In this article we report the findings of a study (N = 18) that investigated the effectiveness of a teaching activity designed to enhance students' understanding of the American Psychological Association (APA) manual and style (APA, 1994). Students read a poorly written paper and located as many style errors as possible. Students reported positive perceptions of the activity and results indicated students' knowledge of style improved significantly from preactivity to postactivity quizzes. Furthermore, performance on the activity was significantly related to the application of APA style in an empirical report.
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