Strapp a pages 18-23. ... Teaching of Psychology , 30: 4851. [Taylor & Francis Online], [Web of Science ®] View all references found that 34% of psychology departments offered a career-related psychology course. ...
First Language, 2000
The current study investigated whether children revise their speech (i.e., imitate) or repeat the... more The current study investigated whether children revise their speech (i.e., imitate) or repeat their errors following negative evidence. In addition we examined how children's replies varied as a function of family setting. Fourteen children (2;3) were videotaped interacting with their mothers, fathers and siblings (4;1) in dyad, triad and tetrad settings. Analyses revealed that following recasts children were likely to revise their speech rather than repeat their original error. Without feedback, children repeated their errors. The overall pattern of children's replies following recasts differed considerably from replies following noncorrective speech across family settings. Implications and limitations of these findings are discussed in terms of current negative evidence research.
Dreaming, 2000
Thank you, Referees! Every professional journal is completely dependent on the enthusiasm, wisdom... more Thank you, Referees! Every professional journal is completely dependent on the enthusiasm, wisdom, and hard work of its referees, who review each article in detail. Dreaming wishes to express its gratitude to the following who have served as referees over the past two years.
Journal of Child Language, 1999
Despite previous work showing that mothers, fathers, and siblings provide negative evidence regar... more Despite previous work showing that mothers, fathers, and siblings provide negative evidence regarding children's grammatical errors, the role of linguistic input remains controversial. Since most work in this area has concentrated on negative evidence in the mother–child dyad, this study extended prior work by comparing mothers', fathers' and siblings' corrective repetitions to children's errors across different family settings. Fourteen children (2;3) were videotaped interacting with their mothers, fathers, and siblings (4;1) in dyad, triad, and tetrad settings. Analyses revealed that mothers and fathers provided more corrective repetitions than siblings did. Although the size of the setting did not differentiate responding, when specific configurations were examined differences emerged. Analyses of individual families revealed that all children received feedback following syntax errors. These results are discussed in terms of current negative evidence research.
Teaching of Psychology, 2020
The goal of the current study was to explore how psychology majors decide whether to enter the wo... more The goal of the current study was to explore how psychology majors decide whether to enter the workforce or attend graduate school. Thirty-two psychology alumni, including 22 women and 10 men (Mage = 28.88 years, SD = 5.25) participated in semi-structured interviews about their ending time as an undergraduate and figuring out next steps. Using consensual qualitative research (CQR) themes emerged related to gaining experience, relationships, uncertainty, and self-knowledge. Alumni entering the workforce reflected on internship experiences, uncertainty, and finances, while alumni entering graduate school emphasized first-hand experiences, self-knowledge, goals, and location. Additional differences emerged for alumni identifying as first-generation students. Results highlight diverse factors influencing the decision to enter the workforce or attend graduate school.
First …, 2008
... Nouns wug-weeg /w wi / bird like animal lun-lin /ln lin/ a smiling flower cra-croo /krɒ kru/ ... more ... Nouns wug-weeg /w wi / bird like animal lun-lin /ln lin/ a smiling flower cra-croo /krɒ kru/ a small furry animal tor-tare /tar tεɹ/ an elephant like creature Verbs spow-spew /spoυ spuw/ a man turning a large object rick-ruck /rik rk/ a boy swinging an object mot-mit /mɔt mait/ a girl ...
Teaching of Psychology
This study investigated the accuracy of psychology majors’ expectations regarding careers. Psycho... more This study investigated the accuracy of psychology majors’ expectations regarding careers. Psychology majors, including 101 women and 35 men ( Mage = 23 years; standard deviationage = 6.25), indicated a desired career and estimated the level of education needed and the expected annual salary for the career. Students’ expectations were compared with Bureau of Labor Statistics data. Students completed the Career Decision-Making Self-Efficacy Scale Short Form to assess the career efficacy and expectations. Students overestimated education needed for a career, but salary estimates did not differ from market statistics. Students’ confidence in career choice and expected income was related to career efficacy. Results highlight the importance of career advising and support for psychology students entering the job market.
Qualitative Psychology
Given the importance of qualitative methods to social justice psychological research, qualitative... more Given the importance of qualitative methods to social justice psychological research, qualitative methods training needs to begin at the undergraduate level. Faculty-led research projects are a prime opportunity for ongoing faculty supervision and extensive student growth. Based on our review of the literature and our teaching of 3 undergraduate students, we describe procedures for how to provide instruction for qualitative interview skills in 3 domains: procedural, interpersonal, and reflexive. Procedural learning is specific to practical issues, such as scheduling and recording. Interpersonal skills are about the human-to-human connection in the interview and maintaining rapport. Reflexive skills include the interviewer's continued reflection on all aspects of the research. Based on real-life examples (captured via field notes, journals, and peer debriefing), the authors propose training procedures based on an emerging developmental framework across the 3 skill domains: procedural, interpersonal, and reflexivity. The developmental framework is derived from the observational data and includes 3 recursive phases that describe students' learning trajectory: Phase 1: Directed Interviewer ; Phase 2: Guided Interviewer; and Phase 3: Collegial Interviewer. At each developmental phase, we recommend student learning objectives and corresponding teaching strategies. The recommended teaching strategies serve to bolster qualitative research's future impact in psychology.
Psychological Reports, 1997
Psychological Reports, Oct 1, 2004
The purpose of this study was to assess the effects of water, lavender, or rosemary scent on phys... more The purpose of this study was to assess the effects of water, lavender, or rosemary scent on physiology and mood state following an anxiety-provoking task. The nonsmoking participants, ages 18–30 years, included 42 women and 31 men who reported demographic information and measures of external temperature and heart rate were taken prior to introduction of an anxiety-eliciting task and exposure to lavender, rosemary, or water scents. Following the task, participants completed the Profile of Mood States to assess mood, and temperature and heart rate were reassessed. Participants rated the pleasantness of the scent received. When pleasantness ratings of scent were covaried, physiological changes in temperature and heart rate did not differ based on scent exposure, but mood ratings differed by scent condition. Participants in the rosemary condition scored higher on measures of tension–anxiety and confusion–bewilderment relative to the lavender and control conditions. The lavender and control conditions showed higher mean vigor–activity ratings relative to the rosemary group, while both rosemary and lavender scents were associated with lower mean ratings on the fatigue–inertia subscale, relative to the control group. These results suggest that, when individual perception of scent pleasantness is controlled, scent has the potential to moderate different aspects of mood following an anxiety-provoking task.
Mentoring & Tutoring: Partnership in Learning, 2014
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Papers by Chehalis Strapp