Evaluation and Perceived Recall of Personality Theories by Undergraduate Students

Abstract

Undergraduates from sections of a course on personality evaluated theories using positive and negative categories and indicated how well they recalled each theory. Analysis supported the hypothesis that there is significant agreement among students with respect to which theories are evaluated positively and negatively. However, only partial support was found for the hypothesis that positively evaluated theories are associated with high perceived recall, and no support was found for the hypothesis that negatively evaluated theories are related to low perceived recall.