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How to Prepare for the EPPP and PPLE Learning Objectives Samuel Knapp, Ed.D., ABPP Director of Professional Affairs 1. Describe the EPPP and PPLE Molly Haas Cowan, Psy.D. Chair-elect, PPA Ethics Committee 2. Identify strategies to help prospective psychologists prepare for and do well with the EPPP and PPLE The EPPP Facts about EPPP Which of the following statements about the EPPP are true? It a. is given in all 50 states and all 10 Canadian provinces b. consists of 220 multiple choice questions c. Is designed to measure content knowledge in psychology d. All of the above* Which is TRUE about the EPPP: A. The nationwide pass score is 77% B. Clinical/counseling/school graduates have an equal chance of passing, although Ph.D. students (85%) tend to do better than Psy.D. students (70%) C. Taking the exam within 5 years of graduation increases the pass rate D. all of the above* Facts about EPPP-2 Facts about EPPP- 3 Which is TRUE of the EPPP: Which is TRUE about the EPPP? A. Masters applicants have a 54% pass rate B. Non-first time doctoral applicants have a 47% pass rate C. First time doctoral applicants have a 82% pass rate D. Research mixed on influence of gender on pass rate E. All of the above* A. School pass rates are on the ASPPB website B. A few schools (none in PA) account for a large percentage of failures; some with pass rates close to 50% C. A few schools, including some in PA, have a 100% pass rate D. All of the above* 1 Study for EPPP Less than 100 hours 100-199 hours 200-299 hours 300-399 hours 400 or more hours Study for EPPP-2 66% 79% 81% 79% 69% Mean hours studied? Not reported but “eyeball” of data suggests 250 hours Methods of preparation Commercial print, audio tape or on-line Commercial in person Individual study Informal group sessions 80-81% 69% 80% 83% Conclusions Conclusions- 2 Take it as soon after finishing your doctorate as possible No definitive conclusions about the optimal method of study. Expect to spend an average of 250 hours of study (this may vary) But, develop your goal should be to establish some metric to assess progress EPPP What do we have to learn? How do we go about learning this? EPPP What Do We Have to Learn? Content developed through extensive practice analysis based on surveys of US and Canadian psychologists every 10 years (last one finished in 2010). 2 Eight Domains of the EPPP More Specificity Biological basis of behavior- 12% Cognitive-affective basis of behavior- 13% Social and cultural basis of behavior- 12% Growth and lifespan development- 12% Assessment and Diagnosis- 14% Treatment, intervention, etc. 14% Research methods and statistics- 8% Ethical/legal/professional issues 15% ASPPB also publishes “test specifications/summary of EPPP content areas” Content Area Specifications Using Content Specifications For example, under cognitive-affective basis of behavior, one specification states These 79 content specifications can be used as the framework around which you can focus your study “Major theories and models of memory (e.g., multiple memory systems, expectancy theory, constructivist theory, levels of processing) and their application (e.g., use of mnemonics)” How to Study for the EPPP Types of Memory What do we know about effective study in the first place? Unlike declarative memory, episodic memory (or memory of daily events) A. Requires great effort b. Decays very quickly c. Includes only 5 to 9 items d. Occurs fast and easily 3 Episodic memories Type of Memory Required D; episodic memories occur without effort and involve theoretically unlimited amounts of information storage What type of memory is required for the EPPP? What type of memory is required? When is learning more effective? b. Multiple choice tests measure recognition memory? Learning is more effective if students a. recall b. recognition c. procedural d. implicit a. Distribute their studying over a few sessions of long duration b. Multi-task while studying c. Add gingko to their diet to facilitate memory d. Distribute their studying over many sessions with smaller amounts of time When is learning more effective? Strategies to help facilitate recall D: Learning is more effective is the students engage in distributed practice (i.e., have many relatively short sessions of studying) Strategies to help facilitate recall include a. Mnemonics b. Visual imagery c. self-referencing d. All of the above 4 Strategies that facilitate learning Self-Referencing D; all of the above mnemonics, visual imagery, and self-referencing all facilitate learning As applied to memory, self-referencing is a technique that Self-Referencing Self-Referencing- 2 b. self-referencing means that the learners actively try to link the content being learned to their personal lives You might say that selfreferencing “tricks” the brain into making declarative knowledge into episodic knowledge, which is automatic, easy to remember, and theoretically unlimited For example, a student learning Erikson’s stages of life may try to link one of the stages to their own life, or the lives of their parents, grandparents, children, etc. a. Focuses on one’s emotions while learning b. Links the content to one’s personal life c. Ignores the feelings of others d. All of the above Levels of Processing Levels of Processing While studying for the EPPP, Molly went through the materials and tried to create situations where she could apply the information to her practice as a future psychologist. This is called a. self-referencing b. The fundamental attribution error c. Informational social influence d. The self-serving bias A; self-referencing Self-referencing tries to capitalize on the ease of forming episodic memories by linking them to declarative memories. 5 Craik and Lockhart Craik and Lockhart According to Craik and Lockhart, memories are put into long term storage more easily when they are linked with existing knowledge. This process is called a. Availability heuristics b. Levels of processing c. Practical intelligence d. Analytical intelligence Eric Kandell Kandell Linda created a mental picture of dendrites growing in a sea snail after repeating exposures to a classical conditioning experiment. She is likely using visual imagery to remember the theory of a. Long term potentiation b. split-brain processing c. Fight or flight syndrome d. Operant conditioning A; long term potentiation Sarah Bellum Sarah Bellum Samantha created a mental picture in which she saw a talented woman named Sarah Bellum doing an intricate and delicate dance. It is intended to help her remember that the cerebellum is involved in fine motor coordination. This strategy exemplifies c visual imagery b levels of processing Through studying the sea snail (aplysia), Kandell and colleagues saw the dendrites and synapses grew in certain neurons after learning took place. This process is called long-term potentiation. a. self-referencing b. all-or-nothing principle c. Visual imagery d. Maintenance rehearsal 6 Organization Methods Enhance Learning TRUE OR FALSE Ways to Remember / I \ / I \ / I \ Organization Elaboration Imagery One limitation of true and false questions is that, unless the correct answer is given quickly, students may assume that the false response is, in fact, true. TRUE OR FALSE Fill-in-the-Blank TRUE, as an educational method it is important to provide the correct answer quickly. Fill-in-the-blank test questions measure a student’s ________. TRUE a. b. c. d. FALSE A. recognition B. recall C. thinking skills D. all of the above Fill-in-the-Blank Memory Fill-in-the-blank questions (unless the previous question which was really a multiple choice question) measure recall. Leon repeated over and over again that “the pituitary gland is the master gland.” This is an example of a. Stages of change b. Maintenance rehearsal c. False memory syndrome d. Elaborative rehearsal 7 Memory B maintenance rehearsal What Have We Learned So Far? Review Periodic reviews of what you have learned can be helpful How Do We Study for the EPPP? Effective strategies connect information to previous knowledge (involve multiple connections with previous knowledge), use visual imagery or mnemonics What are effective attitudes to have about studying? Attitudes Attitudes According to Bandura, a student who believes that she has the ability to pass the EPPP if she studies is showing c. self-efficacy a. Observational learning b. Reciprocal determinism c. Self-efficacy d. Vicarious reinforcement 8 Dweck Dweck Madison thinks, “either I am smart and know the stuff OR I am not smart,” so she studies very little for the EPPP. Karen thinks, “I know I can make myself smarter by studying hard.” Madison is showing a ____ model of intelligence and Karen is showing a _____ theory of intelligence. a. analytic, practical b. incremental, entity c. fluid, malleable d. entity, incremental d; entity and incremental theories of intelligence are “folk theories” or implicit theories that learners and teachers have about intelligence. Entity theories hold that intelligence is fixed and no amount of effort is going to change that; increment theories hold that intelligence is malleable and can change through effort Seligman Seligman When it came time to take the EPPP, Jen believed that she could not pass it, even if she studied very hard. Seligman might interpret Jen’s behavior as b. Learned helplessness a. The fundamental attribution error b. Learning helplessness c. repression d. Motivated forgetting Anxiety Anxiety Carla was very very anxious about the EPPP; Nancy was nonchalant about taking it; Seth was slightly nervous about it. What theory explains who is likely to do the best on the EPPP? a. Yerkes-Dodgson b. James-Lange c. Cannon-Bard d. Singer/Schacter A Yerkes-Dodgson This theory holds that a moderate amount of anxiety is optimal for facilitating performance 9 Review Often it is helpful to periodically review what you have learned What Have We Learned? If intelligence is defied as cognitive abilities that help us adapt to the environment, then intelligence is malleable (incremental theory) Self-efficacy improves motivation and effort; excess anxiety impaired performance Monitoring Progress Monitoring Progress How do we monitor progress (determine how well we are doing in mastering the content)? While studying for the EPPP, Barry would periodically take practice tests to see how he was progressing. Monitoring one’s progress is known as ______. a. meta cognitive skills b. Distributive practice c. Partial reinforcement d. Precontemplative stage Monitoring Progress Goal Setting A. meta cognitive skills, which means a skill used to evaluate the methods that one uses According to Bandura, effective goals are those that are a. specific b. short-term c. challenging d. All of the above 10 Effective Goal Setting How to Study D Effective goals should be short-term (e.g., in the next two weeks, I will spend 15 hours studying); Specific (I will study the material on the biological basis of behavior); and Challenging (at the end of two weeks, I will get 80% correct on the sample test) Effective learning involves How to Study-2 Suggestion 1 D all of the above Get a high quality introduction to psychology text (recent, thick), such as Meyers & DeWall; Wade & Tavris; or King. a. Using effective learning strategies such as visualization, self-referencing, etc. b. Adopting an incremental theory of intelligence c. Setting specific, short-term and challenging goals d. All of the above Buy workbook with sample tests Get the ASPPB Informal packet (with domains and knowledge statements) Suggestion-2 Suggestion 3 Work in a team or a group, or with a partner to get (and give) Maximize self-referencing strategies For example, knowledge statement 1 (under biological basis of behavior) includes information on dementias. 1. 2. 3. feedback on progress feedback of method of learning emotional support and encouragement Imagine you are treating a family where a member has dementia and you need to explain basic information about it. 11 Suggestion 3 - expanded You can rehearse explaining the concept to the family, create a visual display, or imagine you are giving a public presentation on the topic All of these involve elaborate rehearsal Suggestion 3- Even even more expanded By seeing the relevance to your career goals and your work, it should increase your internal motivation to study. You study because it helps fulfill your personal goals (to be helpful and effective); not just an external goal of getting licensed Suggestion 3- expanded even more Do this, as much as possible, with every fact or item you learn. Admittedly, some of these exercises may be a stretch (like the slide before on “Sarah Bellum”) Suggestion Four Adopt an incremental attitude Monitor your progress Suggestion 5 PPLE Learn how to take the “tricky” multiple choice questions asked on the EPPP. Get the PPA study guide 12 Recap Suggestions 1. 2. 3. 4. 5. 6. Good Luck Get good text and workbooks Work in a group- support each other Use effective self-referencing study strategies Adopt an incremental approach, monitor progress Learn “tricky” question format of EPPP Get PPA study guide on PPLE References ASPPB. (2014). ASPPB’s Information for Candidates. Atlanta, GA: ASPPB. DeMers, S. (2009). Understanding the purpose, strengths, and limitations of the EPPP: A response to Sharpless and Barber Professional Psychology: Research & Practice, 40, 348-353. Schaffer, J., Rodolfa, E., Owen, J., Lipkins, R., Webb, C., & Horn, J. (2012). The Examination for Professional Practice in Psychology : New data-practical implications. Training and Education in Professional Psychology, 6, 1-7. Sharpless, B. A., & Barber, J. P. (2013).Predictors of program performance on the Examination for the Professional Practice of Psychology (EPPP). Professional Psychology: Research & Practice, 44, 208-217. 13