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dc.contributor.authorDean, Lewis
dc.date.accessioned2015-12-03T09:40:02Z
dc.date.available2015-12-03T09:40:02Z
dc.date.issued2015-12-02
dc.identifier.citationDean , L 2015 , ' Educational interventions need evidence too. Commentary: a crisis in comparative psychology: where have all the undergraduates gone? ' , Frontiers in Psychology , vol. 6 , 1868 . https://doi.org/10.3389/fpsyg.2015.01868en
dc.identifier.issn1664-1078
dc.identifier.otherPURE: 234288566
dc.identifier.otherPURE UUID: 65c42afb-0022-4091-a0f7-df735be3d8df
dc.identifier.otherScopus: 84954239836
dc.identifier.otherWOS: 000366644400004
dc.identifier.urihttp://hdl.handle.net/10023/7884
dc.description.abstractAbramson laments that there is a crisis in comparative psychology, measuring success by recruitment to undergraduate courses. By employing such a narrow perspective on how to measure the success of a field, the article offers a narrow viewpoint on the issue and, as such, I am concerned that the solutions it offers may be ineffective. I urge academics to look outwards and work with other groups, such as the students themselves. If we believe our field is ‘in crisis’, isolating ourselves is not a solution.
dc.language.isoeng
dc.relation.ispartofFrontiers in Psychologyen
dc.rights© 2015 Dean. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) - http://creativecommons.org/licenses/by/4.0/. The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.en
dc.subjectEducationen
dc.subjectComparative psychologyen
dc.subjectpublic engagementen
dc.subjectBF Psychologyen
dc.subjectT-NDASen
dc.subject.lccBFen
dc.titleEducational interventions need evidence too. Commentary: a crisis in comparative psychology: where have all the undergraduates gone?en
dc.typeJournal articleen
dc.description.versionPublisher PDFen
dc.contributor.institutionUniversity of St Andrews.School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2015.01868
dc.description.statusPeer revieweden
dc.identifier.urlhttp://journal.frontiersin.org/article/10.3389/fpsyg.2015.01868/fullen


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