Background:

The concept of reliability is central to conducting—and understanding—research in Psychology. Students’ understanding of concepts are strengthened when they learn by applying concepts.

Objective:

This article describes initial evidence of an activity for teaching reliability.

Method:

Students watched a short video of a staged bank robbery. They then tested the reliability of two different forms of police instructions for eyewitness recall. In so doing, they gained practice at calculating and interpreting inter-rater reliability and test-retest reliability.

Results:

Data collected from N = 191 students indicates that the exercise has a statistically significant positive effect on student understanding of and confidence about reliability concepts contributes to a roughly 20% increase in performance when comparing responses on pre- and post-exercise multiple choice questions.

Conclusion:

The activity gives students practice with the concept of reliability in a way that is engaging and memorable insofar as it demonstrates the implications of reliability for the real world.

Teaching Implications:

The activity is straightforward to implement and encourages students to learn by “doing.”

中文翻译：

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银行抢劫案：增强对可靠性理解的行为观察练习

背景：

可靠性的概念是进行和理解心理学研究的核心。学生在应用概念的过程中，对概念的理解得到加强。

客观的：

本文描述了一项教学可靠性活动的初步证据。

方法：

学生们观看了一段有关银行抢劫的短片。然后，他们测试了两种不同形式的警察召回目击者指令的可靠性。通过这样做，他们获得了计算和解释评估者间信度和重测信度的实践。

结果：

从N = 191 名学生收集的数据表明，该练习对学生对可靠性概念的理解和信心具有统计学上显着的积极影响，当比较对练习前和练习后多项选择题的回答时，成绩提高了大约 20%。

结论：

该活动让学生以一种引人入胜且令人难忘的方式练习可靠性概念，因为它展示了可靠性对现实世界的影响。

教学意义：

该活动易于实施，并鼓励学生通过“做”来学习。