bluuebunny/crossref_metadata_2025 huggingface dataset:
Essential Topics in Introductory Statistics and Methodology Courses
Authors: Giesbrecht N. , Sell Y. , Scialfa C. , Sandals L. , Ehlers P.
Published: January 2006

The purpose of this research is to assess interdisciplinary agreement about the content of an introductory course in statistics and research methods. We compiled a set of methodological and statistical topics from relevant research, introductory textbooks, and course descriptions. Eighteen professors in the natural sciences, social sciences, and education assessed the importance of these topics for a hypothetical introductory statistics and research methods course. Results indicate agreement across disciplines on the relative importance of 97% of the statistical topics, with 75% of these topics deemed to be important. In contrast, there is agreement on the relative importance of only 48% of the research methods topics. The results are useful in the evaluation of existing statistics courses and texts. In addition, the data provide support for interdisciplinary introductory statistics instruction but also raise questions regarding the apparent discipline-specific nature of instruction in methodology.
Teaching about Repressed Memories of Childhood Sexual Abuse and Eyewitness Testimony
Authors: Miller Leslie A.
Published: January 2006

Victims and witnesses to crimes frequently must remember information about what they saw. What they remember can dramatically affect the outcome of cases and the lives of the victims, the accused, and family members. This article describes an under-graduate course that examines human memory and its role in two applied legal issues: repressed memories of childhood sexual abuse and eyewitness testimony. Because these issues involve applying memory to real-world situations, and because they directly and indirectly affect many people, courses dealing with these topics hold intrinsic and practical interest for students. Student thought pieces, class discussions, and course evaluations indicate that students enjoyed and benefited from a course on these applied and polemic issues.
The Power of Stereotypes: A Labeling Exercise
Authors: Goldstein Susan B.
Published: January 2006

The labeling exercise is a classroom activity that enables students to explore stereotyping processes relevant to the perceiver and the target of stereotypes. Students are assigned stereotypical trait descriptors and, within the context of a specific task, are asked to treat each other according to those descriptors. This exercise provides an engaging introduction to the topic of social perception and encourages discussion of approaches to prejudice reduction. This exercise is appropriate for courses exploring issues of stigma or intergroup relations, including introductory psychology, social psychology, abnormal psychology, educational psychology, and psychology of gender. Evaluation data indicate consistently favorable ratings of this exercise.
Making Implicit Personality Theories Explicit: A Classroom Demonstration
Authors: Wang Alvin Y.
Published: January 2006

I developed a 9-item implicit personality theory (IPT) scale to demonstrate the naive, lay beliefs students have regarding the construct of personality. Students (N = 162) completed the IPT Scale during Week I and Week 16 in a Personality Theories course. Analysis of Week 1 responses showed definite student preferences for certain IPTs. Factor analysis of these data also revealed 4 relatively unique factors that accounted for 65.2% of the variance. By Week 16, students' preference for a particular explicit theory of personality related to their responses on the IPT scale. Comparison of Week 1 and Week 16 scores indicated that individual IPTs were fairly resistant to change. Pedagogically, these results demonstrate the role of IPTs in the construction and validation of explicit personality theories. Also, class discussion on topics such as individual differences, attribution theory, self-serving bias, and personal constructs are enhanced when students' IPTs are made explicit.
Teacher Self-Disclosure and Student Classroom Participation Revisited
Authors: Wambach Cathrine , Brothen Thomas
Published: January 2006

Objective observations of 22 classes across a variety of disciplines call into question Goldstein and Benassi's (1994) self report data suggesting that teacher self-disclosure may increase student participation. We found no relation between teacher self-disclosure and several measures of student participation, but self-disclosure did relate to other teacher behaviors. Class structure was a much more important determinant of student participation.
Teacher Self-Disclosure and Student Classroom Participation: A Reply to Wambach and Brothen
Authors: Goldstein Gary S. , Benassi Victor A.
Published: January 2006

Goldstein and Benassi (1994) found that teacher self-disclosure correlated positively with student classroom participation. Wambach and Brothen (1997/this issue) offered methodological, empirical, and conceptual criticisms. We address their criticisms and indicate weaknesses in their work. We reaffirm, our original conclusions.
Teaching Opportunities for Graduate Students in Psychology: Commonly Available but (Still) Rarely Required
Authors: Norcross John C. , Hanych Jennifer M. , Terranova Raymond D.
Published: January 2006

This study presents the frequency of 7 teaching opportunities in 559 graduate psychology departments throughout the United States and Canada. Data came from the 1994 edition of Graduate Study in Psychology. Doctoral departments consistently offered more of all 7 teaching activities than master's-only departments. However, few departments required any teaching or supervisory training for their students, and only 4% required a course in the teaching of psychology.
The Undergraduate Psychology Club: Possibilities and Suggested Activities
Authors: Satterfield Craig D. , Abramson Charles I.
Published: January 2006

This article illustrates the use of an undergraduate psychology club to enhance and strengthen a psychology undergraduate program. Topics discussed include (a) forming a club, (b) club activities, (c) recruiting members, (d) structure of the club, and (e) fund raising.
Content Analysis Project for Research Novices
Authors: Carpenter Sandra
Published: January 2006

Students can utilize content analysis techniques to examine societal trends of stereotyping in the media. In this article, I describe the steps in such a research methodology and indicate criteria instructors may use for evaluation. Students believed the project developed and adequately measured their analytic, research, and organizational skills and increased their knowledge of social psychology.
Teaching Theories of Hunger and Eating: Overcoming Students' Misconceptions
Authors: Assanand Sunaina , Pinel John P. J. , Lehman Darrin R.
Published: January 2006

Questionnaire data suggest that students' preconceptions about hunger and eating are inconsistent with contemporary theories. In general, students adhere to a set-point model, whereas current research indicates that the feeding system prevents energy deficits rather than reacts to them. Instructors should explicitly describe students' preconceptions about hunger and eating, discuss the incompatibility of these preconceptions with the empirical evidence, and introduce contemporary theories as alternative conceptions. This approach is effective both in overcoming students' misconceptions about hunger and eating and in increasing student involvement.
Using Animated Films to Teach Social and Personality Development
Authors: Kirsh Steven J.
Published: January 2006

Students in a course on Social and Personality Development wrote term papers about 10 aspects of child and adolescent development depicted in an animated film of their choice. Film analysis required using theory and research from the course. The assignment received favorable ratings. The animated film assignment appears to improve students' understanding of course material and helps students evaluate the types of films that children frequently see.
A Demonstration of Research Methodologies Used in Psycholinguistics
Authors: Langstom William
Published: January 2006

In this article, I describe software that presents classic experiments in psycholinguistics. I use this software for my Research in the Psychology of Language course, but it also has applicability to methods courses or survey courses in psycholinguistics and cognitive psychology.
Using Undergraduate Teaching Assistants in a Research Methodology Course
Authors: McKeegan Patricia
Published: January 2006

In this article, I describe an undergraduate teaching assistant (TA.) program in which TAs engage in the complementary activities of course preparation, course instruction, and l-on-l tutorial assistance. Questionnaires completed by students enrolled in the beginning methodology course and from undergraduates serving as> TAs indicated that both groups viewed the program as a learning experience. Seventy-three percent of the TAs rated their work as an excellent learning experience. Over 91% of the students who worked with the teaching assistants rated the help they received as good to excellent.
The Gay, Lesbian, and Bisexual Psychology Faculty Experience: A Concept Map
Authors: Liddle Becky J. , Kunkel Mark A. , Kick Sherri L. , Hauenstein Anita L.
Published: January 2006

Self-identified gay, lesbian, and bisexual (GLB) graduate faculty (N = 39) in psychology-related fields responded with multiple phrases to a phenomenological probe, asking “What it's like to be a gay/lesbian/bisexual faculty member.” A research team qualitatively reduced the responses to 61 representative items and returned them to respondents who (a) sorted items according to which ones went together and (b) rated items according to how well they described the respondent's own experience. The result was a 2-dimensional concept map, suggesting that the experience may be understood as having both positive and negative aspects and being both internally and externally mediated. Respondents typically indicated that the positive experiences associated with being a GLB faculty member were more salient for them than were the negative experiences.
Demonstrating Dynamic Social Impact: Consolidation, Clustering, Correlation, and (Sometimes) the Correct Answer
Authors: Harton Helen C. , Green Laura R. , Jackson Craig , Latané Bibb
Published: January 2006

This demonstration illustrates principles of group dynamics and dynamic social impact and can be used in classes in social psychology or group dynamics. Students discuss their answers to multiple-choice questions with neighbors and answer them again. Discussion consistently leads to the consolidation (reduced diversity), clustering (spatial-self-organization), correlation (emergent linkages), and continuing diversity of responses. “Truth” does not necessarily win, showing that the social reality of the group may be more important than objective reality.
Ready Or Not, Here We Come: Preparing Psychology Graduate Students for Academic Careers
Authors: Meyers Steven A. , Reid Pamela T. , Quina Kathryn
Published: January 2006

In this article, we present data that reflect the extent to which graduate students in psychology perceive themselves as prepared for different activities that they would have to undertake as faculty. Results indicate a large and statistically significant gap between the level of rated importance and the level of training received in the following areas relevant to an academic career: psychology content, research training, class management, academic life, and ethical issues. We provide specific training recommendations for psychology departments that wish to prepare their graduate students for careers in academia.
A Laboratory Group Model for Engaging Undergraduates in Faculty Research
Authors: Plante Thomas G.
Published: January 2006

In this article, I outline a laboratory group program for engaging large numbers of undergraduate psychology students in faculty research at small liberal arts colleges that have limited research resources. Participating in the group enhances the students' interest in and understanding of psychological research and improves their chances of being accepted into competitive graduate programs while allowing faculty to conduct multiple projects in an efficient manner.
Affective Cues and Processing Strategy: Color-Coded Examination Forms Influence Performance
Authors: Sinclair Robert C. , Soldat Alexander S. , Mark Melvin M.
Published: January 2006

We argue that external cues provide affective information that influences processing strategy and, therefore, examination performance. Participants completed 2 supposedly different forms of a midterm examination; in fact, randomly assigned participants completed identical midterm examinations printed on either red or blue paper. Blue paper led to superior performance, especially for difficult questions. We note a method for appropriately adjusting scores to control for form effects while maintaining percentile rankings within and across forms. We discuss implications for test administration, examination form effects, and adjustment of scores.
Using a Function Generator to Produce Auditory and Visual Demonstrations
Authors: Woods Charles B.
Published: January 2006

In this article, I describe how to use an inexpensive instrument to create visual and auditory classroom demonstrations. The function generator is an instrument that produces time-varying electrical signals of manipulable frequency, waveform, and amplitude. Sending these signals to a speaker or a light-emitting diode can demonstrate how specific characteristics of auditory or visual stimuli, respectively, relate to perceptual experiences.
Developing Visual Displays for Lecture-Based Courses
Authors: Seaman Michael A.
Published: January 2006

The advent of presentation software enables instructors to prepare visual displays for lectures. I review the benefits of using visual displays, provide a taxonomy of visual displays, and propose principles for constructing each type of display.
Introductory Course Content and Goals
Authors: Miller Benjamin , Gentile Barbara F.
Published: January 2006

A nationwide survey of introductory psychology instructors showed that introductory courses are remarkably uniform in structure and content, with few differences across instructors and institutions. Instructors' most important goal was to “engage students in scientific inquiry about psychological processes,” but instructors said that what the course does best is to survey the field and the different approaches to it. A survey of introductory students showed that most expected to learn about people and relationships and to gain useful skills and knowledge. At the end of the term, most described the course as a survey, and the course fell short of many of their expectations.
Virtual Instruction: Teaching an Online Graduate Seminar
Authors: Stadtlander Lee M.
Published: January 2006

Many colleges and universities are augmenting their distance-learning programs with telecommunications media. However, there is little guidance available on the mechanics of instructing in a virtual classroom. The objectives of this article are to briefly discuss the history and central issues of distance education, to describe my own experience in teaching an online virtual seminar, and to offer recommendations for future courses.
A Computer Tutorial on the Principles of Stimulus Generalization
Authors: Graham Robert B.
Published: January 2006

In this article, I describe a computer tutorial that teaches the fundamentals of stimulus generalization in operant learning. The content is appropriate for courses in general psychology, learning, and behavioral programming. Concepts covered include reinforcement, discrimination learning, stimulus continua, generalization, generalization gradients, and peak shift. The tutorial also reviews applications in animal and human situations. Student reaction to this form of presentation was very favorable.
Developing a Web-Assisted Class: An Interview with Mark Mitchell
Authors: Slattery Jeanne M.
Published: January 2006

Jeanne M. Slattery (JMS), an Assistant Professor of Psychology at Clarion University (Clarion, PA), conducted this issue's interview for the Generalist's Corner. She uses electronic communication to mentor students us well as to help students develop a sense of being members of an academic community. She interviewed Mark Mitchell (MM), an Associate Professor of Psychology at Clarion University, who has written and presented extensively on the use of the World Wide Web (Web) in the classroom. Mitchell coordinates the home page for the Society for the Teaching of Psychology ( http://psyl.clarion.edu/mm/Division2/d2.html ). His classes can be found at psyl.clarion.edu/mm , and Slattery's can be accessed through psyl. clarion.edu/jms/index.html .
Teaching Aspiring Professors to Be Ethical Teachers: Doing Justice to the Case Study Method
Authors: Costanzo Mark , Handelsman Mitchell M.
Published: January 2006

Case studies are important tools for helping students apply general ethical principles to their future activities as teachers. We present 4 cases that stimulate classroom discussion of critical ethical issues faced by teachers. The approach avoids some of the pitfalls of the case study method by including variations for each case and by highlighting the principle of perceived justice that underlies a variety of issues and dilemmas. We include counterarguments and commentaries for each case.
The Study of Biobehavioral Rhythms in a Psychology Laboratory Course
Authors: Rowland David L. , Wesselhoft Theresa
Published: January 2006

Eighteen students participated in an experiential exercise on circadian rhythms as part of the laboratory component of a psychology course. Participants measured their heart rate, blood pressure, mood, alertness, and visuomotor-cognitive performance. Measures showed significant circadian variation; they were strongly correlated and peaked at different times, providing support for a multioscillatory view of circadian control. Evaluation indicated students found this laboratory interesting, personally relevant, and helpful in understanding the importance of rhythms.
Teaching Operant Conditioning at the Zoo
Authors: Lukas Kristen E. , Marr M. Jackson , Maple Terry L.
Published: January 2006

Psychology instructors often visit zoos with their classes to teach about observational data collection methods and animal behavior. Unfortunately, they do not generally introduce the positive reinforcement training techniques used in zoos as models of applied operant conditioning. In this article, we describe a partnership between Zoo Atlanta and the Georgia Institute of Technology in teaching the principles of operant conditioning to undergraduate students in an experimental psychology class. The experience provided a valuable educational opportunity to students who simultaneously assisted zoo keepers with the management of animals in their care. According to both informal and formal student evaluations, the laboratory was an effective way to convey the principles of operant conditioning in an applied setting.
A Classroom Demonstration of Taste-Aversion Learning
Authors: Best Michael R. , Batsell W. Robert
Published: January 2006

Rats readily avoid tastes paired with illness, although they associate exteroceptive cues less well with toxicosis. In this article, we describe a demonstration that recreates the central features of taste-aversion research. A dark, tasty fluid is paired with a toxin. Students can directly observe the animal's behavior to conclude that the taste component, not the visual component, is associated with internal malaise. This demonstration places in a more concrete context the contribution of animal research to the principles of psychology.
A Method for Enhancing Student Interest in Large Introductory Classes
Authors: Buskist William , Wylie Devin
Published: January 2006

A common problem for teachers of large sections of introductory psychology is developing high levels of student interest in course content. In this article, we describe a method for creating and maintaining such interest involving students' written responses to a single question: “What one thing in your life, if you could change it today, would have the most immediate and profound positive impact in your life?” Students' responses to this question can be analyzed according to response category and incorporated into classroom discussions of many psychological principles. Infusing student responses into classroom discussions increases student awareness of important issues in the lives of their classmates, increases their knowledge of how psychological principles and theory apply to these issues, and enhances student interest in the course.
Teaching the History of Psychology: What's Hot and What's Not
Authors: Hogan John D. , Goshtasbpour Farangis , Laufer Marcy R. , Haswell Erinn
Published: January 2006

We conducted a survey of the history of psychology course and received 357 undergraduate syllabi. Despite wide variation in the syllabi, several trends emerged. For instance, most instructors depend heavily on textbooks to organize their courses, and three textbooks accounted for more than 60% of book choices. Newer areas of historical interest did not appear in the course syllabi to any substantial degree.
Methods of Supporting Students' Critical Reflection in Courses Incorporating Service Learning
Authors: Dunlap Michelle R.
Published: January 2006

Service learning seeks to provide students with real-life, community-based experiences related to the content offered in the classroom. In this article, I discuss methods that I use to support students as they reflect orally and in writing on their service learning experiences. The value of reflection journals and course group discussions is considered.
Forming and Testing Implicit Personality Theories in Cyberspace
Authors: Goldstein Miri D.
Published: January 2006

In this article, I describe an exercise for Social, Personality, and Introductory Psychology classes. In this exercise, students form implicit personality theories (IPTs) based on information provided by social psychologists on their internet home pages. As part of the exercise, students also compose a personal home page and describe the IPTs that are likely to emerge from the information they present. Students reported that the exercise was enjoyable and enhanced their understanding of the influence of IPTs on impression formation.
Use of an Interactive Case Study to Examine School Learning Problems
Authors: Witte Raymond H.
Published: January 2006

This instructional activity involves an interactive computer-video program developed from a school referral case. Graduate students critically examine information about a case, then render their opinion based on the referral. A laser disc along with accompanying videos of various assessment procedures are combined in a complete “station” in the university's computer lab. A primary advantage of the interactive case format is that the students can experience authentic cases complete with primary data prior to, or in conjunction with, actual field-based coursework or practica. Case findings and student opinions can then be discussed and critically evaluated as part of the learning experience.
Practice versus Review Exams and Final Exam Performance
Authors: Balch William R.
Published: January 2006

Two randomly assigned groups of introductory psychology students received different but comparable presentations of the same sample multiple-choice fined exam. The practice-exam group took a test on the questions and immediately afterward scored their tests according to the key (i.e., questions and answers), whereas the review-exam group saw only the key and performed a control task concurrently. On a final exam given I week later, the practice-exam students scored significantly higher than the review-exam group. In addition, they rated their task as more helpful in preparing them for the final. These effects did not interact with students' class standing. Apparently, students at all levels of academic ability benefit from an objective assessment of their preparation for a final exam.
Teaching Undergraduate Human Factors: The Need, Activities, and Benefits
Authors: Stone Nancy J. , Moroney William F.
Published: January 2006

In this article, we outline the need for and role of undergraduate human factors education, describe several activities for teaching human factors, and identify the benefits associated with offering the course. The results of a survey of psychology undergraduates (N = 111) revealed that they were unfamiliar with, yet interested in, human factors issues. A human factors course can inform students about the profession, meet their interests, and provide a variety of useful skills. We present 6 successful hands-on activities for teaching about human factors. Students reported that they enjoyed these activities and gained a greater understanding of the principles. Students also noted that the course increased their knowledge about the profession and provided new perspectives for examining systems and applying the principles.
A Sweet Way to Teach Students about the Sampling Distribution of the Mean
Authors: Dyck Jennifer L. , Gee Nancy R.
Published: January 2006

In this article, we describe a hands-on, in-class demonstration using M&M's® candy to illustrate the concept of the sampling distribution of the mean. With the class serving as the population, each student receives a small package of M&M's. The instructor draws samples from the population and constructs an actual sampling distribution. Students in two statistics courses received either the M&M demonstration or a comparable demonstration using a textbook example. They took a quiz on their knowledge and rated their attitudes toward the demonstration. Results indicated that students who participated in the M&M demonstration answered more questions correctly on the quiz, believed they had learned more, enjoyed class more, and had fewer negative feelings toward the demonstration than those who received the textbook example demonstration.
A Collaborative Assignment on the Role of Culture in Child Development and Education
Authors: Boyatzis Chris J.
Published: January 2006

In this article, I describe a collaborative project that helps students understand the role of culture in child development and education through an in-depth study of math education in the United States and Asia. Students use Bronfenbrenner's (1979, 1994) ecological model of development as a theoretical framework. The project entails independent and collaborative work outside of class and 2 class sessions. Evaluation data indicate that the assignment, especially the collaborative element, was highly effective in helping students understand how culture influences child development and education. The assignment also helped students understand Bronfenbrenner's ecological model and its applicability to child development topics.
Unveiling Positions of Privilege: A Hands-On Approach to Understanding Racism
Authors: Lawrence Sandra M.
Published: January 2006

In this article, I describe a classroom exercise used to assist White undergraduates in recognizing their racial privilege and the effects of institutional racism. While working in collaborative groups to construct mobiles, students unknowingly assume roles and behaviors analogous to those held by members of dominant and nondominant racial and social-class groups in the larger society. Students' written reflections at the conclusion of the class session provide evidence of the activity's effectiveness in helping students gain new insights about the privileged positions they hold in society and the ways those positions influence their perceptions of others.
What Introductory Psychology Students Attend to on a Course Syllabus
Authors: Becker Angela H. , Calhoon Sharon K.
Published: January 2006

Before receiving their introductory psychology syllabus, and again at the end of the semester, 863 students rated how much they would attend to 29 syllabus items. Dates of exams and assignments received the highest initial ratings; course information, withdrawal dates, and titles and authors of readings received the lowest. First-semester students attended more than continuing students to prerequisites, location of materials, holidays, support services, and late assignment and academic dishonesty policies and less to types of tests and assignments. Nontraditional students attended more to course goals, titles and authors of readings, and type of assignments than did traditional students and less to holidays and late assignment and academic dishonesty policies. Across all students, ratings of 18 items changed significantly over time (15 getting less attention). Instructors need to adopt strategies to focus attention on information to which students pay relatively little attention but that is critical for success.
A Feminist Approach to Teaching Theory Use to Counseling Psychology Graduate Students
Authors: Bogart Cathy J.
Published: January 2006

A primary goal of graduate programs in counseling psychology is to train students to use theory to understand people and to guide clinical decisions. I adapted Gergen's (1988) 5 central tenets of a feminist research method into an approach for teaching graduate students how to use theory. I include specific examples of how faculty might apply these feminist tenets.
Employing Interactive Learning Methods in a Course on the Psychology of Aging
Authors: Whitbourne Susan Krauss , Collins Kathleen
Published: January 2006

We describe an interactive method for teaching a course in the psychology of aging based on an interdisciplinary approach. The approach allows instructors to incorporate a wide range of age-related topics from various disciplines, and the course provides students with practical applications through interaction with older adults or by exploring images of aging in media, television, film, art, or literature. This approach allows students to identify and challenge perceptions of age and understand aging from many perspectives.
Strategies and Resources for Teaching Family Gerontology
Authors: Blieszner Rosemary
Published: January 2006

Including study of family relationships in adult development and aging courses is desirable because family members are key sources of support and contributors to physical and psychological well-being throughout adulthood. In this article, I include suggestions for course activities and instructor and student resources related to family gerontology.
Integrating the Humanities into a Liberal Arts Course on Adult Development and Aging
Authors: Cavanaugh John C.
Published: January 2006

In this article, I describe a freshman liberal arts honors course on adult development and aging. It contains suggestions for selecting and using readings, films, music, and television shows, and it pro-vides examples of how to make connections between these materials and the scientific literature.
Approaches to Teaching Adult Development within a Life Span Development Course
Authors: Fingerman Karen L. , Bertrand Rosanna
Published: January 2006

In teaching life span development courses, instructors must help students understand how general principles guide development in adulthood as well as in childhood. In this article, we describe two exercises that convey the ways in which social biases influence adult development and aging. The first exercise, involving sorting pictures of people of different ages, illustrates the diversity of opinions about how to divide the life span. The second exercise demonstrates how physical and social factors shape individual well-being in old age just as they do in childhood.
Comparing Multimedia and Traditional Approaches in Undergraduate Psychology Classes
Authors: Erwin T. Dary , Rieppi Ricardo
Published: January 2006

In this study, we compared the effectiveness of multimedia and traditional classes. Six instructors within the Department of Psychology taught 1 of 3 courses: human development, psychological statistics, or abnormal psychology. An instructor taught each course in either a multimedia or traditional classroom. Results showed that (a) the students in the multimedia and traditional classes did not differ on scholastic abilities prior to course enrollment, (b) students in the larger multimedia class averaged higher examination scores than those in the traditional classes, and (c) there were no consistent patterns between the student's learning preference and final examination scores in either the multimedia or traditional classes. We discuss the implications and limitations of the results.
Computerized Cognition Laboratory
Authors: Motes Michael A. , Wiegmann Douglas A.
Published: January 2006

The Computerized Cognition Laboratory helps integrate the teaching of cognitive psychology and research methods. The software runs on IBM-compatible computers. The experiments allow students to examine short-term memory (memory-span and acoustic similarity effects), long-term memory (semantic similarity and elaboration effects), and decision making (framing effects and heuristics), thus providing illustrations of effects commonly cited in cognition textbooks and research literature. The software employs both between-groups and within-subjects designs and continuous and categorical dependent measures. Therefore, one may use the package to teach the application of several statistical procedures, including chi-square, correlation, t test, and ANOVA.
Pedagogical Aids in Textbooks: Do College Students' Perceptions Justify Their Prevalence?
Authors: Marek Pam , Griggs Richard A. , Christopher Andrew N.
Published: January 2006

Our study extends, Weiten, Guadagno, and Beck's (1996) research on the value of the pedagogical aids in introductory psychology textbooks. We asked 411 first-semester and advanced psychology students to rate each of 15 aids on familiarity, likelihood of use, and value. We also examined all full-length introductory psychology texts published between 1995 and 1997 to determine the prevalence of these aids. Although the 2 student groups generally agreed on the most and least useful aids, ratings did not consistently coincide with prevalence. We discuss how ratings may reflect students' concern with test preparation and call for empirical re-search on the relation between pedagogical aids and learning.
In Search of the Truth about History, Sexuality, and Black Women: An Interview with Gail E. Wyatt
Authors: Grimes Tresmaine Rubain
Published: January 2006

Tresmaine R. Grimes is Associate Professor of Psychology and Chair of the Department of Psychology and Sociology at South Carolina State University (Orangeburg, SC). Her research interests include the development of children and adolescents and substance abuse. She teaches courses in general, child, abnormal, and personality psychology as well as human sexuality.

Gail E. Wyatt is a sex therapist, researcher, and professor of psychiatry and biobehavioral sciences at the University of California at Los Angeles (UCLA). She is also the Associate Director of Behavioral Science Research, Education, and Training for the UCLA AIDS Institute. Wyatt has appeared on numerous national and local television and radio programs, and has had her research featured in Vanity Fair, The New York Times, The Los Angeles Times, Essence, Ebony, and Emerge. She has been recognized for distinguished contributions in research on public policy by the American Psychological Association (APA) and recognized as an outstanding researcher by the Association of Black Psychologists and the Society for the Study of Ethnicity and Culture of the APA. She is also a recipient of the Carolyn Sherif Award from APA's Division of the Psychology of Women and author of the critically acclaimed book, Stolen Women.
University, Community College, and High School Students' Evaluations of Textbook Pedagogical Aids
Authors: Weiten Wayne , Deguara Daniel , Rehmke Erika , Sewell Laura
Published: January 2006

We compared university, community college, and high school students' evaluations of common learning aids. Over 500 participants rated 15 pedagogical aids on 3 dimensions: familiarity, probability of use, and educational value. Overall, there was striking agreement about which learning aids are most useful. The pedagogical aids that earned the highest marks were boldface technical terms, running or chapter glossaries, chapter summaries, and self-tests.
Teaching an Undergraduate Course on the Psychology of Racism
Authors: Khan Saera R.
Published: January 2006

A course on the psychology of racism can be difficult and sensitive for both student and instructor. In this article, I describe the format and content for a seminar class about racism and psychological theories developed to explain its occurrence. Emphasizing the importance of evaluating theory (e.g., social learning theory, realistic conflict theory, genetic similarity theory, stages of racial identity, and social categorization theory) and supporting research helps students gain insight into social psychology's contributions toward understanding and preventing racism. Using multiple teaching methods averts potential problems related to the sensitive nature of the material. Course evaluations reveal that students learned a great deal from the course and enjoyed critically evaluating this issue in a formal manner.
Using a Cost-Benefit Analysis to Teach Ethics and Statistics
Authors: Bragger Jennifer DeNicolis , Freeman Mark A.
Published: January 2006

We used Rosnow's (1990) method for quantifying the costs and benefits of research to teach undergraduate psychology students research ethics and the statistical concepts of central tendency and variability. Students rated the costs and benefits of well-known psychology experiments during the first class period and learned how to analyze and interpret their findings during the second lesson. We used class findings to demonstrate variability and consistency in ethical judgments of students. Students indicated they found the exercise useful for understanding research ethics and statistical concepts.
A Classroom Demonstration of Potential Biases in the Subjective Interpretation of Projective Tests
Authors: Wiederman Michael W.
Published: January 2006

Instructors teaching psychological assessment can use this demonstration to illustrate potential biases when subjectively interpreting responses to projective stimuli. Specifically, the demonstration illustrates how prior expectancies often lead the interpreter to focus on responses that “fit” with the initial impression (i.e., the tendency to collect confirmatory data). The demonstration utilizes active student participation, holds student interest, stimulates subsequent class discussion, and results in generally positive feedback from students.
An Introduction to Textbook Publishing: What We Did Not Learn in Graduate School
Authors: Matthews Janet R. , Davis Stephen F.
Published: January 2006

In this article, we integrate two faculty members' experiences as they independently learned how to become textbook authors. We consider some of die differences between publishing journal articles and textbooks and provide suggestions for those who wish to make this shift.
Following Teaching of Psychology into Adulthood: Changes, Contributors, and Contents
Authors: Griggs Richard A. , Jackson Sherri L. , Christopher Andrew N. , Marek Pam
Published: January 2006

Honoring Teaching of Psychology (ToP) on its silver anniversary, we extend prior overviews of its development and growth (Daniel, 1974, 1992) into the late 1990s. We describe changes in personnel and journal organization, indicate the types of institutions with which contributors are affiliated, identify the most frequent contributors, and present results of a content analysis of issues published 1991 through 1998 to complement Daniel's topic analysis. We conclude that ToP demonstrates a healthy balance between continuity and change, supporting its ongoing ability to address the interests and needs of teachers of psychology.
Newspaper Advice Column Letters as Teaching Cases for Developmental Psychology
Authors: Cabe Patrick A. , Walker Mary Helen , Williams Miriam
Published: January 2006

We describe newspaper advice column letters as case problems in developmental psychology. Students wrote weekly papers and led class discussions based on them to (a) analyze and propose solutions to problems from letters they found and (b) connect problems to course concepts. Students reported that the assignments benefitted topical learning, professional development, and writing skills. Students enjoyed and learned from the assignments; those who had completed more course work tended to find more value in the assignments.
Computer-Mediated Group Projects: Facilitating Collaborative Learning with the World Wide Web
Authors: Pychyl Timothy A. , Clarke Darlene , Abarbanel Tracy
Published: January 2006

We present the use of the World Wide Web (Web) to facilitate collaborative group work in 2 teaching environments: high school and graduate school. In the first case, high school students (N = 19) participating in a university minicourse worked in small groups for 25 hr conducting research and preparing a report on the Web. In the second case, psychology graduate students (N = 8) used personal Web sites for their seminar work. We found that the Web environment facilitated group work by providing (a) clear demarcations of individual members' contributions, (b) a structure for group members' participation, (c) easy access to group members' contributions, (d) individual work space, and (e) commensurable resources for each group member.
Fifty-Plus Years as a Student-Centered Teacher: An Interview with Wilbert J. McKeachie
Authors: Landrum R. Eric
Published: January 2006

R. Eric Landrum is an Associate Professor and Chair of the Department of Psychology at Boise State University in Boise, ID. His teaching and research interests focus on student performance and student success, examined in the context of student study time, retention and attrition, grade inflation, and student evaluations of teaching. Landrum is currently serving as the President of the Council of Teachers of Undergraduate Psychology.

Wilbert J. McKeachie is a Professor in the Department of Psychology and a Research Scientist at the Center for Research on Learning and Teaching at the University of Michigan, Ann Arbor. His long academic career is distinguished by 7 honorary degrees, 27 regional or national honors, membership in 14 professional societies, 32 books, 117 book chapters, 84 research or scholarly articles, and 105 other articles. Additionally, he is the composer of 6 musical compositions and has sung (with his wife) in the First Baptist Church Choir since 1948. During his fast-pitch Softball career (from 1933 to 1989), McKeachie pitched 35 no-hitters (in 1976 his pitching record was 22-0), with a winning pitching record of .750 and a lifetime batting average above .300. His book, Teaching Tips: Strategies, Research, and Theory for College and University Teachers is in its 10th edition and has become a cherished resource by new and seasoned academics alike.
Teaching Diversity: Experiences and Recommendations of American Psychological Association Division 2 Members
Authors: Simoni Jane M. , Sexton-Radek Kathy , Yescavage Karen , Richard Harriette , Lundquist Arlene
Published: January 2006

A nationwide survey of all members of American Psychological Association's Division 2: The Society for the Teaching of Psychology (response rate = 33%; N = 703) indicated that respondents generally acknowledged the importance of incorporating diversity topics in their classes. Respondents who rated incorporating diversity topics as more important reported that they allowed more time in their classes to discuss diversity, were more likely to have taught a course on a diversity issue, employed a more interactive teaching style, and were at institutions that included a diversity course as part of the general education requirements. Respondents identified barriers to teaching diversity, potential facilitating factors, and successful strategies and resources for incorporating diversity issues.
Consider the Opposite: Opening Minds through in-Class Debates on Course-Related Controversies
Authors: Budesheim Thomas Lee , Lundquist Arlene R.
Published: January 2006

When considering a complex and controversial issue, students may engage in a biased assimilation of the evidence and strengthen their existing attitudes rather than become appreciative of both sides of the issue. However, a consider-the-opposite strategy in which students argue a position contrary to their current opinion may eliminate this biased assimilation. We conducted in-class debates in 3 different courses and randomly assigned students to argue for or against their current attitude on an issue. Our results indicate that arguing a position consistent with one's opinion does produce biased assimilation but that arguing for a position inconsistent with one's opinion reduces this tendency. We discuss how best to design in-class debates to maximize their educational value.
Teaching about Nontraditional Families and Individual Development
Authors: Mazur Elizabeth
Published: January 2006

In this article, I describe the goals, content, and format of an undergraduate course on the implications of nontraditional families for life span development. Course goals include students gaining knowledge of scientifically based research and theory concerning nontraditional families and improving critical thinking and writing skills. The 5 major content areas are definitions of the word family, nontraditional 2-parent families, nonnuclear parenting arrangements, family options for infertile adults, and adult family arrangements. The format combines lectures, class discussions, assigned readings, reading logs, in-class exercises, guest speakers, videotapes, take-home essay exams, an interview of a nontraditional family, and an optional media review. Student responses on multiple methods of assessment indicated that the course effectively met its goals.
Some Observations of the Current State of High School Psychology
Authors: Hakala Christopher M.
Published: January 2006

Ragland (1992) reported on the state of high school psychology using data collected in 1986 through 1987. Her results suggested that many teachers of high school psychology were not adequately trained to teach the course and that the content of these courses often did not accurately reflect the current state of the field of psychology. Since that time, however, high school psychology has undergone several changes. The purpose of this article is to describe the changes as well as the potential impact of these changes on the teaching of high school psychology.