bluuebunny/crossref_metadata_2025 huggingface dataset:
ORDERING IN HIGHER HOMOLOGOUS SERIES OF nBAC — A COMPARATIVE COMPUTATIONAL ANALYSIS
Authors: OJHA DURGA PRASAD
Published: January 2006

A Comparative computational analysis of ordering in higher homologous series of p-n-alkylbenzoic acids (nBAC), having 7(7BAC); 8(8BAC) and 9(9BAC) carbon atoms in the alkyl chain, has been carried out based on quantum mechanics and intermolecular forces. The evaluation of atomic charge and dipole moment at each atomic centre has been carried out through an all-valence electron (CNDO/2) method. The modified Rayleigh-Schrodinger perturbation theory, along with multicentered-multipole expansion method, has been employed to evaluate long-range intermolecular interactions, while a "6-exp" potential function has been assumed for short-range interactions. The total interaction energy values obtained through these computations were used to calculate the probability of each configuration at room temperature, nematic-isotropic transition temperature and above transition temperature using the Maxwell-Boltzmann formula. A comparative picture of molecular parameters such as total energy, binding energy and total dipole moment has been given. A model has been developed to describe the nematogenicity of these acids in terms of their relative order with molecular parameter introduced in this paper.
HAMILTONIANS IN OBLIQUE BODY-FRAME: A GEOMETRIC ALGEBRA APPROACH
Authors: PESONEN JANNE
Published: January 2006

In this work, I present a practical way to obtain the vibration-rotation kinetic energy operator for an N-atomic molecule in an arbitrary body-frame [Formula: see text]. The body-frame need not be orthogonal or rigid. In practice, I derive the explicit form of the measuring vectors associated with the body-frame components of the internal angular momentum. Their inner products with the vector derivatives of the shape coordinates give the "Coriolis" part of the metric tensor appearing in the Hamiltonian, and their inner products among themselves give the "rotational" part. As a simple example, the measuring vectors are explicitly derived in an oblique bond-vector body-frame. The metric tensor elements are also derived for a tetra-atomic pyramidal molecule, whose shape is parametrized in bond-angle coordinates.
QUANTUM INTERFERENCE AND LASER PULSE PHASE EFFECT ON THE PHOTOIONIZATION RATES OF EXCITED HYDROGEN ATOMS IN THE TUNNELING REGION
Authors: MISHIMA K. , HAYASHI M. , LIN S. H.
Published: January 2006

Using the generalized Keldysh theory, we investigate the quantum interference and the laser pulse phase effects by tunneling photoionization of an excited hydrogen atom. We assume that its initial state be a linear combination of 1s, 2s, 2p Stark-shifted atomic states. It is found that within the Keldysh approximation, quantum interference can take place among the 1s, 2s, and 2pz states, while this is not the case among 1s, 2s, 2pz and 2px, 2py, or 2px and 2py themselves. From the numerical calculations, we predict that the prominent destructive quantum interference takes place between 2s and 2pz atomic orbitals. In addition, we have found that in general, the laser pulse phase does not affect the individual photoionization rates while it does affect the quantum interference terms.
A NATURAL ORBITAL FUNCTIONAL STUDY FOR THE ELECTRIC RESPONSE PROPERTIES OF MOLECULES
Authors: LEIVA PAVEL , PIRIS MARIO
Published: January 2006

This paper presents dipole moments, static isotropic polarizabilities and polarizability anisotropies of 20 molecules calculated in the framework of a new natural orbital functional method. All calculations have been performed using a finite field approach. Comparison with other correlated methods (CCSD(T), B3LYP) shows a reasonable agreement in the prediction of electric response properties by this new functional.
GLOBAL GEOMETRY OPTIMIZATION OF SILICON CLUSTERS EMPLOYING EMPIRICAL POTENTIALS, DENSITY FUNCTIONALS, AND AB INITIO CALCULATIONS
Authors: TEKIN ADEM , HARTKE BERND
Published: January 2006

Si n clusters in the size range n = 4–30 have been investigated using a combination of global structure optimization methods with DFT and ab initio calculations. One of the central aims is to provide explanations for the structural transition from prolate to spherical outer shapes at about n = 25, as observed in ion mobility measurements. Firstly, several existing empirical potentials for silicon and a newly generated variant of one of them were better adapted to small silicon clusters, by global optimization of their parameters. The best resulting empirical potentials were then employed in global cluster structure optimizations. The most promising structures from this stage were relaxed further at the DFT level with the hybrid B3LYP functional. For the resulting structures, single point energies have been calculated at the LMP2 level with a reasonable medium-sized basis set, cc-pVTZ. These DFT and LMP2 calculations were also carried out for the best structures proposed in the literature, including the most recent ones, to obtain the currently best and most complete overall picture of the structural preferences of silicon clusters. In agreement with recent findings, results obtained at the DFT level do support the shape transition from prolate to spherical structures, beginning with Si 26 (albeit not completely without problems). In stark contrast, at the LMP2 level, the dominance of spherical structures after the transition region could not be confirmed. Instead, just as below the transition region, prolate isomers are obtained as the lowest-energy structures for n ≤ 29. We conclude that higher (probably multireference) levels of theoretical treatments are needed before the puzzle of the silicon cluster shape transition at n = 25 can safely be considered as explained.
Artificial Neural Networks and Three-Dimensional Digital Morphology: A Pilot Study
Authors: King Roger L. , Rosenberger A.L. , Leann Kanda L.
Published: January 2006

In this pilot study, we used an unsupervised learning algorithm for self-organization and pattern matching to create feature maps that can be applied to morphological problems. We designed a network to analyze 83 first and/or second upper and lower molar sets representing 13 anthropoid primate species, based on three-dimensional measures obtained from laser-digitized, virtual specimens. As shown in a comparison with a principal-component analysis of the virtual specimens, the artificial neural network approach provided more biologically meaningful information than the conventional multivariate analysis approach. The methodology discovered partitions and hierarchical clusters consistent with anthropoid systematics, from the species (or subspecies) level to the highest categories, by sorting and allocating upper and lower molar teeth. As one might expect, measures of upper molars were richer in phenetic information than those of lower molars, even among the anatomically diverse platyrrhines. We also show that reducing taxonomic noise (i.e. biological variation) by limiting the analysis to a monophyletic subset improves discrimination.
Glucose Permeability of Human, Bovine, and Porcine Corneas in vitro
Authors: Myung David , Derr Kristen , Huie Philip , Noolandi Jaan , Ta Kathryn P. , Ta Christopher N.
Published: January 2006

Purpose: To measure glucose flux across human, bovine, and porcine corneas and to determine the diffusion coefficient of each type of cornea. Methods: Diffusion of glucose across human (n = 8), bovine (n = 7), and pig corneas (n = 8) was measured using a modified blind well chamber apparatus (Boyden chamber). Dialysis membranes (n = 7) and nonporous Mylar membranes (n = 7) were used as positive and negative controls, respectively. Glucose concentrations were measured at 30-min intervals with a commercially available glucose meter. Results: The diffusion of glucose through corneas in vitro was calculated by a simple Fickian diffusion model. The diffusion coefficient of glucose is highest for the human cornea (DHC = 3.0 ± 0.2 × 10–6 cm2/s) followed by porcine corneas (DPC = 1.8 ± 0.6 × 10–6 cm2/s) and bovine corneas (DBC = 1.6 ± 0.1 × 10–6 cm2/s) (p < 0.05). The diffusion coefficients of all tested corneas were significantly higher (p < 0.05) than that of dialysis membrane (DDM = 3.4 ± 0.2 × 10–7 cm2/s). Conclusion: The glucose diffusion coefficients of human, bovine, and porcine corneas are on the order of 10–6. Human corneas have higher permeability to glucose than either porcine or bovine corneas.
Double-Blind, Randomised, Controlled Trial Assessing Controller Medications in Asthma
Authors: Shah A.R. , Sharples L.D. , Solanki R.N. , Shah K.V.
Published: January 2006

Background: The motive behind conducting this study was to determine if better control of asthma can be achieved by adding a second controller medication and to assess its use to reduce the dose of inhaled steroids. Objectives: The study aimed to determine whether either oral sustained-release theophylline or montelukast added to inhaled steroids improved clinical symptoms and pulmonary function test parameters when compared to high-dose steroids alone. Methods: Ninety patients with incompletely controlled asthma were allocated, in a randomised, double-blind fashion, to one of three treatment groups: group A: double dose of inhaled budesonide (400 µg b.i.d.), group B: 400 mg oral sustained-release theophylline plus budesonide (200 µg b.i.d.) and group C: 10 mg montelukast plus budesonide (200 µg b.i.d.). The primary endpoints were forced expiratory volume in 1 s (FEV1) and mean morning peak expiratory flow rate (PEFR). Results: All three groups had improved FEV1 and PEFR at 8 weeks (p < 0.001). Group C increased their PEFR by 18.7 l/min (95% confidence interval, CI, 12.4–25.1) more than group A and by 19.8 l/min (95% CI 13.4–26.1) more than group B (both p = 0.001). Similarly, group C had a 114 ml (95% CI 45–183 ml) greater improvement in FEV1 than group A and a 95 ml (95% CI 26–164 ml) greater improvement than group B (both p = 0.01). Conclusions: Addition of montelukast to budesonide is safe and results in greater improvement in pulmonary function test parameters than high-dose budesonide treatment or addition of theophylline.
The Disordered Monologue: A Classroom Demonstration of the Symptoms of Schizophrenia
Authors: Osberg Timothy M.
Published: January 2006

This article describes a demonstration that simulates a verbal encounter with a person experiencing symptoms of schizophrenia. Unannounced, the instructor launches into a monologue that illustrates the disordered thought and speech of a person with schizophrenia. The monologue contains examples of the most common schizophrenic disturbances in the content and form of thought described in the Diagnostic and Statistical Manual of Mental Disorders (3rd ed., rev. [DSM-III-R]; American Psychiatric Association, 1987). Students in introductory and abnormal psychology classes find the demonstration engaging and useful.
A Local Resource for Advising Applicants to Clinical Psychology Graduate Programs
Authors: Todd David M. , Farinato Donald
Published: January 2006

Undergraduates planning to apply to graduate school in clinical psychology have few resources for identifying suitable programs. Published sources are limited and uneven in their coverage of topics that may be important to applicants. Visits and interviews can be helpful but expensive and difficult to arrange. This article describes a procedure for polling departmental graduate students and faculty who have personal knowledge of programs. This procedure does not obviate the need for other sources of information, but it makes informal information more readily available. As an additional benefit, the survey involves the support of faculty and graduate students for undergraduates.
A Comparison of Freshmen and Upper Division Students' Preferences for Small and Large Psychology Classes
Authors: Feigenbaum Elysa , Friend Ronald
Published: January 2006

Contrary to the commonly held view, we hypothesized that freshmen would prefer small classes and that upper division students would prefer large classes. Twenty freshmen and 20 upper division students rated their preferences for 16 class structures, which varied on combinations of four variables: small or large class size, multiple-choice or essay exams, heavy or moderate work load, and average class grade of B or C. Subjects also filled out the Watson and Friend (1969) Social Avoidance and Distress (SAD) and Fear of Negative Evaluation (FNE) Scales as control variables. Finally, upper division students identified and rated the size of psychology classes they had taken. Results support our prediction: Freshmen prefer small classes, and upper division students prefer large classes. Moreover, upper division students with greater experience of large classes report stronger preferences for them. Gender and social anxiety do not affect these findings. We discuss these results as well as the need for longitudinal investigations of the effects of academic experience on personal and intellectual development in university students.
Effect of Incentives and Aversiveness of Treatment on Willingness to Participate in Research
Authors: Korn James H. , Hogan Kathleen
Published: January 2006

In three experiments, we studied the effect of incentives (0%, 1%, or 5% of grade points; $2 or $10) on willingness to participate in hypothetical experiments varying in degree of aversiveness. College students read a brief description of an experiment, rated their willingness to participate, and wrote comments. Willingness to participate was greater with larger incentives (in two of three experiments) and was lower for more aversive treatments (in all experiments). We discuss the teacher's role in the research process.
Reflections on a Teaching Exchange in Psychology
Authors: Clack Gerald S. , Joynson Robert B.
Published: January 2006

Following a teaching exchange between universities in the United Kingdom and the United States, we taught together for one term at the same university. Teaching together provided an opportunity for extended discussion, the collaborative nature of which produced an appraisal different from those in which authors independently report their experiences. We describe our perceptions of similarities and differences between the two university departments with regard to students, pedagogical approaches, and faculty issues.
Library Instruction for Psychology Majors: Minimum Training Guidelines
Authors: Merriam Joyce , LaBaugh Ross T. , Butterfield Nancy E.
Published: January 2006

The proposed guidelines are intended to promote student-oriented bibliographic instruction programs on college campuses. We hope the guidelines will suggest opportunities for faculty, librarians, and professional associations to collaborate in developing materials and programs that will help students learn to make effective use of library resources. We also hope that the proposed guidelines will be further developed by major professional associations. We believe that the guidelines, backed by professional associations, will encourage the development of meaningful bibliographic instruction programs in college and research libraries.
Studying a Social Norm
Authors: Miserandino Marianne
Published: January 2006

This article describes a classroom activity in which students identify and graphically represent a group's norm. Students take a survey of peers' attitudes toward a target behavior and variations of it. Mean responses for each question are computed and graphed. The resulting curve illustrates the group's approval and disapproval of the target behavior, the strength of this approval or disapproval, the ideal behavior, and the range of tolerable behavior. This activity helps students understand and appreciate survey research methods, the need for controlled research, and the power of a peer-group norm.
When True Scores Equal Zero: A Reply to Allen
Authors: Buck Jane L.
Published: January 2006

When observed scores are randomly generated, they consist entirety of error. To define true scores as the expected value of observed scores in this instance, as Allen (this issue) did, is erroneous. Furthermore, it is possible to calculate a correlation coefficient without dividing by 0.
Effect of Instructor Gender and Gender Role on Student Willingness to Take a Psychology Course
Authors: Freeman Harvey R.
Published: January 2006

Students read a set of three instructor descriptions representing feminine, masculine, and androgynous gender roles. After reading the descriptions, students rated their willingness to take a clinical and an experimental psychology course from the instructor. A repeated measures analysis of variance (ANOVA) revealed a significant effect of instructor gender role. Students were less willing to take a course from the masculine instructor than from either the feminine or the androgynous instructor. A significant Instructor Gender Role X Type of Course interaction was also observed. Student and instructor gender did not affect willingness to take a psychology course.
Ethnic Issues in Teaching the Psychology of Women
Authors: de Barona Maryann Santos , Reid Pamela Trotman
Published: January 2006

There is an increasing need to include consideration of ethnic issues in teaching the psychology of women. This article recommends specific topics to provide more in-depth treatment of ethnic perspectives for teaching the psychology of women class. In addition, questions designed to facilitate discussion of the genderethnicity interaction as well as guidelines for directing such discussions are presented. The recommended topics and discussion questions should be considered only a beginning in the effort to develop a multiethnic perspective.
Preparing for an Important Event: Demonstrating the Modern View of Classical Conditioning
Authors: Kohn Art , Kalat James W.
Published: January 2006

A simple classroom demonstration can dramatically illustrate the process of classical conditioning. This demonstration differs from others because it elicits a conditioned response that differs significantly from the unconditioned response. As a result, this demonstration provides an effective introduction to the contemporary notion that the function of classical conditioning is to help an organism prepare itself for an important, upcoming event. The demonstration requires very little preparation and only a few minutes of class time. Data indicated that the procedure produced a conditioned response and that other processes, such as habituation, cannot explain the results.
Effect of Class Standing on Students' Predictions of Their Final Exam Scores
Authors: Balch William R.
Published: January 2006

Ninety undergraduate introductory psychology students predicted their numerical scores on a multiple-choice final exam directly before the exam was passed out (pretest prediction) and just after completing the exam (posttest prediction). Based on their all-but-final-exam point totals, students were ranked with respect to class standing and categorized as above average (top third), average (middle third), or below average (bottom third). Below average students significantly overestimated their final exam scores on both pretest (9.47%) and posttest (7.73%) predictions. Average students significantly overestimated their scores on pretest (5.33%) but not posttest (2.13%) predictions. Above average students, however, were fairly accurate for both types of prediction, slightly but not significantly underestimating (about 2%) their exam scores.
Exploring Mental Illness through a Poetry-Writing Assignment
Authors: Chrisler Joan C.
Published: January 2006

This article describes a poetry-writing assignment designed to encourage students to explore the experience of mental illness. No restrictions on format, length, or topic are given. This assignment promotes creative thinking and empathy for the mentally ill.
Ideas for Teaching History and Systems
Authors: Landrum R. Eric
Published: January 2006

This article presents some ideas and activities (reaction journal, intellectual genealogy, textbook comparisons, and multiple timelines) for the history and systems class. Instead of formal testing, students prepared topic summaries that integrated their knowledge from lectures, text, and original articles. These activities can be used to increase the richness of students' experience.
A Participant-Observation Course in Applied Adolescent Development
Authors: Weisfeld Glenn E. , de Olivares Karen
Published: January 2006

We designed a course to help students learn about problems affecting urban adolescents and to work with the local community to develop and implement suitable solutions. To supplement course readings, students observed an assigned city neighborhood. They kept a journal, visited local institutions serving youth, and interviewed residents. Each student received statistical data on this neighborhood, the city as a whole, and the greater metropolitan area. Students discussed social problems, considered alternative social policies, and learned how social change is implemented on the community level.
Effects of Subject Pool Policy on Student Attitudes toward Psychology and Psychological Research
Authors: Nimmer James G. , Handelsman Mitchell M.
Published: January 2006

Introductory psychology students in sections with either a semivoluntary or a mandatory research requirement completed measures of attitudes toward psychology and psychological research at the beginning and the end of their course. We predicted, according to reactance theory, that mandating students' participation in research would result in their devaluing psychology and research. Results of our quasi-experiment provided partial support for this hypothesis: Students in the semivoluntary policy condition reported more positive attitudes toward the learning value of experiments and toward psychology than did students in the mandatory policy condition. Furthermore, across both policy conditions, ratings on two measures changed over time: Attitudes toward the learning value of experiments became less positive, but attitudes toward experiments themselves became more positive.
And, Not But: Moving from Monologue to Dialogue in Introductory Psychology/English Writing Courses
Authors: Stoddart Rebecca M. , Loux Ann Kimble
Published: January 2006

We discuss the use of writing in connected introductory psychohlogy and English courses to help students integrate the two fields. We describe the readings and themes that link our courses, and the sequence of paper topics that engages students in increasingly complicated intellectual tasks. A dialogic, inductive method of teaching and developing paper topics is detailed. Our approach supports students' movement from the personal and subjective toward autonomy and objectivity in their thinking and writing.
Using Community Service to Teach Developmental Psychology
Authors: McCluskey-Fawcett Kathleen , Green Patricia
Published: January 2006

Students in two large sections of developmental psychology participated in community service settings for children and families. They also encountered the social issues facing children in contemporary America. About half of the students (293 of 567) chose to work 50 hr as volunteers; the rest chose to write three papers. Although no significant differences were found between the two groups on overall satisfaction with the course, evaluation of these options suggested that students found the community service to be a valuable experience for understanding course material and achieving other personal and educational goals. Techniques to incorporate such fieldwork into very large classes are presented.
Using Feature Films as Tools for Analysis in a Psychology and Law Course
Authors: Anderson Dana D.
Published: January 2006

Two types of in-class discussions using feature films to stimulate discussion in a law and psychology course are described. In the first discussion, students identify legal doctrines and research findings relevant to the films, and they critique the accuracy of the films' representation of this material. The second discussion requires students to analyze the psycholegal issues the films evoke, critique the films' presentation of the issues, and evaluate their impact on the students' own positions. Participation in the discussions is intended to increase active learning and improve critical thinking. Using films may also improve students' perspective-taking skills. The subjectivity of films is one source of their attractiveness as teaching tools, but it also poses some educational risks.
Understanding and Applying Psychology through Use of News Clippings
Authors: Rider Elizabeth A.
Published: January 2006

To promote application of course material to the world outside the classroom, students prepared portfolios of magazine articles and newspaper clippings that illustrated psychological concepts. For each clipping, students wrote a brief description or explanation of how it related to a psychological concept, theory or research covered in class or the textbook. Students evaluated the project positively on several dimensions, including increased knowledge about course material and application of material outside the classroom.
Integrating Suicidology into Abnormal Psychology Classes: The Revised Facts on Suicide Quiz
Authors: Hubbard Richard W. , McIntosh John L.
Published: January 2006

Although most abnormal psychology textbooks and instructors give extensive coverage to topics such as depression, they cover suicide less consistently. This article describes a class activity using the Revised Facts on Suicide Quiz (RFOS) that focuses on myths and misinformation students may have about suicide. The activity can take 55 to 75 mm or can be modified for shorter or longer coverage. Suggestions for incorporating the RFOS in class discussion and references supporting correct quiz answers are provided.
Development of a Course Ratings Form by a Tests and Measurements Class
Authors: Shwalb Barbara J. , Shwalb David W.
Published: January 2006

Thirty psychology majors in a Tests and Measurements class and 49 faculty members developed a college-wide course ratings questionnaire. Students collected data from peers and faculty members at each stage of the design process. Following each research activity, class discussions centered on technical and conceptual issues raised by that aspect of the research process. Feedback from the students indicated that this hands-on experience contributed to their satisfaction with the course and that it provided an opportunity to think critically about research. Successful development and general acceptance of the new form were credited to student and faculty participation in designing it.
A Simple Procedure for Generating Nonnormal Data Sets: A FORTRAN Program
Authors: Walsh John F.
Published: January 2006

A FORTRAN program permits instructors to provide students with simulated research data. Such data sets enable the student to learn how statistical measures vary as a function of the data. The program allows the instructor to construct distributions having nonnormal shapes by modifying the familiar standard unit normal distribution. Values for producing distributions with different shapes are given.
Defying Intuition: Demonstrating the Importance of the Empirical Technique
Authors: Kohn Art
Published: January 2006

A simple stay—switch probability game demonstrates the importance of empirically testing our beliefs. Based on intuition, most undergraduate subjects believe that a stay strategy leads to a higher percentage of winning, and most faculty subjects believe that the staying and switching strategies yield equal probabilities of winning. However, a simple in-class experiment proves that switching wins twice as often as staying. Rather than teaching specific probability principles, this demonstration emphasizes reliance on empirically validating our beliefs. A follow-up questionnaire shows that participating in this experiment may increase students' trust in the empirical method.
Teaching Anatomy of the Sheep Brain: A Laboratory Exercise with PlayDoh™
Authors: Wilson Christopher , Marcus David K.
Published: January 2006

Undergraduates gain a three-dimensional view of the structures of the sheep brain, first by following a standard dissection procedure and then by constructing a model using PlayDoh™. Both methods demonstrate evolutionary trends in brain development. Students reported that the lab was helpful for learning about neuroanatomy, and they recommended its use in future semesters.
Bridging the Gap: A Seminar in Psychology and Public Policy Issues
Authors: Heise George A.
Published: January 2006

This article describes a seminar for senior psychology majors concerned with applications of psychological research to current and controversial issues of social importance. The students, in groups of two or three, prepared symposia on public policy issues. They presented each symposium twice; the first presentation was based principally on the media and the second on the research literature and other primary sources. The seminar gave students an enhanced appreciation of the strengths and limitations of scientific psychology's contributions to public policy and can help to bridge the gap between their academic training in psychology and their concerns as members of society.
To Waive or Not to Waive? Students' Misconceptions about the Confidentiality Choice for Letters of Recommendation
Authors: Ault Ruth L.
Published: January 2006

When students fill out applications for graduate school, they choose to waive or not waive their rights to see a letter of recommendation. They accurately know that if they waive their rights, they may never see the letter; however, many think that choosing not to waive their rights means that they can see their letter if they do not get accepted and that they have a right to see the letter before it is sent. In fact, the relevant laws allow them to see their files only after they have been accepted at and enrolled in the graduate program. Faculty who write letters of recommendation and graduate departments recommendation forms should clearly communicate students' rights.
Jeopardy© in Abnormal Psychology
Authors: Keutzer Carolin S.
Published: January 2006

A version of the Jeopardy© game is described for use in an abnormal psychology course. This game can increase student interaction, encourage the application of information, and add a light touch to a subject that is sometimes distressing to students.
Integrating Separate and Connected Knowing: The Experiential Learning Model
Authors: Enns Carolyn Zerbe
Published: January 2006

I describe the differences between separate and connected knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and suggest that the experiential learning model (Kolb, 1981, 1984) is a useful framework for integrating traditional, separate knowing and connected, collaborative learning. The strengths of this model and a list of activities and examples associated with various learning positions are identified.
Infusing Black Psychology into the Introductory Psychology Course
Authors: Whitten Lisa A.
Published: January 2006

Students in the introductory psychology course should learn about the impact of social, economic, and cultural factors on psychological development. This goal can be accomplished by infusing Black psychology into the course. Many instructors could benefit from a model for presenting this approach, which can be applied to a variety of topic areas, such as the psychology of women, the disabled, and other disenfranchised groups. Infusing material on race and culture legitimizes these subjects as relevant areas of investigation for psychologists and permits instructors to make connections among the various units presented during the semester. A definition of Black psychology, a lecture outline, suggestions for infusing Black psychology into the entire course, small-group activities, and curriculum resources are presented. Student reactions to the presentation of this material are also discussed.
Teaching an Undergraduate Lecture/Research Course in Health Psychology
Authors: Tritt Donald G.
Published: January 2006

I describe an upper level undergraduate course in health psychology. The course consists of two separate but related segments—lecture and laboratory / research. Components, assignments, activities, and resource materials for the lecture segment are described. For the research segment, I describe five preparatory instructional laboratories and the main activity of the course—planning and conducting a class-designed research project. Students' evaluations of the course are summarized.
Peer Review of Term Papers in Graduate Psychology Courses
Authors: Haaga David A. F.
Published: January 2006

I describe and evaluate an exercise in which graduate students provide blind reviews of each other's term papers. Besides helping students with their own papers, the exercise seems to help them learn to give constructive, substantive feedback to colleagues. Student ratings of the educational value of peer review are high, but a hoped-for effect of increasing interest in publishing papers has not emerged. A study of reviews from three courses suggested that students' reviews show higher interrater reliability than do professional peer reviews of journal manuscripts. Implications of this finding are discussed in relation to some of the explanations offered in the literature for the low reliability of professional peer reviews.
Using Debates to Teach the Psychology of Women
Authors: Elliot Lisa B.
Published: January 2006

I summarize my experiences using debates as a teaching tool for a course on the psychology of women. Although formal debates are typically thought of as competitive and adversarial, the debate format encouraged class participation, active learning, cooperation, critical thinking, and reading ahead of the class meeting. The project was a stimulating and rewarding experience for most of the class and an excellent way to inspire classroom discussions. This article covers (a) introducing the debate to the class; (b) specific procedure, including debate preparation, timing, judging, and discussion sessions; (c) procedures for judging (but not grading) the debates; (d) student evaluation of the debates; and (e) how debates can be used to empower students and enhance the educational process.
A Feminist Approach to Teaching Learning Theory with Educational Applications
Authors: Ortman Patricia E.
Published: January 2006

The book Women's Ways of Knowing (Belenky, Clinchy, Goldberger, & Tarule, 1986) and its suggested educational methodologies were used to teach a learning theory course. I minimized lecturing, promoted discussion, and shared the educational process in a variety of ways. Assignments included a case study of students' own “ways of knowing,” a group presentation, and the construction of a theory of learning and an educational system implied by it. Students positively evaluated the case study, the Belenky et al. book, and the course in general, suggesting that these methods may lead to a meaningful educational experience for women.
Engaging Students' Intellects: The Immersion Approach to Critical Thinking in Psychology Instruction
Authors: Gray Peter
Published: January 2006

Critical thinking has been defined as a disposition of reflective skepticism. This article describes an approach to the teaching of psychology that is aimed at fostering this disposition. The goal is to teach in such a way that students define their task as thinking about the ideas of psychology, not simply memorizing psychological information. The methods include (a) using ideas as the units of the course, (b) modeling thought in lectures and other classroom activities, (c) teaching study techniques that involve elaborative rather than rote rehearsal, (d) holding discussion meetings at which students really contribute, and (e) testing and grading in a way that rewards thought and discourages rote memory.
Using a Group Workshop to Encourage Collaborative Learning in an Undergraduate Counseling Course
Authors: Goldstein Gary S.
Published: January 2006

This article summarizes a collaborative learning project for an upper level undergraduate counseling course. Groups of students designed and presented a workshop on a therapeutic intervention for a specific patient population. Each student also wrote a paper on an individually selected topic. Examples of students' workshops, reactions to and evaluations of the assignment, and grading procedures are described. The assignment provides a model for the kind of collaborative work students may encounter in advanced study.
Expanding Coverage in the History Course by Toasting Significant but often Overlooked Contributors
Authors: Wight Randall D.
Published: January 2006

This teaching activity attempts to expand the range of contributions usually covered in a history of psychology course by incorporating the social custom of toasting.
Preventing Lost Syllabi
Authors: Smith Randolph A.
Published: January 2006

I have students tape a brief syllabus in their textbooks. Students react favorably to this strategy and rarely lose their syllabi anymore.
Teaching Undergraduate Community Psychology: Integrating the Classroom and the Surrounding Community
Authors: O'Sullivan Michael J.
Published: January 2006

An undergraduate course in community psychology is described. This course provides students with an integrative learning experience, combining academic coursework, exposure to current sociopolitical affairs, and personal experience in working with individuals living on the fringes of society. The course appears effective in introducing students to the content, methodology, values, and perspectives of this discipline. Factors thought to contribute to the success of the course are discussed.
What Should Graduate Teaching Assistants Know about Teaching?
Authors: Lowman Joseph , Mathie Virginia Andreoli
Published: January 2006

This article reports results of a content analysis of 18 teaching assistant (TA) manuals. Topics were divided into four major categories of tasks: professional socialization, intellectual, interpersonal, and organizational. Twenty-six of the 103 topics identified were included in more than 50% of the manuals. Among the common topics, more topics were included from the categories dealing with intellectual and interpersonal tasks than from the other two categories, highlighting the importance of these two dimensions of effective teaching, which is consistent with Lowman's (1984) theoretical model. The topic outline provided by our study could serve as a model for TA manuals.
Developing a Prediction Model to Reduce a Growing Number of Psychology Majors
Authors: Shepperd James A.
Published: January 2006

This article explores problems associated with increased numbers of undergraduate psychology majors and considers strategies available to psychology departments wishing to reduce these numbers. Special attention is given to an approach using multiple regression procedures to develop a prediction model for reducing the number of psychology majors. With a prediction model, a criterion such as psychology GPA at graduation is selected, and predictors of this criterion (e.g., Introductory Psychology grade and first semester GPA) are examined. The prediction model approach is illustrated with data from Holy Cross College.
A Scheme and Variations for Studies of Social Influence in an Experimental Social Psychology Laboratory
Authors: Lutsky Neil
Published: January 2006

This article describes a research paradigm for use in undergraduate laboratory experiments on social influence. The method is adapted from White (1975), who compared the responses of control subjects on a survey question to those of experimental subjects who were first exposed to the contrived responses of others to the same question. I review how students in an undergraduate social psychology laboratory use this method, demonstrate the reliability of the influence effect obtained, and discuss the educational value of this research paradigm.
News from Abroad: A Reply to Clack and Joynson (1992)
Authors: Hartley James
Published: January 2006

Clack and Johnson (1992) described differences between British and American departments of psychology, particularly regarding how they are managed. This article tries to modify some of the points made by Clack and Joynson and to indicate how changes in the British system are likely to make British and American departments of psychology more similar.
A Teaching Demonstration Involving Perceived Lunar Size
Authors: Kunkel Mark A.
Published: January 2006

Lunar research in psychology is briefly reviewed. A teaching demonstration is described in which students are asked to mentally select an object that covers up the moon when held at arm's length. Possible applications are suggested of this demonstration to the general psychology topics of research methods, statistics, perception, and mental illness. Illustrative normative data for the demonstration are provided.
Teaching the Psychology of Humor
Authors: Endlich Eric
Published: January 2006

The study of the psychology of humor integrates such diverse areas as child development, ego defenses, stereatyping, and creativity. In this undergraduate elective, students learned to apply psychological theories of humor to understand both popular humor and experiences in everyday life. The course combined readings, discussions, audiovisual materials, student presentations, and written projects.
Good Reads in Psychology: Recommended Books beyond the Required Textbook
Authors: Rileigh Kathryn K.
Published: January 2006

In both introductory and upper division psychology courses, recommended books may be successfully used to supplement required textbook assignments. Several approaches to the compilation of a recommended readings list are examined and compared, with a discussion of pedagogical implications. One such list of 56 entries with annotations is described.
Crafting Questionnaire-Style Data: An SAS Implementation
Authors: Walsh John F.
Published: January 2006

An SAS program permits instructors to provide students with simulated questionnaire-style data for use in courses in statistics and experimental design. The program produces data that approximate the distributions of nominal or categorical variables, rating scale data, and normally distributed scores. The data sets provide a simulated research experience that can be used to incorporate the development of research items as well as their statistical analysis and interpretation.
The Self-Reference Effect: Demonstrating Schematic Processing in the Classroom
Authors: Forsyth Donelson R. , Wibberly Katherine Hsu
Published: January 2006

The self-reference effect, which occurs when individuals show superior memory for information that pertains to their self-schemas, was demonstrated in a classroom setting. Subjects first evaluated whether or not each adjective in an orally presented list was self-descriptive. After a 1-min delay, they attempted to recall all the adjectives from the list. As expected, memory for self-referent terms was superior to memory for terms that were not self-referent. The exercise offers a pedagogically effective way of demonstrating schematic processing under normal classroom conditions, and it also confirms predictions derived from depth-of-processing and schema-based memory models of social cognition.
Midterm Evaluation of Teaching Provides Helpful Feedback to Instructors
Authors: Keutzer Carolin S.
Published: January 2006

Advantages of using student evaluation of teaching effectiveness at midterm are discussed. They include receiving information on microbehaviors of teaching instead of global ratings, getting feedback that can be used immediately, and bypassing some of the controversies associated with end-of-course departmental evaluations. Procedures for constructing questionnaires for a particular teaching situation are described, as are tips for reporting the data to the class. In addition to giving the instructor useful, non-threatening feedback, midterm evaluations may favorably alter the attitudes of the students toward the instructor and the teaching process.
Strategies and Resources for Teaching Statistics to Visually Impaired Students
Authors: Meehan Anita M. , Hoffert Derrie , Hoffert Laurence C.
Published: January 2006

We give several tips for teaching statistics to visually impaired students and provide information on special resources available for this population. With appropriate assistance, these students can be held responsible for the same material as sighted students.
A Computer Program for Conducting Mental Rotation Experiments
Authors: McGraw Kenneth O. , Tsai Wei-Sheng
Published: January 2006

Timed mental rotation tests produce reliable effects that are ideal for investigation in laboratory classes. This article describes a PASCAL computer program capable of conducting a variety of user-designed mental rotation experiments. Design factors that users control include type of stimulus and degree of rotation. The program can be run on MS-DOS computers with VGA or EGA displays. An 80286 or faster microprocessor is recommended.
Using Computers to Teach the Roles of Professional Psychologists
Authors: Sexton-Radek Kathy
Published: January 2006

Computers are often used in undergraduate experimental design and statistics courses, but they can also be used in other courses with different instructional objectives. This article describes a course designed to teach the roles of professional psychologists through the use of computers. Student comments and my observations were used to evaluate this approach, and they are discussed in terms of the students' application of course material and its novelty.
Annotated Bibliography on the Teaching of Psychology: 1992
Authors: Wise Paula Sachs , Fulkerson Frank E.
Published: January 2006

This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987, 1990, 1992), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989, 1991). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We have also continued the cumulative numbering practice of previous bibliographies. We included some pre-1992 citations not listed in previous bibliographies because we continue to terminate our search in June.
Blood, Sweat, and Trivia: Faculty Ratings of Extra-Credit Opportunities
Authors: Hill G. William , Palladino Joseph J. , Eison James A.
Published: January 2006

Norcross, Horrocks, and Stevenson (1989) found that faculty in higher education had mixed attitudes concerning the use of extra credit. In this article, we present our study of psychology faculty who rated each of 39 extra-credit opportunities on three dimensions: their use of the item, its educational value, and the likelihood that all students would be able to complete the opportunity (access). Approximately 82% of respondents reported using extra credit. Significant positive correlations were obtained between rated educational value and use of extra credit, as well as ratings for use and access. The percentage of reported use in our study suggests that psychology faculty are likely to use extra credit. Although opinions concerning the use of extra credit varied dramatically, the most commonly used extra-credit opportunities were those rated to have the highest educational value.
Integrating Psychology into the Interdisciplinary Core Curriculum
Authors: Dunn Dana S.
Published: January 2006

I argue that the discipline of psychology can be effectively presented to undergraduates in an interdisciplinary core curriculum. I briefly review ways to place psychology in core curricula and present an illustrative curriculum introduced at Moravian College in 1990. I discuss how psychology is covered in three of seven courses from this curriculum and conclude by discussing benefits of interdisciplinary core programs.