bluuebunny/crossref_metadata_2025 huggingface dataset:
SASB Goes Hollywood: Teaching Personality Theories through Movies
Authors: Paddock John R. , Terranova Sophia , Giles Lance
Published: January 2004

In this article we describe a technique for teaching personality theories to undergraduate psychology students. The method shows students segments from feature films that illustrate key concepts and uses the Structural Analysis of Social Behavior (SASB; Benjamin, 1994) model to focus attention on interactional behavior. We present qualitative and quantitative data supporting the utility of this teaching technique and suggest it can be successfully applied in introductory psychology as well as upper division courses (e.g., abnormal psychology, child development, theories of personality).
Playing “Sherlock Holmes”: Enhancing Students' Understanding of Prejudice and Stereotyping
Authors: Junn Ellen N. , Grier Leslie K. , Behrens Debra P.
Published: January 2004

We describe a simple, innovative classroom exercise designed to heighten students' understanding of stereotyping and prejudice. Students enjoyed the exercise and indicated it helped increase their awareness and understanding of their own and others' stereotypes and prejudice and the negative effects of prejudice. Students of color reported more benefits from the exercise. We provide suggestions and recommendations for carrying out the exercise.
Incorporating Published Autobiographies into the Abnormal Psychology Course
Authors: Norcross John C. , Sommer Robert , Clifford Jennifer S.
Published: January 2004

Published autobiographies written by individuals suffering from mental disorders can enrich abnormal psychology courses by complementing the outside-looking-in perspective of textbooks with an insider perspective. Autobiographies can serve as outside readings, lecture examples, primary texts for discussion sections, extra-credit assignments, and source books for topical seminars. Students favorably rated the pedagogical value of such autobiographies in 3 separate evaluations. We present a condensed autobiography review form and a Web site address for an annotated list of autobiographies.
The Online Delivery of Psychology Courses: Attrition, Performance, and Evaluation
Authors: Waschull Stefanie B.
Published: January 2004

In this article I address issues associated with online courses, focusing on introductory psychology. Data from 2 studies compared student attrition, performance, and evaluation in classroom sections and online sections. In Study 1, students chose to enroll in online or classroom sections; in Study 2, students were assigned to a section. Data indicate that attrition was similar in the 2 instructional formats. In Study 1, online students scored nonsignificantly lower on course tests and the final exam. Online students were more likely to fail the course. However, online students evaluated the course similarly to the classroom students. In Study 2, performance and evaluation were not different for the online and the classroom sections.
Computer and Software Use in Teaching the Beginning Statistics Course
Authors: Bartz Albert E. , Sabolik Marisa A.
Published: January 2004

We report the results of a survey examining computer-assisted data analysis in undergraduate psychology departments. Although 90% of the departments offered computer-assisted data analysis somewhere in their curriculum, one third did not use this approach in their beginning-level statistics course. We discuss the implications of the findings and suggestions for future research.
Effects of Recording Attendance on Grades in Introductory Psychology
Authors: Shimoff Eliot , Catania A. Charles
Published: January 2004

We recorded attendance for 57 students in an introductory psychology class by having them sign in at each class meeting. For the remaining 57 students, we counted the number of students attending, but kept no record of individual attendance. Students who signed in attended classes more often (absenteeism decreased by one third), and their grades on weekly multiple-choice quizzes were higher, even on questions based on material covered in the text but not in lectures. Thus, simply recording attendance (without awarding course credit for attendance) increased both attendance and overall academic performance.
Similarity of Introductory Psychology Textbooks: Reality or Illusion?
Authors: Griggs Richard A. , Marek Pam
Published: January 2004

Because the perception of extensive similarity in introductory psychology textbooks is important in the textbook selection process, we examined whether this perception was accurate. We systematically reviewed extant research encompassing 6 textbook dimensions and found that perceived similarity is the product of 2 salient, easily accessible, global text variables: chapter topics and organization. Beyond these variables, textbook homogeneity disappears. We consider stereotyping due to the arduous, complex nature of the textbook selection process as an explanation for this misperception of similarity and urge teachers to consider introductory texts more thoroughly to make the best choices for their individual courses.
Active Learning within a Lecture: Assessing the Impact of Short, In-Class Writing Exercises
Authors: Butler Adam , Phillmann Kayah-Bah , Smart Lona
Published: January 2004

Students in 2 large sections of an introduction to psychology course responded in writing during class to questions regarding material recently presented in lecture. After writing, they shared and discussed their responses with others. The exercises motivated attendance, and students generally reacted positively to the technique. There was some evidence that completing the exercises facilitated learning, although the exercises did not appear to stimulate intellectual activity outside of class. The technique is an easy and effective way to enhance a lecture and stimulate active learning during class.
Obedience, Conformity, and Social Roles: Active Learning in a Large Introductory Psychology Class
Authors: Bleske-Rechek April L.
Published: January 2004

Sixty-five undergraduates participated in a small-group activity designed to help them apply the findings from classic studies of conformity, obedience, and social roles. Students designed and demonstrated a study to illustrate the influence of obedience, conformity, or social roles in a real-life context. Each group generated 3 variables and described how each variable might moderate the power of social influence in their situation. Evaluation indicated that most students found the activity enjoyable and helpful for understanding the role of social influence in their daily lives. Students preferred the activity to a lecture and recommended using the activity again in future introductory psychology classes.
Comparing Two Collaborative Projects in a Cognitive Psychology Course
Authors: Millis Keith K.
Published: January 2004

I compared 2 collaborative class projects in an undergraduate Cognitive Psychology class. One was the Museum of the Mind, in which students created interactive museum-like displays that explained or illustrated a topic within cognitive psychology. The second was the Cognition Book, an edited book about cognition, in which students authored the chapters. Both projects required that students work collaboratively in small groups, in and outside of class. This article presents guidelines for constructing both. The results of a learning outcome measure and students' self-reports indicated that students in the Museum of the Mind class enjoyed aspects of their experiences more than students in the Cognition Book class, but students in the former class learned marginally less than students in the latter.
Microsoft Excel™ as a Tool for Teaching Basic Statistics
Authors: Warner C. Bruce , Meehan Anita M.
Published: January 2004

Many instructors use specialized statistics packages, such as SPSS or SAS/STAT in teaching quantitative and research methods courses. As an alternative to the specialized packages, Microsoft Excel™ offers charting capabilities and the Analysis ToolPak, which provides a set of data analysis tools beyond those normally found in spreadsheets. With Analysis ToolPak, Excel resembles what one would expect from a specialized low-level statistics program. We have successfully integrated Excel into our introductory statistics courses and developed a tutorial manual to guide students through various statistical procedures in Excel. We present student ratings of an intermediate form of the manual and its exercises and discuss the advantages and disadvantages of using Excel rather than a specialized statistical package for teaching basic statistics.
The Archives of the History of American Psychology: An Interview with David B. Baker
Authors: Prieto Loreto R.
Published: January 2004

Loreto R. Prieto is an assistant professor of Counseling Psychology at The University of Akron. Active in the Society for the Teaching of Psychology (STP), Prieto currently serves as the Chair of the Task Force on Diversity, recently completed a term on the Long Range Planning Committee, and has served on several other working groups and committees associated with STP. He was the Chair of the Working Group on Diversity for the American Psychological Association Psychology Partnerships Project.

David B. Baker is the Director of the Archives of the History of American Psychology and an associate professor of Psychology at The University of Akron. A counseling psychologist by training, he received his PhD from Texas A & M University in 1988. He has written on the history of school and counseling psychology. He coauthored and coedited with Ludy T. Benjamin, Jr., a special section of the American Psychologist in February 2000 that examined the 50th anniversary of the Conference on Graduate Education in Clinical Psychology (more commonly known as the “Boulder Conference”). Baker has a long-standing interest in the rise of professional psychology in America and is coauthor with Benjamin of a forthcoming book on that subject that will be published by Harcourt Brace.
Effects of Instruction in Methodological Reasoning on Information Evaluation
Authors: Leshowitz Barry , DiCerbo Kristen Eignor , Okun Morris A.
Published: January 2004

In this article we describe an instructional program that focuses on applying causal reasoning and related principles of the scientific method to problems faced in daily life. In a highly interactive classroom setting, the instructor gives students repeated opportunities to apply methodological reasoning to real-world scenarios for the purpose of making informed decisions. In addition to describing the program, we report the findings of a capstone exercise that examined changes in students' beliefs toward legalization of marijuana after reading persuasive communications. Students who experienced the instructional program exhibited less bias in evaluating information and less attitude polarization than students in a comparison group. We discuss the implications of these findings for developing and evaluating instructional programs in methodological reasoning in psychology.
Concept Maps as an Assessment Tool in Psychology Courses
Authors: Jacobs-Lawson Joy M. , Hershey Douglas A.
Published: January 2004

A concept map is a graphic, hierarchically arranged knowledge representation that reflects the content of an individual's semantic long-term memory. In this article we describe the basic mapping technique, a number of variations on the technique, how faculty members can use concept maps as an adjunct to traditional assessment techniques in psychology courses, and as a means of evaluating students' maps both quantitatively and qualitatively. Based on the results of a comparison between students' concepts maps completed at the beginning and the end of semester, we conclude that the technique is effective at evaluating students' knowledge.
Using Exam Bonus Points as Incentive for Research Participation
Authors: Ferrari Joseph R. , McGowan Stephanie
Published: January 2004

Across different terms, introductory psychology college instructors offered incentives to students for participating in department-wide research as part of a course requirement. Students received either no incentive (n = 590) or exam “bonus points” (n = 480) on both a midterm and final exam. Students offered bonus points began work at an earlier date and completed the research requirement more frequently than students not offered bonus points. Use of the bonus-point system could benefit students, instructors, and researchers.
An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology
Authors: Maynard Douglas C. , Bachiochi Peter D. , Luna Ana C.
Published: January 2004

Industrial/organizational (I/O) psychology has typically been neglected in introductory psychology textbooks and courses. The Society for Industrial and Organizational Psychology (SIOP) recently developed a series of teaching modules for introducing I/O psychology. We evaluated 4 modules with 12 samples (N = 333) for student learning and intentions and for student and instructor reactions. Overall, student knowledge of I/O concepts increased after presentation of the modules. Additionally, students were more likely to want to take a course in I/O psychology after the presentation. Finally, students found the presentations interesting and easy to understand. All instructors reported that the modules made presenting a lecture on I/O easy and that they were considering the use of the modules for future sections.
A Review of ESTAT: An Innovative Program for Teaching Statistics
Authors: Britt Michael A. , Sellinger John , Stillerman Lee M.
Published: January 2004

We review the benefits of using an interactive, graphics-based program called Estimating Statistics (ESTAT) as a teaching tool for statistics with psychology students. ESTAT incorporates two features not found in other programs: eyeball estimation and instantaneous statistical display. We describe an overview of the statistical concepts covered by the program, its unique pedagogical features, and the exercises used to address these concepts. The majority of our students recommended that we use this program in the future. In addition, we include a critique of the program.
A Decade of Changes since the St. Mary's Conference: An Interview with Thomas V. McGovern
Authors: Pusateri Thomas P.
Published: January 2004

Tom Pusateri received his doctorate degree in 1984 from Ohio State University. He is a professor of psychology at Loras College in Dubuque, Iowa specializing in Social and Industrial/Organizational psychology. He served a 2-year appointment as Assessment Coordinator for his campus, continues to serve on its assessment committee, and has delivered several conference presentations on assessment. Tom serves as Executive Director for the Society for the Teaching of Psychology.

Tom McGovern is professor and cofounder of the interdisciplinary Department of Integrative Studies at Arizona State University West. He was the first campus-wide Director of Assessment at Virginia Commonwealth University. Tom chaired the American Psychological Association (APA)/Association of American Colleges' project on liberal learning and study in depth as well as the steering committee for the St. Mary's Conference on Enhancing Undergraduate Education in Psychology (McGovern, 1993). He coauthored the Quality Principles with the steering committee from that APA-sponsored conference (see McGovern & Reich, 1996).
Attending Step Meetings as a Course Requirement: A Preliminary Investigation
Authors: Bristow Ann R. , Provost Jennifer , Morton Kristin
Published: January 2004

Students in Drugs and Behavior courses evaluated their experiences of attending 12-step meetings (e.g., Alcoholics Anonymous). We describe the parameters of this course requirement and offer suggestions for implementation. As hypothesized, students reported that attendance at 12-step meetings increased their understanding of addiction treatment and was relevant to the objectives of a Drugs and Behavior course. These 2 dimensions were also positively correlated with students' reports of comfort attending meetings. Students wrote reaction papers addressing positive and negative feelings and issues regarding 12-step meeting attendance. We provide examples of these comments, as well as students' suggestions for increasing comfort when attending meetings, to guide instructors who might want to assign a similar activity.
Demonstrating the Anchoring-Adjustment Heuristic and the Power of the Situation
Authors: Morrow Jannay
Published: January 2004

This article presents a technique used to elucidate the anchoring-adjustment heuristic and to integrate the concept with social psychological principles. After drawing a high or low number out of a hat, students estimated the number of yearly stroke-related deaths that occur in the United States. The interaction between type of anchor and familiarity with the heuristic predicted stroke estimates. Class discussion highlighted the power of situational forces, implications of cognitive biases, and methodological issues. Students' pre- and postdemonstration definitions of the anchoring-adjustment heuristic indicated that the demonstration helped them to understand the concept. Students described the demonstration and discussion as informative and enjoyable.
A View from the ToP and Beyond: An Interview with Randolph A. Smith
Authors: Scoby Alma
Published: January 2004

The Generalist's Corner Editor's Note

In the Generalist's Corner feature of this issue, we are showcasing the contributions of Teaching of Psychology Editor Randolph A. Smith. We thought this feature would be a strategic way to celebrate Randy's acceptance of a second term, which will begin in 2003. The interview offers some insight into the ways that ToP has changed during his tenure as editor as well as the values that drive his editorial decisions. We trust you will join with the editorial staff of ToP in expressing our thanks and congratulations to Randy for his superb work on behalf of psychology educators.
Problem-Based Service Learning: The Evolution of a Team Project
Authors: Connor-Greene Patricia A.
Published: January 2004

In this article, I describe the evolution of a problem-based service learning project in an undergraduate Abnormal Psychology course. Students worked in teams on a semester-long project to locate and evaluate information and treatment for specific psychiatric disorders. As part of the project, each team selected relevant bibliographic materials, made site visits to area treatment facilities, and prepared resource materials for people in the community seeking information on psychiatric disorders. I modified the process but not the content of the project over 4 semesters. Student evaluations improved significantly after I implemented students' suggested changes.
Understanding Faculty–Student Conflict: Student Perceptions of Precipitating Events and Faculty Responses
Authors: Tantleff-Dunn Stacey , Dunn Michael E. , Gokee Jessica L.
Published: January 2004

Handling conflicts with students is a part of most educators' academic lives. Surprisingly little research, however, has investigated student perceptions of sources of conflict or instructor responses to disputes. To gain insight into faculty–student conflict, we administered a survey to 122 undergraduates. Students indicated that they frequently communicated with professors regarding conflicts and were usually dissatisfied with their instructors' responses. We evaluated sources of conflict, faculty responses, and students' preferred responses to provide instructors with detailed information on students' perceptions. Potential benefits of understanding students' perceptions and preferences include improved course satisfaction and attitudes toward learning for students and maintenance of academic standards and heightened job satisfaction for faculty.
A Citation Analysis of Who's Who in Introductory Textbooks
Authors: Griggs Richard A. , Proctor Derrick L.
Published: January 2004

Given the many changes in the introductory psychology textbook market in the past 2 decades and the lack of a recent citation study of introductory texts, we conducted a citation analysis of a stratified random sample of current texts. To provide a more comprehensive picture of current citation emphases, we extended our analysis to the top 60 authors. As expected, historically prominent psychologists dominated the top 15, with Freud cited most often. We also found that the citation patterns reflected recent changes in the prominence of various schools of scientific psychology with cognitive psychology well represented. We discuss the role of these data in students' perceptions of psychology and in helping introductory teachers to make course content choices.
Facilitating Students' Career Development in Psychology Courses: A Portfolio Project
Authors: Larkin Judith E. , Pines Harvey A. , Bechtel Kate M.
Published: January 2004

We describe the use of a career exploration portfolio in an Industrial/Organizational psychology course (n = 22) to address students' career needs and to develop academic competencies. Students independently completed a series of assignments outside of class, which led to the construction of a personalized career development portfolio. Evaluations showed that students were significantly more certain about their career directions at the end of the semester than before and felt better able to implement their career choices. We discuss how career exploration portfolios can be used in other psychology courses.
Teaching Acculturation: Developing Multiple “Cultures” in the Classroom and Role-Playing the Acculturation Process
Authors: Tomcho Thomas J. , Foels Rob
Published: January 2004

Psychology recognizes the importance of educating students regarding cross-cultural issues. We designed a classroom exercise to give students a firsthand appreciation of a specific cross-cultural issue, that of acculturation. After a brief lecture on acculturation, we divided students in the class into 2 groups and helped each group to develop a distinct culture. Students then went on cultural exchanges to the other culture, to experience the acculturation process. Our intent with this exercise was both to teach acculturation and to broaden students' perspectives regarding current global cultural issues. Self-report evaluations of this exercise indicated that students believed it was helpful in learning about acculturation, and students reported that they developed empathy for those who are changing cultures.
Two Studies of Reading Compliance among College Students
Authors: Sappington John , Kinsey Kimberly , Munsayac Kirk
Published: January 2004

College students resist required reading assignments. Likewise, faculty are reluctant to quiz on reading assignments for fear of evoking disapproval. Measurement of reading compliance allows instructors to demonstrate a connection between reading preparation and subsequent success on final exams. The first study suggested that self-reports of reading compliance are invalid because of distortion on the part of students. A separate archival study demonstrated utility of the initial surprise quiz in predicting scores on final exams. Instructors might consider surprise quizzes to reinforce effort, illustrate practical benefits of reading preparation, and emphasize students' responsibility in the learning enterprise.
Factors Influencing Self-Rated Preparedness for Graduate School: A Survey of Graduate Students
Authors: Huss Matthew T. , Randall Brandy A. , Patry Marc , Davis Stephen F. , Hansen David J.
Published: January 2004

Numerous studies have found a host of factors that are likely to result in more successful applications to graduate schools. This study was a retrospective examination of the variables that distinguish graduate students who believed they were better prepared for graduate school. We examined several of these factors, including variables associated with undergraduate education and the individual for their relation to self-rated preparedness for graduate school. Our findings highlighted quality faculty interactions and participation in research as important factors in graduate students' post hoc ratings of their preparedness for graduate school. We also found that different types of institutions differed in the degree to which these opportunities were available to or accessed by students.
Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites
Authors: Sheldon Jane P.
Published: January 2004

Psychology instructors and textbook authors rate operant conditioning as one of the most essential concepts for students to learn, yet textbook writers, as well as students, can fall prey to misconceptions. This study is a content analysis of the presentation of operant conditioning in introductory psychology textbooks and their companion Web sites to discover if these information sources assist student learning or add to confusion. Results indicate that the failure to refer to changes in the likelihood of the organism's behavior when discussing operant conditioning was extremely common; this problem should be remedied to reduce students' misunderstandings.
A Career Research Project for Undergraduate Psychology Students
Authors: Nauta Margaret M.
Published: January 2004

I describe a career research project designed to increase students' knowledge of careers in psychology. Following a detailed outline, undergraduates enrolled in a senior seminar conducted research on a career of their choice, prepared a written summary of the career information, and presented the summary orally to their classmates. Reactions to the activity were quite positive, and students indicated that the project should be retained for future semesters. I provide an outline of areas I required students to investigate, and I offer recommendations to enhance the activity based on my experiences and students' feedback.
A New Technique for Demonstrating the Actor-Observer Bias
Authors: Gordon Anne K. , Kaplar Mary E.
Published: January 2004

In this article we describe a new classroom exercise for introducing the actor-observer bias in social perception. We describe 2 experiments that compared our new technique (which involves resolving interpersonal dilemmas for oneself and another) with a previously established technique (judging the applicability of traits for oneself and another). Results of Experiment 1 suggested that the new technique is as effective as the old technique for demonstrating the actor-observer bias and that quiz scores were better for those who completed the new technique. Results of Experiment 2 indicated that the new technique is more enjoyable, memorable, valuable, and helpful and more likely to be recommended by students for use in the classroom.
Lessons about Gay and Lesbian Lives: A Spaceship Exercise
Authors: Hillman Jennifer , Martin Renee A.
Published: January 2004

We designed an active learning activity to allow students to experience stereotyping and consider the social stigma often directed toward gays and lesbians. We used an unusual fictional scenario to alleviate students' concerns about impression management and permit them to experience the role of someone faced with discrimination without the automatic recognition of gay stereotypes. Sixty-eight undergraduates gave the activity positive evaluations along a variety of dimensions. Although the long-term effect remains unclear, analysis of students' pretest and posttest scores on the Homophobia Scale (Wright, Adams, & Bernat, 1999) suggested that this activity fosters more positive attitudes toward gays and lesbians. This exercise is suitable for introductory, social, educational, clinical, and abnormal psychology courses.
Science or Snake Oil? Teaching Critical Evaluation of “Research” Reports on the Internet
Authors: Connor-Greene Patricia A. , Greene Dan J.
Published: January 2004

The proliferation of information on the Internet introduces new challenges for educators. Although the Internet can provide quick and easy access to a wealth of information, it has virtually no quality control. Consequently, the Internet has rendered faculty more essential than ever as teachers of the analytic and evaluative skills students need to become educated consumers of information. In this article we describe an exercise using small-group discussion and individual problem-based learning to teach critical thinking about the Internet. Data from the exercise and from student evaluations support both its need and students' perceptions of its effectiveness.
Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education
Authors: Newlin Michael H. , Wang Alvin Y.
Published: January 2004

Pedagogical research on Web-based learning and instruction has not kept pace with the proliferation of Web-based courses offered by colleges and universities. Consequently, we encourage the application of the “Seven Principles of Good Practice in Undergraduate Education” (American Association of Higher Education, 1987) to guide the design and implementation of Web-based courses. We offer concrete suggestions on how instructors can apply each principle to maximize the potential of Web-based technologies and promote positive learning outcomes in the virtual classroom.
Implementing and Evaluating a Writing Course for Psychology Majors
Authors: Goddard Perilou
Published: January 2004

In this article, I describe Writing in Psychology, a semester-length 3-credit elective course designed to improve students' writing skills, familiarize them with psychology's writing conventions, and teach them American Psychological Association (APA) style. Students produced a case report, a report of an empirical study, a conference abstract, and a literature review. An attitude inventory and tests over grammar and APA style revealed significant precourse versus postcourse improvement, providing evidence that the course can be a valuable addition to the undergraduate curriculum.
More than Mere Weather: James's Talks to Students About Life
Authors: Wight Randall D.
Published: January 2004

William James addressed the last 3 lectures in Talks to Teachers on Psychology and to Students on Some of Life's Ideals (1899/1958) specifically to students. The first of these lectures, “The Gospel of Relaxation,” encouraged students to be both relaxed and active. The second, “On a Certain Blindness in Human Beings,” promoted awareness of and empathy for the diversity of individual human interest. The last lecture, “What Makes Life Significant,” argued that neither ideals nor passion alone gave life meaning but that the 2 in confluence yield significance. In all, James shared insights suggesting how students might improve their lives.
William James's Talks to Teachers (1899) and McKeachie's Teaching Tips (1999)
Authors: McKeachie Wilbert J.
Published: January 2004

What has changed and what has stayed the same in the years since the first publication of James's Talks to Teachers on Psychology: And to Students on some of Life's Ideals(1899) and the 10 editions of McKeachie's Teaching Tips? Although research and theory have given us better understanding of learning, memory, cognition, and motivation, much of James's wisdom and the student-centered orientation of Teaching Tips are still valid.
Changing Views of Culture and Behavior: An Interview with Robert Serpell
Authors: Lockett Charles T.
Published: January 2004

Charles Lockett is an Assistant Professor in the School of Psychology at James Madison University, where he teaches developmental psychology as well as advanced topic courses in cultural psychology and the psychology of race and racism. A graduate of Howard University, Lockett credits Howard's Preparing Future Faculty Fellowship Program for his grasp of classroom dynamics. Lockett's research focus is examining cultural and personal identity factors that lead to achievement among minority populations.

Robert Serpell, Professor of Psychology, University of Maryland, Baltimore County, is currently a visiting professor at the University of Malawi where he conducts applied developmental psychology research. He was the Director of the Doctoral Studies Program in Applied Developmental Psychology (1989 to 2001). Born and raised in England, with a BA (Oxford, 1965), and a PhD (Sussex, 1969), he is a citizen of Zambia and worked at the University of Zambia (1965 to 1989) as Head, Psychology Department, and Director, Institute for African Studies. His theoretical and applied research in Africa, Britain, and the United States has centered on the sociocultural context of children's cognitive development.
Prior Knowledge and Its Relevance to Student Achievement in Introduction to Psychology
Authors: Thompson Ross A. , Zamboanga Byron L.
Published: January 2004

Educational psychologists find that prior knowledge influences new learning. We examined whether course achievement for introductory psychology students is facilitated or impaired by their prior knowledge of psychology. We administered a pretest exam to 422 students early in the semester and gathered subsequent exam scores and other measures of student achievement. Students generally performed poorly on the pretest, as expected, but regressions revealed that pretest scores were uniquely positive, significant predictors of student achievement with other influences on achievement (e.g., homework, attendance) controlled. Further analyses suggested that prior knowledge is a significant resource that faculty can enlist in their instruction.
Volunteering in Research: Student Satisfaction and Educational Benefits
Authors: Bowman Laura L. , Waite Bradley M.
Published: January 2004

Participating in a research activity by volunteering in a research study or by writing a short research paper as part of a course requirement relates to favorable perceptions of psychology and research, greater knowledge of procedures associated with participation, and other demographic and situational variables. College students who volunteered to participate in a research study were more satisfied with their experiences than those who wrote papers as part of their research activity. Gender, grade expected, employment status, major, class size, and number of participation events related to satisfaction with experiences and perceptions of psychology and research. The findings are relevant to academic departments implementing or evaluating the existence of a participant pool.
Teaching Students about Classic Findings on the Detection of Deception
Authors: Morris Kathryn A.
Published: January 2004

I describe a classroom exercise that demonstrates people's inability to detect deception better than chance. In the exercise, students worked in pairs and took turns asking each other a series of questions. Students lied to their partners some of the time, and they in turn attempted to determine when their partners lied to them. Students also reported their degree of confidence in their lie detection abilities. The results consistently replicated classic findings in this area of research. In addition, students who participated in this exercise retained the knowledge gained from their participation for 6 to 30 months. I discuss the courses in which this exercise might be useful.
Teaching Students about In-Group Favoritism and the Minimal Groups Paradigm
Authors: Isbell Linda M. , Tyler James M.
Published: January 2004

Research on minimal groups demonstrates that arbitrarily creating 2 groups leads to the development of in-group favoritism. Experiments using the minimal groups paradigm show students how easily in-group biases can be created simply by categorizing others. This article describes an in-class activity that demonstrates the power of categorization. Students completed a minimal groups experiment either before or after viewing the video A Class Divided. Regardless of when they viewed the video, students rated their arbitrarily assigned in-group more positively and less negatively than their out-group. These findings spurred lively discussion about the possible relation among categorization, discrimination, and prejudice. Students enjoyed the activity and indicated that it was a valuable technique for demonstrating in-group bias.
A Virtual Lab in Research Methods
Authors: Sommer Barbara A. , Sommer Robert
Published: January 2004

A hands-on lab for a lower division research methods course used an online format with Web page, Web forms, an e-mail listproc, and chat room. The virtual section received a higher rating for overall value than did the in-person labs. Students liked its convenience and flexibility. There were no significant differences in examination performance between students who took the online lab and 12 others who requested it, but could not be accommodated. Compared with the traditional course, more time was required in constructing assignments and communicating with students. A major advantage was eliciting responses from all students in contrast with the usual lab section.
Psychology and the Legal System: An Interview with Edie Greene
Authors: Woody William Douglas
Published: January 2004

William Douglas Woody completed his doctoral work at Colorado State University and is now Assistant Professor of Psychology at the University of Northern Colorado. He teaches and conducts research in the areas of psychology and the law, social psychology, and history and systems of psychology. He is the recipient of regional and national teaching awards. While completing his doctoral work, Doug started collaborating with Edie Greene on projects related to civil jury decision making.

Edie Greene earned her BA in psychology from Stanford University, her MA from the University of Colorado–Boulder, and her PhD in psychology and law from the University of Washington. Additionally, she completed a postdoctoral fellowship at the University of Washington from 1983 to 1986, and she served as Fellow in Law and Psychology at Harvard Law School from 1994 to 1995. Edie is currently Professor of Psychology at the University of Colorado at Colorado Springs where she conducts research on jury trials, eyewitness memory, and other topics in psychology and law. Her work has been funded by number of federal agencies, and she has earned extensive research recognition including an award from her college for Outstanding Research and Creative Works. Edie is a coauthor of the textbook Psychology and the Legal System (5th ed.), published by Wadsworth (2002), and she coauthored Determining Damages: The Psychology of Jury Awards, published by the American Psychological Association (2002). She has published more than 70 articles and book chapters as well as an annotated bibliography on the adversarial system (Strier & Greene, 1990). In addition to conducting research, she has served as a trial consultant, and she has testified extensively as an expert witness on eyewitness memory and jury decision making. Edie has been active in the American Psychology–Law Society in numerous roles including membership on the executive committee. She serves on the editorial boards of Law and Human Behavior and Psychology, Public Policy and Law.
Effects on Content Acquisition of Signaling Key Concepts in Text Material
Authors: Nevid Jeffrey S. , Lampmann Jodi L.
Published: January 2004

Eighty college students read textbook passages that either included marginal inserts to signal key concepts or did not include these inserts. Signaling key concepts enhanced performance on content quizzes overall and on subsets of items assessing signaled material. Performance was not affected on subsets of items for nonsignaled content. Students reported preferring the signaled format and found it both clearer and easier to understand than the nonsignaled format. Signaling key concepts by extracting and highlighting them in marginal inserts may facilitate encoding and retention of these concepts.
Constructing a Family Health History to Facilitate Learning in a Health Psychology Seminar
Authors: Sumner Kenneth E.
Published: January 2004

This article describes a project to reinforce learning in an undergraduate health psychology seminar. The project required students to (a) profile the physical and mental health status of at least 15 family members, (b) identify trends or patterns related to health and illness in their families, and (c) develop an action plan for maintaining good health. Students' evaluations of the project suggested that the project reinforced learning from the class, enhanced knowledge about the causes for illnesses, and prompted them to monitor or change health-related behavior to maintain good health.
Using Portfolios to Teach Test-Scoring Skills: A Preliminary Investigation
Authors: Egan Paul J. , McCabe Patrick , Semenchuk Danielle , Butler Joanna
Published: January 2004

This study investigated the effectiveness of portfolios as an instructional technique to reduce errors associated with test scoring by graduate students. Both the control and experimental conditions consisted of a lecture and demonstration on proper administration and scoring followed by a discussion. The experimental condition also required students to maintain a portfolio with completed protocols, which students reviewed prior to each ensuing practice administration. The experimental group demonstrated a significant reduction in scoring errors in comparison to the control group. These findings suggest portfolios are an effective instructional technique that can reduce errors made by graduate students when scoring tests measuring cognitive ability.
Changing Attitudes over Time: Assessing the Effectiveness of a Workplace Diversity Course
Authors: Probst Tahira M.
Published: January 2004

Diversity is increasing within the United States, and higher education will likely play a key role in preparing people to function in this new environment. This study assessed the effectiveness of a semester-long psychology workplace diversity course at changing student levels of ethnocentrism and attitudes regarding gender roles; the disabled; gays, lesbians, and bisexuals (GLBs); racial minorities; and the elderly in the workplace. The results indicated that the course had a positive impact on the perceived equality of gender roles; improved student attitudes toward the disabled, racial minorities, and GLBs at work; and increased intercultural tolerance.
Evaluation of a Web Site in Cognitive Science
Authors: Goolkasian Paula , Van Wallendael Lori , Van Gaultney Jane F.
Published: January 2004

A public Web site (Goolkasian & Van Wallendael, 2001), established to provide educational materials in cognitive science, served as the primary text for an interdisciplinary course. We tracked student use of the Web site online and with self-report questionnaires. A majority (74%) of the students rated the Web site to be as useful or more useful than a traditional textbook. Although time spent online with the Web materials predicted scores for 2 of the 4 exams, class attendance was the strongest predictor of exam performance.
Overcoming Unintentional Barriers with Intentional Strategies: Educating Faculty about Student Disabilities
Authors: Forrest Krista D.
Published: January 2004

Krista Forrest is an Assistant Professor in the Department of Psychology at the University of Nebraska at Kearney, where she teaches general psychology and life span development as well as advanced courses in adolescent psychology, group dynamics, and psychology and law. A graduate of North Carolina State University with a MS in developmental psychology and a PhD in social psychology, she is currently examining the extent to which specific police interrogation strategies influence a suspect's likelihood of falsely confessing. Her dedication to educating students with disabilities comes from 12 years of combined teaching experience at North Carolina State, Elon College, and University of Nebraska at Kearney as well as her role as a mother to a child who has both visual and hearing impairments.

Catherine Fichten received her MA in experimental social psychology from Concordia University, her PhD in clinical psychology from McGill University, and is currently a Professor of Psychology at Dawson College, an Associate Professor of Psychiatry at McGill University, and a clinical psychologist at the SMBD–Jewish General Hospital. In addition to her research in the areas of sexual dysfunction and sleep disorders, she has published or has in press over 30 articles concerning postsecondary students and disabilities. Topics range from nondisabled student and faculty perceptions of students with disabilities to the availability of technology for students with disabilities. She has authored or coauthored grants worth over 2 million dollars to empirically investigate factors influencing the academic and social success of college students with disabilities. As a member of the advisory committee for the Canadian Institutes of Health Research, she has informed multiple institutes within the agency of the needs and research opportunities related to mobility issues. Many of her articles are available on her Web page ( www.fichten.org ).
2003 Teaching Award Winners
Authors: Dunn Dana S.
Published: January 2004

The Society for the Teaching of Psychology (Division 2) celebrated the 24th year of the its annual Teaching Awards Program at the August convention of the American Psychological Association (APA) in Toronto, Ontario, Canada. The 2003 winners received a plaque and a check for $750. Recognition for outstanding teaching was given in each of the following categories: (a) Robert S. Daniel Award (4-year college or university professor), (b) Moffett Memorial Award (high school teacher), and (c) McKeachie Early Career Award (graduate student). No 2-year College Award was given this year.
Animal Use, Student Choice, and Nonanimal Alternatives at “America's Best” Undergraduate Colleges
Authors: Cunningham Paul F.
Published: January 2004

Chairs at 262 prominent U.S. and Canadian colleges and universities (75% response rate) completed a questionnaire about animal use, student choice policies, and alternatives to the use of animals in undergraduate psychology education. Results indicated that a majority of institutions used animals in teaching, only a minority had choice policies within animal-based courses, and most schools used alternative learning methods, either as a substitute for or adjunct to live animal laboratories. In this article, I discuss the educational policy implications of practices in the undergraduate psychology animal-based curriculum at “America's best” colleges, especially the common practice of advising reluctant students away from animal course work.
Mixing, Matching, and Mating: Demonstrating the Effect of Contrast on Relationship Satisfaction
Authors: Lewis Brian P. , Gurung Regan A. R.
Published: January 2004

We extended earlier demonstrations of the matching phenomenon (individuals choose romantic partners who tend to match them on a variety of traits) to demonstrate several relationship issues including contrast effects, the impact of alternative mates on relationship satisfaction, and social exchange and equity theories. Students first place playing cards of differing values on their foreheads and pair with another student to achieve the highest combined card value. Students are unaware of their own card value. After all have paired, a student with a more valuable card is introduced to the mix. Students then reassess their pairings and relationship satisfaction and the process is repeated. Data indicated that this demonstration significantly enhances student knowledge of the subject material.
Evaluating Proposals for Experiments: An Application of Web-Based Self-Assessment and Peer-Assessment
Authors: Sung Yao-Ting , Lin Chen-Shan , Lee Chi-Lung , Chang Kuo-En
Published: January 2004

Thirty-four undergraduates used Web-based self- and peer-assessment procedures for evaluating proposals in experimental psychology courses. Students presented their proposals and commented on the proposals of others on the Web. Results indicated that proposal observation and peer interaction enhanced the quality of students' proposals. These procedures also enhanced the interrater reliability of within-group members' proposal ratings.