Abstract: . . .  accessible for use in real world applications; that is, there is a transfer of training between the classroom and the real world. In the skill acquisition literature, transfer of training between different situations simply does not occur in many cases, even if the task is essentially the same. An interesting example is a study of Brazilian children (Carraher, Carraher and Schliemann, 1985) which found that children from deprived backgrounds had  . . .
. . .  problem-based medical curricula. Medical Education , 34, 299-306. Norman, G. (2001). Holding onto the philosophy and keeping the faith. Medical Education , 35, 820-821. Reber, A. S. (1976). Implicit learning of synthetic languages: The role of instructional set. Journal of Experimental Psychology: Human Learning and Memory , 2, 88-94. Manuscript received on 14 March 2002 Revision accepted for publication on 23 May 2002.  . . .
. . .  Psychology Learning and Teaching , 2(1), 12-16 12 Does the introduction of non-traditional teaching techniques improve psychology undergraduates’ performance in statistics? S HAUN H ELMAN AND M ARK S. H ORSWILL 1  . . .
. . .  term 1 and 2 practical reports (95%). D ISCUSSION The results demonstrate that undergraduate psychology students who completed our course on research design and statistics, which incorporated a number of non-traditional teaching techniques, outperformed a matched group of students who completed a previous course without these innovations. Their exam scores were 10.1% higher, indicating that the effect was not trivial. In addition, . . .
. . .  Phillman, K., Smart, L. (2001). Active learning within a lecture: Assessing the impact of short, in-class Page 5 H ELMAN AND H ORSWILL 16 writing exercises. Teaching of Psychology , 28(4), 257- 259. Carraher, T. N., Carraher, D. W. and Schliemann, A. D. (1985). Mathematics in the streets and in the schools. British Journal of Developmental Psychology , 3, 21-20. Cohen, J. (1992). . . .
. . .  had no consequence and so it would be expected that they should be less motivated to revise. While this study should only be regarded as exploratory, the results give us grounds for optimism regarding the application of these techniques to material of this kind. We have managed to obtain an increase in student performance without a substantial increase in lecturer workload (the lecturer remained available for the workshop), or a substantial increase  . . .
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