bluuebunny/crossref_metadata_2025 huggingface dataset:
Observers’ Reactions to Social-Sexual Behavior at Work: An Ethical Decision Making Perspective
Authors: Bowes-Sperry Lynn , Powell Gary N.
Published: December 2005

The role of observers has been generally ignored in prior theories and research on social-sexual behavior at work. This study proposed and tested an ethical decision making model of individuals’ reactions to social-sexual behavior that they witness at work. Full-time employees responded to vignettes regarding an incident of social-sexual behavior. The findings revealed the influence of both the moral intensity of the behavior and the ethical ideology of the observer on recognition of the behavior as an ethical issue and intentions to intervene in the behavior. In addition, respondents’ experiences with a sexualized work environment moderated the relationship between their recognition of social-sexual behavior as an ethical issue and their intentions to intervene in the behavior.
Containing Compensation Costs: Why Firms Differ in their Willingness to Reduce Pay
Authors: Klaas Brian S.
Published: December 2005

Driven by concerns about negative reactions among employees, most firms have traditionally avoided reducing compensation in response to competitive pressures or labor market opportunities. Thus, recent moves by a number of firms to reduce compensation raises questions about why, increasingly, firms differ in their willingness to lower compensation in response to pressures and/or opportunities. Using organizational level data obtained from over 400 human resource managers, this study examines determinants of efforts to reduce compensation—both in real and nominal terms. The results suggest that efforts to lower compensation are related to competitive pressures faced by the firm and to human resource policies and practices. These human resource policies and practices are thought to affect sensitivity to environmental change and the degree to which reductions generate incidental costs for the firm. Implications for theory and practice are discussed.
The Behavior Education Support and Treatment (BEST) School Intervention Program: Pilot Project Data Examining Schoolwide, Targeted-School, and Targeted-Home Approaches
Authors: Waschbusch Daniel A. , Pelham William E. , Massetti Greta ,   Northern Partners in Action for Children and Youth
Published: December 2005

As part of a pilot project, four elementary schools were randomly assigned to receive one of four interventions: (a) a schoolwide intervention that incorporated universal and targeted treatment, (b) a targeted-school intervention delivered to individual students in regular and special education classrooms, (c) a targeted-home intervention delivered in home and regular classroom settings, and (d) a control condition that did not receive a designated intervention. Results showed that the behavior of disruptive children in all schools improved during the course of the year, with some evidence that interventions provided complementary effects. These findings support the continued use of behavioral interventions in elementary schools and argue for interventions that combine different methods of delivering interventions.
The Relative Effects of Classwide Peer Tutoring and Peer Coaching on the Positive Social Behaviors of Children With ADHD
Authors: Plumer Pamela J. , Stoner Gary
Published: December 2005

This study investigates the effects of Classwide Peer Tutoring (CWPT) and peer coaching on the peer social behaviors of children with ADHD. A single-subject, multiple-baseline design is used with three elementary-school students in Grades 3 and 4. Following a baseline period, CWPT is implemented in each student’s classroom. During the second intervention phase, CWPT is continued and peer coaching is added. Peer social behaviors are observed in both academic and social settings, with a primary focus on intervention effects on the latter setting. Results suggest that students participating in CWPT are actively and positively engaged with their peers while carrying out the CWPT program in the academic setting. However, when only CWPT is implemented, increases in positive peer social behaviors are not observed in social settings. The addition of peer coaching results in enhanced social behaviors during recess and lunch.
What Is the Prevalence of Adult ADHD? Results of a Population Screen of 966 Adults
Authors: Faraone Stephen V. , Biederman Joseph
Published: December 2005

To provide a better estimate of the prevalence of ADHD in adulthood, the authors complete a telephone survey of 966 randomly selected adults. They compute two diagnoses from the survey data. Participants meeting Diagnostic and Statistical Manual of Mental Disorders (4th ed.) criteria for both childhood and adulthood are defined as narrow ADHD. Broad ADHD adds to that definition those meeting subthreshold criteria. Cronbach’s alpha is .90 for the 18 DSM-IV symptoms in childhood and .88 when rated for current symptoms in adulthood. No one item unduly influences the reliability of the total score. The authors find similar results in separate analyses of hyperactive-impulsive and inattentive symptoms. They estimate prevalences of 2.9% for Narrow ADHD and 16.4% for Broad ADHD. Having ADHD is associated with lower levels of education and employment status. These findings suggest that adult ADHD is a common disorder associated with impaired functioning.
Implementation of a Comprehensive Schoolwide Behavioral Intervention: The ABC Program
Authors: Pelham William E. , Massetti Greta M. , Wilson Tracey , Kipp Heidi , Myers David , Standley Beth B. Newman , Billheimer Sheila , Waschbusch Daniel A.
Published: December 2005

The Academic and Behavioral Competencies (ABC) Program, a schoolwide program to reduce classroom disruption and encourage rule following, academic task completion, and homework completion, is described. The program was initially developed and implemented in an elementary school with a high-risk population. Data from teachers, parents, and children indicate high levels of satisfaction with the program. In addition, unobtrusive measures of program impact, reported as reductions in referrals to the principal’s office, suspensions, and increases in homework completion rates relative to the year prior to implementation of the program, suggest a preliminary positive impact of the program. A replication is reported for another school district, with teacher evaluations of satisfaction and effectiveness reported, supporting the flexibility and adaptability of the program. Although the present article does not constitute a systematic evaluation of the ABC Program, it presents preliminary data on the process of implementation and stakeholder satisfaction.
Use of all-trans retinoic acid plus arsenic trioxide as an alternative to chemotherapy in untreated acute promyelocytic leukemia
Authors: Estey Elihu , Garcia-Manero Guillermo , Ferrajoli Alessandra , Faderl Stefan , Verstovsek Srdan , Jones Dan , Kantarjian Hagop
Published: December 2005

We examined whether combining all-trans retinoic acid (ATRA) and arsenic trioxide (ATO) might be an alternative to ATRA plus chemotherapy in untreated acute promyelocytic leukemia (APL). Twenty-five low-risk patients (white blood cell [WBC] count less than 10 × 109/L [10 000/μL]) received ATRA (45 mg/m2 daily) and ATO (0.15 mg/kg daily, beginning day 10 of ATRA), and in complete remission (CR) received ATO plus ATRA, without chemotherapy, unless they were reverse transcriptase–polymerase chain reaction (RT-PCR)–positive 3 months from CR date or had molecular relapse. Nineteen high-risk patients were treated identically, but received chemotherapy, generally 9 mg/m2 gemtuzumab ozogamycin (GO) on day 1 of induction. The CR rate was 39 of 44 (24 of 25 in low-risk, 15 of 19 in high-risk). Disease recurred at 9, 9, and 15 months, respectively, in 3 high-risk patients. The median follow-up time from CR date in the 36 patients alive in first CR is 16 months (15 months in low-risk, 20 months in high-risk), with 9 patients followed for at least 24 months. Each of the 36 patients was PCR-negative at last follow-up. Thus, none of the low-risk patients has received chemotherapy, and only 3 high-risk patients (the 3 with relapsed disease) have received chemotherapy past induction. ATRA plus ATO may serve as an alternative to chemotherapy in low-risk untreated APL (eg, in older patients) and, when combined with GO, may improve outcome in high-risk patients.
Cytochrome P450 aromatase expression in human seminoma
Authors: Rago Vittoria , Romeo Francesco , Aquila Saveria , Montanaro Daniela , Andò Sebastiano , Carpino Amalia
Published: December 2005

Background

The enzyme cytochrome P450 aromatase, catalysing the conversion of androgens into estrogens, has been detected in normal human testicular cells suggesting a physiological role of local estrogen biosynthesis on spermatogenesis control. Estrogens, regulating cell growth and apoptosis, can also be involved in tumorigenesis process, but the possible link between estrogens and testicular neoplastic process is, up to now, scarcely known. This study examined aromatase expression in human seminoma, which is the most common germ cell tumour of the testis.

Methods

The tumour-bearing testes were obtained from 20 patients with classic seminoma undergoing to therapeutic orchidectomy. Paraffin embedded tissues were processed for immunohistochemistry using a mouse monoclonal antibody generated against human placental cytochrome P450 arom, as primary antibody, and a biotinylated goat-anti-mouse IgG, as secondary antibody. Furthermore, Western blot analysis of seminoma extracts was carried out.

Results

Intense P450 arom immunoreactivity was observed in the seminoma cells and Western blot analysis confirmed the immunodetection. A strong immunostaining was also detected in cells of intratubular germ cell neoplasia (IGCN), adjacent to seminoma.

Conclusion

The present study demonstrated, for the first time in human, aromatase expression in neoplastic cells of seminoma suggesting a relation between local estrogen biosynthesis and germ cell tumorigenesis. The P450 arom immunolocalization in the cells of IGCN, representing the common precursor of most germ cell tumors, seems to support these findings.
Risk factors associated with mental illness in Oyo State, Nigeria: A Community based study
Authors: Amoran OE , Lawoyin TO , Oni OO
Published: December 2005

Background

The main objective of this study was to determine the prevalence and factors associated with mental illness in Oyo State at community level using the general health questionnaire as a screening tool.

Method

This cross-sectional, community- based survey was carried out among adults in three randomly selected LGAs using multi-stage sampling technique.

Results

A total of 1105 respondents were assessed in all. The overall prevalence of psychiatric morbidity in Oyo state Nigeria was found to be 21.9%, (18.4% in the urban areas and 28.4% in the rural areas, p = 0.005). Young age ≤ 19 yrs (X2 = 20.41, p = 0.00013), Unemployment (X2 = 11.86 p = 0.0005), living condition below average (X2 = 12.21, p = 0.00047), physical health (X2 = 6.07, p = 0.014), and large family size (X2 = 14.09 p = 0.00017) were associated with increase risk for psychiatric morbidity.

Following logistic regression analysis, Unemployment (C.I = 1.18–3.70, OR -2.1) and living conditions perceived to be above average (C.I = 1.99–5.50, OR-3.3) were significant predictors of mental illness while family size less than 6 (C.I = 0.86–0.97, OR-0.91) was protective.

Conclusion

The teenagers and the rural populations are in greater need of mental health promotional services. Family planning should be made freely available in order to reduce the family size and hence incidence of mental illness in the African population.
Dangers of PSI
Authors: Caldwell Edward C.
Published: December 2005

PSI (personalized system of instruction) has produced very significant changes in classroom instruction in higher education. A great deal of research evaluating PSI and its component parts has been generated. Study questions and proctors are two essential features of the system. This paper raises concerns regarding both of these features.
The Master's-Level Clinician: Application and Admission to Doctoral Programs
Authors: Perlman Baron , Dehart Patricia
Published: December 2005

The effect of having a master's degree on doctoral program application and acceptance/nonacceptance remains unclear. All former master's-level clinicians (N = 89) in an MS psychology program for an 11-year period were sampled; 65 individuals responded. Of those who applied to doctoral programs (n = 28), 86% gained admission. Results indicated significant differences between this accept group (n = 24) and a noapply group (n = 37). The noapply group had significantly lower GRE Quantitative scores, took significantly more time to complete the master's degree, were significantly older, chose the master's degree beause at the time of master's application they did not want a doctorate, and had a higher percentage of women. Four primary implications of the data are discussed.
Sexual Victimization: Educating Psychology Majors about an Important Social Problem
Authors: Shrum Rebecca A. , Halgin Richard P.
Published: December 2005

This article describes a senior seminar titled “Sexual Victimization,” which dealt with recent psychological, sociological, and feminist literature on sexual victimization. Major topics addressed in the seminar were rape, childhood sexual abuse, and incest. The topics of pornography, sexual harassment, and sexual exploitation in the media were also covered. The article elaborates on course requirements, appropriate literature, possible community resources, special concerns in teaching such sensitive topics, and recommendations for other related courses on this topic.
The Media Project: Enhancing Student Interest in the Psychology of Adolescence
Authors: Ward Thomas B.
Published: December 2005

One difficulty in teaching service courses such as Psychology of Adolescence is maintaining the interest of nonmajors without sacrificing course-relevant content. A course project that is helpful in overcoming this problem is described. The project requires students to observe some type of media (e.g., television) and determine the extent to which particular themes occur. The three crucial features of each project are that the students: (a) consider as aspect of the media that is relevant to some portion of the course material, (b) set up clearly defined categories, and (c) count the number of observed instances of those categories. There are pitfalls to consider, as well as advantages and disadvantages of various approaches to the project.
A Method for Teaching Name Mnemonics
Authors: Smith Steven M.
Published: December 2005

Name mnemonics provide a powerful technique for remembering names. This classroom demonstration teaches students how to construct and use name mnemonics. Students create mnemonics for each other in small groups. Students then describe their name mnemonics to the class. The exercise teaches mnemonics, gives students an experience with group creative problem solving, and ensures that nearly every class member's name will be known to all others in the class.
Röwer's Insight Revisited
Authors: Windholz George , Lamal P. A.
Published: December 2005

Psychology textbooks frequently present Wolfgang Köhler's two-stick experiment with chimpanzees as having demonstrated insight in learning. Studies that replicated Köhler's work support his findings but not his interpretation in terms of insightful solution. The uncritical inclusion of Köhler's insight interpretation in psychology texts is not warranted in view of alternate interpretations.
How I Kicked the Lecture Habit: Inquiry Teaching in Psychology
Authors: Zachry William H.
Published: December 2005

Inquiry teaching is an alternative to lecturing and is designed to involve students more actively and deeply in course material. It aspires to create an attitude of open-minded curiosity while engaging the highest cognitive skills. Inquiry teaching is based on a five-step approximation of the traditional scientific method, which includes forming hypotheses, collecting data, evaluating hypotheses, drawing conclusions, and testing conclusions against new data. In this article the inquiry method is illustrated by examples from a general psychology class. Successful results include increased class participation and higher student evaluations.
The Use of Literal and Applied Test Questions to Assess Understanding of Concepts
Authors: Wollen Keith A. , Quackenbush Robert L. , Hamlin Clint K.
Published: December 2005

This research demonstrates that a procedure known to increase understanding of concepts does not increase performance on literal test questions. A total of 128 college students studied one of two versions of a passage that explained several concepts. One version included both definitions of concepts and several examples, whereas the other included definitions only. Following study, students received fill-in-the-blank tests consisting of 10 literal and 10 applied questions. A major finding was that the increased performance of subjects who received examples was obtained on applied questions but not on literal questions. Also, applied questions were more difficult than literal questions when passages did not have examples, whereas applied questions were easier when examples were present. It was suggested that we use questions that assess understanding, questions such as the application questions in this article, if we expect our tests to be accurate reflections of a student's grasp of concepts.
Some Northerly Thoughts on Undergraduate Psychology Research Conferences
Authors: Furedy John J. , McRae R. Cameron
Published: December 2005

Although we agree with Carsrud, Palladino, Tanke, Aubrecht, and Huber's (1984) emphasis on the educational importance of undergraduate psychology research conferences (UPRCs), and recognize the value of the information provided by them for prospective organizers, we question the following assumptions: (a) that UPRCs are more favored by and more suited to undergraduate level institutions rather than “larger, research- oriented universities”; (b) that a senior faculty speaker is an essential, or even a desirable, component of a successful UPRC; (c) that speakers should never read their papers; and (d) that practice sessions should only have “reasonable questions” posed to the speaker.
A Microcomputer-Based Lab for Psychology Instruction
Authors: Goolkasian Paula
Published: December 2005

This article describes a microcomputer-based laboratory for an undergraduate course in Research Methodology. Hardware and software requirements for setting up the laboratory are discussed.
The Psychology of Women Course: A Continuing Catalyst for Change
Authors: Walsh Mary Roth
Published: December 2005

This article presents the argument that psychology departments need to continue to increase their efforts to develop separate courses on the psychology of women as a catalyst to mobilize resources for the more difficult task of mainstreaming this new research into the rest of the curriculum. Major topics include: historical perspective on women in the curriculum, documentation of the growing legitimacy of a separate psychology of women, current statistics on departments offering psychology of women courses, an examination of mainstreaming, and demonstration of the value of a separate psychology of women course. Finally, the article describes resources that faculty can use to support their efforts to develop and expand the psychology of women course.
Using Classroom Debates in Teaching Developmental Psychology
Authors: Moeller Thomas G.
Published: December 2005

Classroom debates have been used in a developmental psychology course in order to teach students about controversial issues and to help them improve their thinking and oral communications skills. Specific procedures and policies for the debates are described. Evaluation indicates that students consider the debates to be a positive learning experience. Problems with the technique are discussed and some possible solutions proposed.
Strategies for Debugging Control Language of Statistical Software Packages
Authors: Rasmussen Jeffrey Lee
Published: December 2005

The use of statistical software packages is often taught in psychology courses. Error messages from these packages are often little help to students who try to debug control language. In order to remediate this problem, a number of methods for preventing and correcting errors in control language are presented.
Bibliographic Computerized Searching in Psychology
Authors: Lewis Linda K.
Published: December 2005

Computerized searching can now locate information or produce bibliographies in many different subject areas. This article presents some of the advantages and disadvantages of computerized searching, and describes the databases in the area of psychology.
The Benefits of In-Class Bibliographic Instruction
Authors: Baxter Pam M.
Published: December 2005

Because students demonstrate deficient knowledge of basic reference tools in the discipline, there is a need for bibliographic instruction by librarians in the psychology classroom. Such instruction can introduce the types and variety of reference works, present the process of topic definition, and strengthen the role of the librarian in the literature-search process.
Advising Undergraduates who Wish to Become Clinicians
Authors: Halgin Richard P.
Published: December 2005

This article is written for advisers of undergraduates who aspire to be clinicians. It describes alternatives to traditional clinical psychology programs, including counseling psychology programs, professional schools of psychology, school psychology programs, medical school, and schools of social work. Strategies for increasing the likelihood of applicants being admitted to highly competitive programs in clinical psychology are also presented.
The Treatment of Sociobiology in Introductory Psychology Textbooks
Authors: Herzog Harold A.
Published: December 2005

In order to assess the degree to which concepts taken from sociobiology have been incorporated into the discipline of psychology, the coverage given to this topic in 37 introductory psychology textbooks was examined. The results indicated that most of the books provided some discussion of sociobiology, but it was typically superficial and there were often significant errors of interpretation of the theory. If coverage of sociobiology in introductory textbooks is an indicator of how the concept is viewed within psychology, it appears that most psychologists regard the theory rather lightly.
Interests in and Barriers to Using Computers in Instruction
Authors: Butler Darrell L.
Published: December 2005

Over the past decade, a number of surveys have examined faculty use of computers and interest in using them. Several reasons for differences between use and interest are discussed in this paper: lack of faculty time, training, or reward; lack of quality software; lack of hardware; and lack of support staff. I argue that the problems are disappearing and that computer-assisted instruction can become more common.
Fundamental Research and Research Fundamentals: A Response to Pasnak's Comments
Authors: Hollenbeck Albert R. , Small Arnold C.
Published: December 2005

A point by point response is provided to questions raised by Pasnak (this issue) concerning research design and interpretation of our study (Small, Hollenbeck, & Haley, 1982) of the effect of emotional state on student ratings of instructors. Attention is called to design and measurement issues for future research.
Psychology and Literature: An Interdisciplinary Approach to the Liberal Curriculum
Authors: Williams Kerry G. , Kolupke Joseph
Published: December 2005

An interdisciplinary team-taught course dealing with the application of three major psychological theories to the interpretation of major literary works is described. Two important features of the course were: (a) the use of literature as the basis for extended theoretical analysis of human behavior, and (b) the application of a more sophisticated approach to the psychological interpretation of literary works. Student reactions over 2 years indicate that these objectives are being realized. This course has been a highly successful component of an integrated liberal arts curriculum.
Effects of Topic Order in Introductory Psychology on Student Achievement, Interest, and Perceived Course Difficulty
Authors: Laffitte Rondeau G.
Published: December 2005

My study compared differences in examination scores, students' statements of interest, and perceptions of course difficulty as a function of course topic order. Two sections of introductory psychology were taught by the same instructor in the same room using the same textbook at adjacent class hours. The two classes studied the course topics in an order radically different from each other. Analyses revealed no difference between the groups' mean final examination scores, and failed to detect any relationship between the two topic orders and either student interest or perception of course difficulty. It was concluded that topic order had no effect on either achievement or students' interest and perception of difficulty.
Student Composed Case Study in Adolescent Psychology
Authors: McManus John L.
Published: December 2005

A variation of the case study method is described. Students in Adolescent Psychology composed hypothetical cases, proposed solutions to problems, and surveyed other groups regarding case dilemmas and adolescent issues. The method appeared to help students integrate concepts covered in the course and to increase students' motivation.
For Apple Owners: A Four-Channel, Computer-Managed Physiograph for $600
Authors: Jacobs E. W. , Gaines Marion T.
Published: December 2005

For approximately $600, Apple IIe owners can purchase equipment for collecting physiological data. Electromyograph (EMG), galvanic skin response (GSR), skin temperature (TEMP), and heart rate (HR) data can be recorded at user-specified intervals, displayed on a monitor, saved to a disk, and printed on paper. The system is flexible, and has been used in classroom demonstrations, relaxation training, and student research projects.
Questioning and Peer Collaboration as Techniques for Thinking and Writing about Personality
Authors: Beers Susan E.
Published: December 2005

An exercise in asking questions as preparation for writing essays was developed to encourage students to analyze and evaluate personality theories. Students wrote questions that were then discussed and classified according to Bloom's taxonomy. Twice in the term students chose questions to develop into essays. Rough drafts of the essays were discussed in small groups. The proportion of evaluative questions that students wrote increased during the course of the term. A questionnaire administered at the end of the term indicated that 90% of the students viewed the exercise positively. Having copies of others' questions and discussing rough drafts were rated as particularly useful.
Implicit Personality Theory in the Classroom: An Integrative Approach
Authors: Embree Marlowe C.
Published: December 2005

In an attempt to increase students' awareness of their own implicit theories of personality, students in a Psychology of Personality course were asked to complete an 18-item questionnaire dealing with various issues in personality. The instructor completed the questionnaire four times, each time taking the role of a prototypical figure in personality theory (Skinner, Freud, Rogers, and Glasser). Student responses were compared to the prototypes as a vehicle for discussing the class's perspective on issues discussed in the course.
Teaching Observational Methods: Time Sampling, Event Sampling, and Trait Rating Techniques
Authors: Zeren Andrea S. , Makosky Vivian Parker
Published: December 2005

This in-class activity permits the systematic observation of spontaneous human behavior as simulated on television and provides one effective way to demonstrate and compare time sampling, event sampling, and trait rating techniques. Students responded favorably to this activity, and many reported that it increased their understanding of the different observational techniques.
Using Astrology to Teach Research Methods to Introductory Psychology Students
Authors: Ward Roger A. , Grasha Anthony F.
Published: December 2005

A classroom demonstration designed to test an astrological hypothesis can help teach introductory psychology students about research design and data interpretation. The activity illustrates differences between science and nonscience, the role of theory in developing and testing hypotheses, making comparisons among groups, probability and statistical significance, and the complications involved in interpreting research data.
Has Lightning Struck Twice? Use of PSI in College Classrooms
Authors: Lloyd Margaret E. , Lloyd Kenneth E.
Published: December 2005

Classroom use of the Personalized System of Instruction (PSI) was investigated by sending questionnaires to three groups, early (before 1975) users of PSI, recent (after 1975) users, and current chairpersons of psychology departments. Data from all three sources suggest that fewer PSI courses are being taught, and that many depart substantially from the original PSI format.
Demonstrating the Central Limit Theorem
Authors: Johnson David E.
Published: December 2005

Explaining abstract, theoretical distributions to beginning students is sometimes difficult. This article describes a demonstration that helps to make the central limit theorem for generating sampling distributions concrete and understandable.
The Relationship of High School Psychology and Natural Science Courses to Performance in a College Introductory Psychology Class
Authors: Carstens Christian B. , Beck Hall P.
Published: December 2005

This study assessed the relationship between high school psychology and natural science classes and subsequent performance in a college introductory psychology course. After removing the variability due to SAT scores, both high school psychology and high school natural science courses were significantly related to precourse knowledge of psychology. High school psychology was not significantly related to final grades. However, students with strong backgrounds in high school natural sciences obtained higher final grades than students with less preparation.
Undergraduate Research Experience through the Analysis of Data Sets in Psychology Courses
Authors: Lutsky Neil
Published: December 2005

A method for involving large numbers of introductory psychology students as active researchers is described and evaluated. Students are assigned a project requiring them to develop research questions and to answer those questions by means of a computerized analysis of previously collected data. Results of a study of the project's effects on attitudes toward research in psychology indicate that students reported valuing research more, understanding statistical procedures better, and feeling less anxious about statistics and computers. These and other findings are taken to suggest that this assignment may be an effective way to introduce introductory students to research activities and values in psychology.
Reducing Procrastination through Required Course Involvement
Authors: Wesp Richard
Published: December 2005

Two courses using a personalized system of instruction required daily quizzing or self-initiated quizzing. Students in the daily quizzing section completed course work more rapidly and earned higher grades than did students in the completely self-paced course. The daily testing procedure used with the personalized course appears to be effective in reducing student procrastination without disregarding individual differences in student learning rate. The results suggest that required quizzing may assist students in managing their time in personalized instruction courses.
Teaching the Psychology of Gender Roles: Some Life-Stage Considerations
Authors: Paludi Michele A.
Published: December 2005

This article presents the argument that instructors of courses in the psychology of gender roles need to address the life-stage concerns of participants in their classes. Examples of films, topics, and popular books with a developmental emphasis are presented.
Teaching about Puberty: Learning to Talk about Sensitive Topics
Authors: Charlesworth John R. , Slate John R.
Published: December 2005

A small-group exercise was developed to allow students to discuss affective and cognitive aspects of puberty. Students were requested to write a group letter to a male and female child explaining the changes each child would encounter during puberty. Pretest–posttest results showed that students' knowledge about pubertal issues increased. In addition, students reported feeling more comfortable in discussing puberty with members of both sexes. This teaching exercise could be helpful to persons teaching courses in developmental psychology.
Advising Undergraduates in Psychology: Exploring the Neglected Dimension
Authors: Lunneborg Patricia W. , Baker Elizabeth C.
Published: December 2005

Three models for advising undergraduates resulted from a nationwide survey of psychology departments. The All Faculty model, which includes faculty from students' first to last year of college, was perceived as superior in meeting student needs. Next most effective was the No Faculty model, adopted by only 13% of departments, which consists of a departmental advising office with minimal faculty involvement. Private institutions were superior to public institutions in advising effectiveness, and departments with small numbers of students were perceived as superior to departments with many students. Although our respondents gave their advising systems high marks in general, problems with advising included lack of recognition and reward for advisers and unsatisfactory treatment of minority students' needs.
Multiple-Choice Questions with an Option to Comment: Student Attitudes and Use
Authors: Nield Anthony F. , Wintre Maxine Gallander
Published: December 2005

Introductory Psychology students were graded on four tests using multiple-choice questions with an explicit option to explain their answers (E-option), and were later asked how they would compare this format with short answer, essay, true/false, fill-in-the-blank, and regular multiple-choice. Students rated the E-option and short-answer formats as most preferred, and less frustrating and anxiety producing than other formats (p < .05). Of 416 students, 173 used the E-option, averaging less than one explanation per test over the four tests. During the course, only 30 points were gained and 5 points lost due to E-option use. The E-option seems to be an efficient and humane technique for testing large classes.
Computer-Simulated Psychotherapy as an Aid in Teaching Clinical Psychology
Authors: Suler John R.
Published: December 2005

Eliza, a widely known computer program that reacts to the user by simulating the responses of a psychotherapist, can be used as a teaching aid in undergraduate clinical psychology courses. Students' interaction with the program can enhance their understanding of interviewing and psychotherapy, the contrasts between clinical interactions controlled by humans and computers, and the role computers may play in the mental health field. The methods for conducting the exercise, for integrating it into the course syllabus, and for evaluating its impact on students are discussed.
Using Structured Group Workshops to Teach Group Process
Authors: Eichler Marilyn
Published: December 2005

A course in group process for master's level students in a Clinical/Community Psychology Program is described. When group methods courses are taught using the lecture/seminar method, they often fail to engage students on an emotional level. Alternatively, a totally experiential format (e.g., students as group therapy participants and the instructor as leader/therapist), fails to provide an adequate information base. This course offers students the opportunity to experience group process directly through developing, leading, and participating in structured group workshops in class.
Superiority of Women in Statistics Achievement
Authors: Brooks Charles I.
Published: December 2005

Contrary to Buck's (1985) recent report, in my introductory statistics course, female students make higher grades than male students. This article compares my experience with Buck's and mentions some of my anecdotal observations concerning the women's superior performance.
More on Superiority of Women in Statistics Achievement: A Reply to Brooks
Authors: Buck Jane L.
Published: December 2005

This article explores possible reasons for the differences between my results (Buck, 1985) and those of Brooks (this issue) concerning gender differences in statistics achievement. Additional analysis of my data revealed no significant gender differences. There is a need for better controlled studies to test some of the hypotheses that our exchange has generated.
Dinosaurs, Nuclear Winter, and Kanizsa Figures: In Defense of Pure Science and Intellectual Curiosity
Authors: Walker James T.
Published: December 2005

The practical implications of the nuclear winter scenario have been widely discussed. This scenario offers an elegant example of the application of several lines of pure research to a pressing real-world problem. Before the recent synthesis of findings in the areas of paleontology, historical geology, and astronomy, it was not obvious that research in any of these areas—particularly on the extinction of the dinosaurs about 65 million years ago—would ever have the slightest bearing on the question of the possible self-destruction of the human species, perhaps the most pressing issue of our time. Similarly, it is not always obvious which avenues of pure research in psychology might turn out to have unexpected applications in the real world.
Science and Values: Addressing Practical Issues in Developmental Psychology
Authors: Walton Marsha D.
Published: December 2005

This article describes a group exercise to help students understand how science can and cannot be used to resolve questions of practical importance in developmental psychology. Students with similar value preferences work together on a project that requires them to compile research and theory covered during the term. They then compare their work to that of groups with different value preferences. The exercise seems to promote a better appreciation of the contributions and limitations of empirical data and theory for answering practical questions.
An Experientially- and Community-Oriented Graduate Course in Mental Health Administration
Authors: Glenwick David S.
Published: December 2005

A graduate course in mental health administration that combines classroom, field visit, and practicum components is described. The course provides students with an overview of the major responsibilities, concerns, and issues in the management of mental health facilities. Course evaluation data indicate that the course has been meeting its goal of stimulating students' interest in this area of increasing involvement by psychologists.
A Grounded Theory of Thesis Blocking
Authors: Rennie David L. , Brewer Lynne
Published: December 2005

Interviews were conducted with 10 individuals who had great difficulty in completing a thesis, and with 6 students who had relatively little difficulty. A hierarchical structure of categories encapsulating the respondents' accounts was developed through the use of the grounded theory method of qualitative analysis. In this structure, control over the thesis is the core category and is supported by the two properties of dependence—independence and structuring the task. The latter property is in turn supported by project meaningfulness, political expertise, and time management. The relationships among the categories are cast into a grounded theory of thesis blocking. The implications and limitations of the theory are discussed.
Preparing Undergraduate Psychology Students for Careers in Business
Authors: Carducci Bernardo J. , Deeds William C. , Jones John W. , Moretti Donald M. , Reed Jeffrey G. , Saal Frank E. , Wheat Jerry E.
Published: December 2005

As a means of increasing their career opportunities, psychology majors can prepare themselves for business careers in areas such as marketing, human resources administration, and training and development. This article identifies some important skills for psychologists working in the business field and describes educational programs and curricular strategies for acquiring those skills.
Designing and Implementing a Computer Literacy Course in a Graduate Clinical/Counseling Psychology Program
Authors: Lowe Dennis W.
Published: December 2005

This article describes the development and implementation of a computer literacy course in a graduate clinical/counseling psychology program. The rationale, objectives, and outline of the course are discussed. The activities and software programs used in teaching the course are also mentioned. Computer literacy objectives for other courses are summarized and suggestions are included for others interested in developing a similar course.
Measuring Clinical Competence in Psychology Graduate Students: A Case Example
Authors: Swope Alan J.
Published: December 2005

An effort to develop and evaluate a measure of clinical competence in psychology graduate students is described. Special attention is devoted to planning and implementation issues. Preliminary findings of the evaluation are highlighted. These findings include a discussion of the impact of evaluation on teaching and a consideration of reliability and validity issues in measuring clinical competence.
Teaching Psychological Defenses: An Interactive Computerized Program
Authors: Bibace Roger , Marcus David , Thomason Debra , Litt E. Anne
Published: December 2005

An interactive computerized teaching program with which students learn to analyze behaviors as examples of psychological defense is described. Students are presented with a short paragraph describing a fictional situation in which a defensive behavior is enacted. These behaviors are analyzed in terms of actor-action-object propositions. The transformations in these three terms generate psychological defenses such as projection and reaction formation. Students' satisfaction with the program and their subsequent performance in identifying defense mechanisms indicated that it was useful for developing analytic skills.
The Use of Slides in Class: A Demonstration of Incidental Learning
Authors: Raphelson Alfred C.
Published: December 2005

Two History of Psychology classes were taught utilizing more than 1,000 slides illustrating biographies, concepts, and theories. The students were informed that the slides were ancillary and that they would not be held responsible for them. An unannounced Slide Recognition Test, given at the time of the final exam (but not counted toward any grade) was significantly correlated with all examinations given throughout the course.
PSI: Use, Misuse, and Abuse
Authors: Hobbs Stephen H.
Published: December 2005

The personalized system of instruction (PSI) is presented as a teaching system with characteristics that render it especially vulnerable to being misused or abused by teachers, students, and administrators. Examples are provided along with reasons why misuse and abuse may contribute to negative attitudes about the system.
Teaching a Course in Learning to Learn
Authors: Pintrich Paul R. , McKeachie Wilbert J. , Lin Yi-Guang
Published: December 2005

Teaching students to be life-long learners is an important goal of higher education. Students need to be taught explicitly how to use learning strategies to achieve this goal. We have designed a course to teach college students a variety of learning strategies. The course provides instruction in theory and research in cognitive psychology and in the application of learning strategies for studying. Topics covered include learning from lectures, texts, and discussions; memory models and strategies; motivation; writing skills; test-taking strategies; problem solving; and self-management. The course promises to be a useful approach to teaching learning strategies.
A Volunteer Program for Abnormal Psychology Students: Eighteen Years and Still Going Strong
Authors: Scogin Forrest , Rickard Henry C.
Published: December 2005

A volunteer experience in abnormal psychology is described. The program has been operating for 18 years, and student reactions have been quite positive. The program augments the traditional course offerings and provides reciprocal service for the university and mental health facilities. Guidelines for implementing a volunteer program are outlined, and suggestions for management are offered.
How Often are Our Statistics Wrong? a Statistics Class Exercise
Authors: Rossi Joseph S.
Published: December 2005

Using this exercise, students recompute the values of statistical tests published in journal articles, and the recomputed values are compared to the published results. My experience with one undergraduate and one graduate class suggests that errors in statistical results published in professional journals may be more common than is generally believed. Recalculations indicated that approximately 13% of the results reported as statistically significant were not. Some possible reasons for the discrepancies between published and recomputed values are discussed, as are students' reactions to the exercise.
Teaching, Teaching Teaching, and Research on Teaching
Authors: McKeachie Wilbert J.
Published: December 2005

Teaching psychology, training graduate students in teaching, and doing research on teaching are interwoven in the author's career. This article reviews significant learning experiences in my career from 1946–1986. From my experience, I have learned the importance of support from peers for students, prospective teachers, and researchers. I have also learned the importance of thinking about the thoughts and motives of others in teaching, training teachers, and doing research.
Exploring: An Extracurricular Career Awareness Program in Psychology for High School Students
Authors: Strutt George F. , Solomon Jonathan M.
Published: December 2005

This article describes a career awareness program in psychology sponsored by the Central New York Psychological Association (CNYPA) and the Hutchings Psychiatric Center in association with the Exploring Division of the Boy Scouts of America. The Explorer post, a coeducational and low budget program, served an average of 75 high school students in each of its first 3 years. The program's goals are to provide a familiarity with the field of psychology, with its educational requirements and occupational opportunities, and with the work lives of psychologists. Monthly meetings include presentations by psychologists in their areas of expertise, followed by small group discussions. We also describe the program's benefits and costs.
Demonstrating Classical Conditioning in Introductory Psychology: Needles Do Not Always Make Balloons Pop!
Authors: Vernoy Mark W.
Published: December 2005

Explaining classical conditioning to introductory psychology classes is sometimes difficult. This article describes a demonstration of a classically conditioned response that occurs when a needle pierces, but does not pop, a balloon.
Using Students' Perceptions of Their Instructor to Illustrate Principles of Person Perception
Authors: Lashley Robin L.
Published: December 2005

This article describes a classroom exercise in which students respond to a simple personality inventory that assesses their perceptions of their instructor. The data thus generated are used to illustrate the basic cognitive processes by which individuals interpret the behavior of others, as well as numerous perceptual biases that often render such interpretations inaccurate.
IBM BASIC Tachistoscope Program for Classroom Demonstration
Authors: Horn Debra Anne , McMinn Mark R.
Published: December 2005

This article describes a BASIC program for the IBM Personal Computer (PC) that simulates a tachistoscope. The program utilizes data files created by the user or sample files created by the authors. The program is useful for classroom demonstration of classic experiments in cognitive psychology.