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The American Psychological Association Guidelines for the Psychology Major emphasize the development of scientific inquiry and critical thinking skills. We present findings from a department-wide effort to promote statistical literacy in introductory psychology at a nonselective public college. We examined course outcomes across 10 course sections taught in person or online with varying enrollments (total N = 485 students). Instructors administered online assignments about psychological research via Qualtrics, featuring statistics exercises and Excel worksheet activities. As a low-stakes introduction to statistical reasoning, instructors graded work based on completion rather than accuracy. Students completed the majority of Qualtrics assignments and about half of the Excel worksheets. As potential factors related to student outcomes, we considered external factors, internal factors, and student skills, and included demographic factors as control variables. Students with greater work obligations and those who completed work on smartphones or tablets (external factors) completed fewer assignments than their peers. Students with higher self-efficacy and greater anxiety about statistics (internal factors) completed more Qualtrics assignments, and those with higher statistics knowledge and reading comprehension (student skills) completed more Excel worksheets. Course section characteristics (modality, enrollment) were unrelated to student outcomes. The results demonstrate the feasibility of using low-stakes assignments to promote statistical literacy while emphasizing psychology as an empirical science. Future studies should assess learning gains associated with the curriculum and identify specific pedagogical features (e.g., feedback, active learning) that increase student engagement. 

Abstract This study examined putative benefits of testing and production for learning new languages. Undergraduates (N= 156) were exposed to Turkish spoken dialogues under varying learning conditions (retrieval practice, comprehension, verbal repetition) in a computer‐assisted language learning session. Participants completed pre‐ and posttests of number‐ and case‐marking comprehension, a vocabulary test, and an explicit awareness questionnaire. Controlling for nonverbal ability and pretest scores, the retrieval‐practice group performed highest overall. For number/case marking, the comprehension and retrieval‐practice groups outperformed the verbal‐repetition group, suggesting benefits of either recognition‐ or recall‐based testing. For vocabulary, the verbal‐repetition and retrieval‐practice groups outperformed the comprehension group, indicating benefits of overt production. Case marking was easier to learn than number marking, suggesting advantages for learning word‐final inflections. Explicit awareness correlated with comprehension accuracy, yet some participants demonstrated above‐chance comprehension without showing awareness. Findings indicate the value of incorporating both practice tests and overt production in language pedagogy.