bluuebunny/crossref_metadata_2025 huggingface dataset:
RADICAL-MOLECULE REACTIONS HCO/HOC + C2H4: A MECHANISTIC STUDY
Authors: XIE HONG-BIN , DING YI-HONG , SUN CHIA-CHUNG
Published: January 2006

A detailed computational study is performed on the radical-molecule reactions between HCO/HOC and ethylene ( C 2 H 4) at the Gaussian-3//B3LYP/6-31G(d) level. For the HCO + C 2 H 4 reaction, the most favorable pathway is the direct C -addition forming the intermediate H 2 CCH 2 CHO , followed by a 1,2- H -shift leading to H 3 CCHCHO . Subsequently, there are two highly competitive dissociation pathways for H 3 CCHCHO : one is the formation of the direct H -extrusion product H 2 CCHCHO + H , and the other is the formation of C 2 H 5 + CO via the intermediate H 3 CCH 2 CO . The overall reaction barrier is 14.1 and 14.6 kcal/mol respectively, at the G3B3 level. The quasi-direct H -donation process to produce C 2 H 5 + CO with the barrier 16.5 kcal/mol is less competitive. Thus, only at higher temperatures, the HCO + C 2 H 4 reaction could play a role. In contrast, the HOC + C 2 H 4 reaction just need to overcome a small barrier 2.0 kcal/mol to generate C 2 H 5 + CO via the quasi-direct H -donation mechanism. This is suggestive of the potential importance of the HOC + C 2 H 4 reaction in combustion processes. However, the direct C -addition channel is much less competitive. The present kinetic data and orbital analysis show that the HCO radical has much higher reactivity than HOC , although the latter is more energetic. Till now, no kinetic study on the HOC radical has been reported, the present study can provide useful information on understanding the reactivity and depletion mechanism of the energetic HOC radical.
Has Roe v. Wade Reduced U.S. Crime Rates?
Authors: Hay Carter , Evans Michelle M.
Published: January 2006

Rates of serious crime in the United States dropped greatly throughout the 1990s for virtually all offenses. John Donohue and Steven Levitt have argued that this reduction relates strongly to the 1973 Roe v. Wade decision that legalized the abortion of unwanted pregnancies. If such pregnancies result in children with higher lifetime risks of criminality, then the greater ability to terminate these pregnancies after 1973 should reduce crime rates. The purpose of this article is to empirically assess Donohue and Levitt’s basic premise that unwanted pregnancies result in children with significantly higher risk for law-violating behavior. This analysis addresses two questions. First, do children born of an unwanted pregnancy become more highly involved in juvenile delinquency during adolescence and criminal behavior during early adulthood? Second, do the consequences of unwanted pregnancies depend upon the social and demographic characteristics of the child and family? The authors address these two questions with panel data gathered from a national sample of children born prior to Roe v. Wade.
Exploring Residual Career Length and Residual Number of Offenses for Two Generations of Repeat Offenders
Authors: Kazemian Lila , Farrington David P.
Published: January 2006

Very few studies have explored residual career length (RCL) and residual number of offenses (RNO), that is, the remaining time and number of offenses in criminal careers. This study uses conviction data from the Cambridge Study in Delinquent Development to investigate RCL and RNO, for a sample of British males and their fathers. The sons were followed up to age 40 and the fathers up to age 70. Distributions of RCL and RNO according to six different criteria are presented (age on offense, conviction number, time since the last conviction, age of onset, offense type, and number of co-offenders). There was a general decline in RCL and RNO with age. Although RCL declined steadily with each successive conviction for both sons and fathers, RNO did not decline with conviction number for fathers. Over and above age on conviction, age of onset predicted RCL and RNO for sons, but less so for fathers. The type of offense and the number of co-offenders did not predict RCL or RNO. Risk scores showed that the predictive power of these variables for RCL and RNO was statistically significant but not very high. This finding highlights the difficulties associated with predictions of criminal career outcomes based on information available in official records, which is the main source of information available to decision-makers in the criminal justice system.
Pubertal Development and Physical Victimization in Adolescence
Authors: Haynie Dana L. , Piquero Alex R.
Published: January 2006

Although much research has established a link between pubertal development and adolescent involvement in offending, drug use, and other adverse outcomes, no research has examined whether puberty is associated with experiences of violent physical victimization. This is an unfortunate oversight because researchers are only beginning to understand the range of adverse outcomes associated with puberty—and information on this front bears relevance for public health discussions regarding the consequences of pubertal development. Here, the authors use data from Add Health to examine whether puberty is associated with victimization and whether the effect of puberty on victimization is moderated by peer context (i.e., the proportion of deviant, opposite-sex, and older friends in the peer social network). In addition, the authors examine whether these associations operate similarly or dissimilarly for male and female adolescents. Findings indicate that among both males and females, puberty is associated with victimization net of a series of controls, though the effect is stronger among males. Analyses also indicate that for boys, puberty has a weaker effect when their friendship network has a higher proportion of girls in it. The effect of puberty on victimization was not moderated by peer context variables among females. Future theoretical and empirical research directions are suggested.
Intuitive Technologies Increase Employee Adoption of Human Resource Solutions
Authors: Ashley Daryl
Published: January 2006

Human resource executives are faced with a mandate to improve service levels while reducing the administrative costs to provide those services. Given the increasing acceptance of Web-based solutions to address processes such as annual benefits enrollment, HR has clearly realized the impact that technology can have in addressing those challenges. However, companies are not able to realize the return on investment unless employees are using the solution. This article details the advantages of automated benefits administration, the importance of providing solutions and interfaces that engage employees for increased performance, the value in initiating a comprehensive communications plan, and how employee engagement can lead to adoption of solutions and ultimately increased cost efficiencies and return on investment for companies.
Filling the Stock Option Void
Authors: Palter John J. , Leverette James R.
Published: January 2006

The use of option-based executive compensation is problematic from both a legal and public relations viewpoint. Sarbanes-Oxley legislation has effectively nullified the most common means of incentive-based compensation. This article discusses the implications of the legislation as well as options that are available to retain and compensate C-level executives. Although legal and accounting issues are the chief topics, this article stresses the importance of understanding the social and political context. Companies do not operate in a vacuum and must strive to provide the transparency in their compensation choices that the public and the government now require.
The Impact of Occupational Stressors on Correctional Staff Organizational Commitment
Authors: Hogan Nancy L. , Lambert Eric G. , Jenkins Morris , Wambold Suzanne
Published: January 2006

Correctional staff are the driving force of any correctional facility. Identification of the forces that shape job satisfaction and organizational commitment of correctional staff is necessary for correctional institutions to succeed in their missions. There is a growing body of literature focused on the antecedents of job satisfaction; however, very little literature has focused on the antecedents of organizational commitment. The effects of the occupational stressors of role ambiguity, role conflict, perceived dangerousness of the job, and two forms of work-family conflict (i.e., work on family conflict and family on work conflict) on organizational commitment were examined. Based on ordinary least squares regression results, role ambiguity, role conflict, and work on family conflict had statistically significant effects. Dangerousness and family on work conflict had nonsignificant effects.
Gender Matters
Authors: Wells Terry , Colbert Sharla , Slate Risdon N.
Published: January 2006

The causes of stress for criminal justice practitioners, including probation officers, can generally be categorized into four areas: internal to the organization, external to the organization, the job or task itself, or personal in nature. Historically, criminal justice agencies have been characterized as male-dominated organizations. However, the presence of females in the criminal justice arena is growing, as evidenced in this project. The purpose of this analysis is to examine female and male perceptions of stress among what has been a predominately male-occupied position, probation officers. Overall, the findings suggest that female probation officers exhibit greater signs of physical stress yet, remarkably, reflect lower levels of occupational stress in the study at hand. With the limitations of this study in mind, prospects for further research are delineated.
PATRISTIC: a program for calculating patristic distances and graphically comparing the components of genetic change
Authors: Fourment Mathieu , Gibbs Mark J
Published: January 2006

Background

Phylogenies are commonly used to analyse the differences between genes, genomes and species. Patristic distances calculated from tree branch lengths describe the amount of genetic change represented by a tree and are commonly compared with other measures of mutation to investigate the substitutional processes or the goodness of fit of a tree to the raw data. Up until now no universal tool has been available for calculating patristic distances and correlating them with other genetic distance measures.

Results

PATRISTICv1.0 is a java program that calculates patristic distances from large trees in a range of file formats and allows graphical and statistical interpretation of distance matrices calculated by other programs.

Conclusion

The software overcomes some logistic barriers to analysing signals in sequences. In additional to calculating patristic distances, it provides plots for any combination of matrices, calculates commonly used statistics, allows data such as isolation dates to be entered and reorders matrices with matching species or gene labels. It will be used to analyse rates of mutation and substitutional saturation and the evolution of viruses. It is available at http://biojanus.anu.edu.au/programs/ and requires the Java runtime environment.
Which strategy is better for linkage analysis: single-nucleotide polymorphisms or microsatellites? Evaluation by identity-by-state – identity-by-descent transformation affected sib-pair method on GAW14 data
Authors: Yue Qingqi , Apprey Victor , Bonney George E
Published: January 2006

The central issue for Genetic Analysis Workshop 14 (GAW14) is the question, which is the better strategy for linkage analysis, the use of single-nucleotide polymorphisms (SNPs) or microsatellite markers? To answer this question we analyzed the simulated data using Duffy's SIB-PAIR program, which can incorporate parental genotypes, and our identity-by-state – identity-by-descent (IBS-IBD) transformation method of affected sib-pair linkage analysis which uses the matrix transformation between IBS and IBD. The advantages of our method are as follows: the assumption of Hardy-Weinberg equilibrium is not necessary; the parental genotype information maybe all unknown; both IBS and its related IBD transformation can be used in the linkage analysis; the determinant of the IBS-IBD transformation matrix provides a quantitative measure of the quality of the marker in linkage analysis. With the originally distributed simulated data, we found that 1) for microsatellite markers there are virtually no differences in types I and II error rates when parental genotypes were or were not used; 2) on average, a microsatellite marker has more power than a SNP marker does in linkage detection; 3) if parental genotype information is used, SNP markers show lower type I error rates than microsatellite markers; and 4) if parental genotypes are not available, SNP markers show considerable variation in type I error rates for different methods.
Linkage analysis of alcohol dependence using MOD scores
Authors: Strauch Konstantin , Fürst Robert , Rüschendorf Franz , Windemuth Christine , Dietter Johannes , Flaquer Antonia , Baur Max P , Wienker Thomas F
Published: January 2006

Alcohol dependence is a typical example of a complex trait that is governed by several genes and for which the mode of inheritance is unknown. We analyzed the microsatellite markers and the Affymetrix single-nucleotide polymorphisms (SNPs) for a subset of the Collaborative Study on the Genetics of Alcoholism family sample, 93 pedigrees of Caucasian ancestry comprising 919 persons, 390 of whom are affected according to DSM III-R and Feighner criteria. In particular, we performed parametric single-marker linkage analysis using MLINK of the LINKAGE package (for the microsatellite data), as well as multipoint MOD-score analysis with GENEHUNTER-MODSCORE (for the microsatellite and SNP data). By use of two liability classes, different penetrances were assigned to males and females. In order to investigate parent-of-origin effects, we calculated MOD scores under trait models with and without imprinting. In addition, for the microsatellite data, the MOD-score analysis was performed with sex-averaged as well as sex-specific maps. The highest linkage peaks were obtained on chromosomes 1, 2, 7, 10, 12, 13, 15, and 21. There was evidence for paternal imprinting at the loci on chromosomes 2, 10, 12, 13, 15, and 21. A tendency to maternal imprinting was observed at two loci on chromosome 7. Our findings underscore the fact that an adequate modeling of the genotype-phenotype relation is crucial for the genetic mapping of a complex trait.
A genome-wide linkage analysis of alcoholism on microsatellite and single-nucleotide polymorphism data, using alcohol dependence phenotypes and electroencephalogram measures
Authors: Zhang Chun , Cawley Simon , Liu Guoying , Cao Manqiu , Gorrell Harley , Kennedy Giulia C
Published: January 2006

The Collaborative Study on the Genetics of Alcoholism (COGA) is a large-scale family study designed to identify genes that affect the risk for alcoholism and alcohol-related phenotypes. We performed genome-wide linkage analyses on the COGA data made available to participants in the Genetic Analysis Workshop 14 (GAW 14). The dataset comprised 1,350 participants from 143 families. The samples were analyzed on three technologies: microsatellites spaced at 10 cM, Affymetrix GeneChip® Human Mapping 10 K Array (HMA10K) and Illumina SNP-based Linkage III Panel. We used ALDX1 and ALDX2, the COGA definitions of alcohol dependence, as well as electrophysiological measures TTTH1 and ECB21 to detect alcoholism susceptibility loci. Many chromosomal regions were found to be significant for each of the phenotypes at a p-value of 0.05. The most significant region for ALDX1 is on chromosome 7, with a maximum LOD score of 2.25 for Affymetrix SNPs, 1.97 for Illumina SNPs, and 1.72 for microsatellites. The same regions on chromosome 7 (96–106 cM) and 10 (149–176 cM) were found to be significant for both ALDX1 and ALDX2. A region on chromosome 7 (112–153 cM) and a region on chromosome 6 (169–185 cM) were identified as the most significant regions for TTTH1 and ECB21, respectively. We also performed linkage analysis on denser maps of markers by combining the SNPs datasets from Affymetrix and Illumina. Adding the microsatellite data to the combined SNP dataset improved the results only marginally. The results indicated that SNPs outperform microsatellites with the densest marker sets performing the best.
Linkage mapping of a complex trait in the New York population of the GAW14 simulated dataset: a multivariate phenotype approach
Authors: Ghosh Saurabh , Bhattacharjee Samsiddhi , Basu Gourab , Pal Sandip , Majumder Partha P
Published: January 2006

Multivariate phenotypes underlie complex traits. Thus, instead of using the end-point trait, it may be statistically more powerful to use a multivariate phenotype correlated to the end-point trait for detecting linkage. In this study, we develop a reverse regression method to analyze linkage of Kofendrerd Personality Disorder affection status in the New York population of the Genetic Analysis Workshop 14 (GAW14) simulated dataset. When we used the multivariate phenotype, we obtained significant evidence of linkage near four of the six putative loci in at least 25% of the replicates. On the other hand, the linkage analysis based on Kofendrerd Personality Disorder status as a phenotype produced significant findings only near two of the loci and in a smaller proportion of replicates.
Construction of the model for the Genetic Analysis Workshop 14 simulated data: genotype-phenotype relationships, gene interaction, linkage, association, disequilibrium, and ascertainment effects for a complex phenotype
Authors: Greenberg David A , Zhang Junying , Shmulewitz Dvora , Strug Lisa J , Zimmerman Regina , Singh Veena , Marathe Sudhir
Published: January 2006

The Genetic Analysis Workshop 14 simulated dataset was designed 1) To test the ability to find genes related to a complex disease (such as alcoholism). Such a disease may be given a variety of definitions by different investigators, have associated endophenotypes that are common in the general population, and is likely to be not one disease but a heterogeneous collection of clinically similar, but genetically distinct, entities. 2) To observe the effect on genetic analysis and gene discovery of a complex set of gene × gene interactions. 3) To allow comparison of microsatellite vs. large-scale single-nucleotide polymorphism (SNP) data. 4) To allow testing of association to identify the disease gene and the effect of moderate marker × marker linkage disequilibrium. 5) To observe the effect of different ascertainment/disease definition schemes on the analysis. Data was distributed in two forms. Data distributed to participants contained about 1,000 SNPs and 400 microsatellite markers. Internet-obtainable data consisted of a finer 10,000 SNP map, which also contained data on controls. While disease characteristics and parameters were constant, four "studies" used varying ascertainment schemes based on differing beliefs about disease characteristics. One of the studies contained multiplex two- and three-generation pedigrees with at least four affected members. The simulated disease was a psychiatric condition with many associated behaviors (endophenotypes), almost all of which were genetic in origin. The underlying disease model contained four major genes and two modifier genes. The four major genes interacted with each other to produce three different phenotypes, which were themselves heterogeneous. The population parameters were calibrated so that the major genes could be discovered by linkage analysis in most datasets. The association evidence was more difficult to calibrate but was designed to find statistically significant association in 50% of datasets. We also simulated some marker × marker linkage disequilibrium around some of the genes and also in areas without disease genes. We tried two different methods to simulate the linkage disequilibrium.
Linkage analysis and association analysis in the presence of linkage using age at onset of COGA alcoholism data
Authors: Zhong Xiaoyun , Zhang Heping
Published: January 2006

Complex disease mapping usually involves a combination of linkage and association techniques. Linkage analysis can scan the entire genome in a few hundred tests. Association tests may involve an even greater number of tests. However, association tests can localize the susceptibility genes more accurately. Using a recently developed combined linkage and association strategy, we analyzed a subset of the Collaborative Study on the Genetics of Alcoholism (COGA) data for the Genetic Analysis Workshop 14 (GAW14). In this analysis, we first employed linkage analysis based on frailty models that take into account age of onset information to establish which regions along the chromosome are likely to harbor disease susceptibility genes for alcohol dependence. Second, we used an association analysis by exploiting linkage disequilibrium to narrow down the peak regions. We also compare the methods with mean identity-by-descent tests and transmission/disequilibrium tests that do not use age of onset information.
Using a Spatial System for Teaching Operant Concepts
Authors: Kiewra Kenneth A. , DuBois Nelson F.
Published: January 2006

This article demonstrates how to teach operant concepts by means of a spatial representation system. The system is useful for teaching any set of related concepts.
Late Registrants: At Risk in Introductory Psychology
Authors: Diekhoff George M.
Published: January 2006

Academic outcomes of late and timely registrants in introductory psychology classes were examined. No differences were found on first-exam grades or on course grades. However, late registrants accumulated significantly more absences than timely registrants in classes with nonrestrictive attendance policies. When absences were restricted, late registrants showed an attrition rate more than double that of timely registrants.
Recognition of Famous Names in Psychology by Students and Staff
Authors: Bunnell Julie K.
Published: January 2006

Historical awareness of psychology majors and faculty members was assessed using a name recognition questionnaire, which included the names of 53 eminent contributors in the history of psychology. Before taking a course in the history of psychology, students showed a low level of name recognition, which was markedly inferior to that of faculty members. It appears that, without explicit instruction, students acquire little knowledge of the history of their discipline.
The Use of Role-Play in Teaching Research Ethics: A Validation Study
Authors: Strohmetz David B. , Skleder Anne A.
Published: January 2006

Rosnow's (1990) role-play exercise for teaching research ethics was used in undergraduate research methods courses, and its effectiveness was evaluated. Results indicate that the exercise can be a valuable tool for sensitizing students to the factors involved in judging the ethics of research.
Detecting Deception: A Classroom Demonstration
Authors: Grosch James W. , Sparrow John E.
Published: January 2006

Lie detection, a topic that most students of psychology find fascinating, can be demonstrated using an inexpensive, highly portable galvanic skin response (GSR) monitor. This demonstration can be used to touch on the current controversy surrounding the use of physiological measures in detecting deception and is relevant to other topics, such as emotion, perception, and industrial/organizational psychology.
Bringing Piaget's Preoperational Thought to the Minds of Adults: A Classroom Demonstration
Authors: Holbrook Jane Ewens
Published: January 2006

Two classroom demonstrations, Piaget's water conservation and an adult conservation-like task too difficult for most students to solve, are described. Students' approaches to the adult task are analyzed in terms of centration, irreversibility, and concreteness. Students gain an appreciation of preoperational thought and are encouraged to examine their own thinking. They may learn how one can get stuck on irrelevant details, see new approaches to a problem, and gain fresh insight into the need to relinquish a particular viewpoint for a larger comprehension.
Standard Errors of Statistics Students
Authors: Melvin Kenneth B. , Huff Kristi R.
Published: January 2006

Students in introductory statistics courses often commit similar errors in computation and interpretation. A handout that lists such common errors is described. Students appreciated the handout, thought it reduced errors, and recommended it for future classes.
Elaborating Selected Statistical Concepts with Common Experience
Authors: Weaver Kenneth A.
Published: January 2006

Most statistics teachers strive to make the course material meaningful. This article presents specific examples for elaborating the statistical concepts of variability, null hypothesis testing, and confidence interval with common experience.
Turning Roadblocks into Stepping Stones: Teaching Psychology to Physicians
Authors: Painter Albert F. , Lemkau Jeanne P.
Published: January 2006

Under the label of behavioral science, psychological content has become integrated into the didactic and clinical teaching curricula of many medical schools and residency training programs. Psychology faculty frequently face the difficult task of making their material relevant to physicians. Ten suggestions that address the content and process of teaching psychology to medical students, residents, and faculty are discussed.
ANOVAGEN: A Data Generation and Analysis of Variance Program for Use in Statistics Courses
Authors: Cake Leslie J. , Hostetter Roy C.
Published: January 2006

This article describes a BASIC program (ANOVAGEN) for use in statistics courses. ANOVAGEN uses population parameters specified by the instructor to generate unique data for each student. The program also calculates the appropriate analysis of variance (ANOVA) for the unique data of each student. We describe the use of the program and provide samples of student and instructor output. ANOVAGEN helps demonstrate some fundamental concepts in ANOVA, reduces the time required for grading of unique statistical exercises, and encourages students to work independently. Other possible uses of ANOVAGEN, including uses in other courses, are described.
From Metropolis to Never-neverland: Analyzing Fictional Characters in a Personality Theory Course
Authors: Carlson Janet F.
Published: January 2006

To enhance learning in a course on personality theories, students write four short papers, each interpreting the personality of a fictional character from a comic strip or children's story by using a specific theoretical orientation: psychoanalytic, dispositional, phenomenological, and behavioral. Advantages and other aspects of this technique are discussed, as are student evaluations.
Some Outcomes and Lessons from a Cross-Sectional Evaluation of Psychology Undergraduates
Authors: Norcross John C. , Gerrity Dina M. , Hogan Edward M.
Published: January 2006

A cross-sectional evaluation of psychology majors (n = 71) revealed significant gains in psychological knowledge, as measured by the Major Field Achievement Test in Psychology, from freshman to senior years, with the mean score of graduating seniors at the 70th percentile. The Social Psychology subtest scores were higher than the scores on the Experimental Psychology subtest at the end of the sophomore year, but the average Experimental subtest score was equivalent by the senior year. In addition, psychology and management freshmen had similar causal reasoning scores, as measured by the Reasoning about Everyday Events Test, but sophomore and senior psychology majors scored significantly higher than their management counterparts. We discuss four lasting lessons from our evaluation experience that may benefit other faculty.
Educating Undergraduate Psychology Students in Prevention
Authors: Elias Maurice J.
Published: January 2006

I describe an undergraduate course in preventive/community psychology taught at a large urban state university. Key concepts, instrumental procedures, and projects are presented. Course feedback and evaluation indicating the benefits of the course are summarized, and implications for preparing students for their roles as citizens and professionals are mentioned.
How Should Textbooks Summarize the Status of Parapsychology? A Reply to Roig, Icochea, and Cuzzucoli (1991)
Authors: Kalat James W. , Kohn Art
Published: January 2006

In contrast to Roig, lcochea, and Cuzzucoli (1991), we argue that textbook authors should maintain their generally skeptical description of parapsychology. We also argue that textbook authors may mislead readers when they say that future research will resolve the controversy.
Summarizing Parapsychology in Psychology Textbooks: A Rejoinder to Kalat and Kohn
Authors: Roig Miguel
Published: January 2006

Responding to Kalat and Kohn (this issue), I note that new methodologies in parapsychology have produced well controlled, theory-derived, process-oriented experiments with replicability rates comparable to those in psychology. Parapsychologists are not in agreement as to whether psi anomalies constitute instances of perception without sensation. In addition, these anomalies are weak and unstable; consequently, it is not yet clear whether they violare the second law of thermodynamics. As scientists and teachers, we have a professional responsibility to be objective and to allow for discussion of data obtained by rigorous applications of the scientific method.
Teaching Psychology in Estonia, USSR Revisited
Authors: Tomusk Voldemar , Tomusk Anu
Published: January 2006

We discuss the phenomena Sommer and Sommer (1991) described in regard to teaching psychology at the Tallinn Pedagogical Institute in Estonia, USSR. in 1989. We relate the problems they described with translators, lack of student participation, technical equipment, examinations, and degree requirements to the ideological and economic system prevailing in the Soviet Union at the time.
From Research to Implementation in the Teaching of Prevention: A Postdoctoral Training Program
Authors: Sandler Irwin , Chassin Laurie
Published: January 2006

This article describes a postdoctoral training program in prevention research that provides experiences in conducting generative research studies: developing, conducting, and evaluating preventive interventions; and research methodology. Mechanisms for training include working as research apprentices, working with faculty conducting prevention studies, auditing relevant classes, and participating in a seminar on prevention research. The program is effective in training scientists from a variety of disciplines to conduct prevention research.
Preparing Tomorrow's Psychologists for Careers in Academe
Authors: Benassi Victor A. , Fernald Peter S.
Published: January 2006

Most college and university professors devote more time to teaching than to research. For graduate students preparing for careers in academe, however, the emphasis is on research; typically, little or no time is devoted to the acquisition of teaching skills. The University of New Hampshire's doctoral program in psychology prepares students to be both researchers and teachers. Now in its 27th year, the program requires all third-year students to take a two-semester course, Seminar and Practicum in the Teaching of Psychology. Students perform well in the classroom, are successful in securing academic positions, and evaluate positively the program's dual emphasis on research and teaching.
Self-Report Measures of Ability, Effort, and Nonacademic Activity as Predictors of Introductory Psychology Test Scores
Authors: Woehr David J. , Cavell Timothy A.
Published: January 2006

Self-report measures of academic ability, academic effort, and nonacademic activity were used to predict students' performance on their first introductory psychology test. Collectively, these predictor variables explained a significant proportion of the variance in test performance. In addition, academic ability, academic effort, and nonacademic activity each contributed significantly to the prediction of test scores. The relative predictive value of different aspects of academic effort was also examined. Results are discussed in terms of how introductory psychology instructors might advise students who wish to improve their test performance.
Writing Assignments in Statistics Classes Encourage Students to Learn Interpretation
Authors: Beins Bernard C.
Published: January 2006

Students in four statistics classes received different amounts of guidance and instruction in interpretive skills. Students who wrote press releases free of statistical jargon acquired better computational and interpretive skills than did students in a traditional class. Emphasis on interpretation was not associated with greater conceptual knowledge. Writing assignments appear to focus students' attention on the context and rationale for the statistics. This technique can also he used in other courses.
From the Laboratory to the Headlines: Teaching Critical Evaluation of Press Reports of Research
Authors: Connor-Greene Patricia A.
Published: January 2006

This article describes a classroom exercise and an individual assignment designed to teach critical evaluation of research reports in the popular press. The classroom exercise uses active and collaborative learning to apply the principles of scientific investigation, particularly the distinction between correlation and causation, in analyzing the limitations of a newspaper account of a research study. The individual assignment requires students to locate and critique a newspaper or magazine summary of research. The goal of these two exercises is to engage students in active learning about research methods and help them to become critical consumers of media accounts of research findings.
The Psychology Portfolio: Promoting Writing and Critical Thinking about Psychology
Authors: Rickabaugh Cheryl A.
Published: January 2006

Guided writing assignments can encourage critical thinking in undergraduate psychology classes. Students (N − 96) were surveyed to assess the effectiveness of the method. Results suggested that the assignments were at an appropriate level for the course. Students indicated that they were able to relate the assignments to the course convent and that the assignments made the lecture and text material easier to understand. Overall, students thought that the assignments were integrated into the course content. Perhaps most important, students indicated that the assignments helped develop their individual interests in the subject matter. Finally, these assignments were overwhelmingly preferred to a traditional term paper.
An Observational Emphasis in Undergraduate Psychology Laboratories
Authors: Krehbiel Dwight , Lewis Paul T.
Published: January 2006

This article describes a program that focuses on observational methodology. We argue for greater emphasis on systematic observation in teaching research methodology because of its efficacy in helping students master scientific principles and techniques. Observational methods allow students to establish criterion-based validity of self-reports, appreciate the dynamic nature of psychological phenomena, and understand the importance of interob-server reliability. Observational methods and instrumentation also show students how subdisciplines of psychology can be integrated. Laboratory exercises illustrating some of these principles and concepts are also described.
A Course in the Psychology of Oppression: A Different Approach to Teaching about Diversity
Authors: White Aaronette M.
Published: January 2006

An undergraduate course called the Psychology of Oppression was developed to teach the importance of diversity in psychology. The course offers a perspective that teaches students how to understand the factors that undermine the appreciation of multi-culturalism and other forms of diversity in society. The perspective emphasizes how socially constructed definitions of various groups are used to distinguish sameness and difference among people. These definitions become the criteria by which disqualification from social opportunities is achieved. Topics covered included micro- and macro-level theories of oppression, the importance of ideology in oppressive systems, and theories of social change and liberation. This article describes the course perspective, format, materials, assignments, student reactions, and special concerns when teaching about controversial topics.
On Teaching about the Cultural Relativism of Psychological Constructs
Authors: Enns Carolyn Zerbe
Published: January 2006

This article describes limitations of a Western, individualistic perspective on psychological theory and proposes a multicultural approach to the study of personality. The first part of the article summarizes recent research and theory regarding how personality may be differentially shaped by individualistic and collectivist cultures. The second part of the article describes strategies for teaching about the impact of culture on personality.
Taking the Fear Out of Research: A Gentle Approach to Teaching an Appreciation for Research
Authors: Brems Christiane
Published: January 2006

This article presents a method of introducing students to research slowly and carefully. A process of integrating research into the curriculum at all levels of higher education is stressed; this approach decreases fear and avoidance. Enthusiasm and enjoyment are facilitated through close collaboration of students and faculty in the research process.
The Relation between Teacher Self-Disclosure and Student Classroom Participation
Authors: Goldstein Gary S. , Benassi Victor A.
Published: January 2006

We hypothesized that teacher self-disclosure would be positively associated with student classroom participation. This hypothesis is consistent with the reciprocity effect that suggests that self-disclosure by one person will elicit self-disclosure from another. Teachers and students in 64 undergraduate classes completed questionnaires that assessed teacher self-disclosure, class participation, and students' willingness to participate in class. Correlational analyses support the central hypothesis. We suggest that the positive relation between teacher self-disclosure and class participation may not be solely a function of the examples of class concepts that such disclosures provide but may be a function of the interpersonal atmosphere created by such disclosures. The applied implications of this research are discussed.
Simulating Clever Hans in the Classroom
Authors: Marshall Michael J. , Linden David R.
Published: January 2006

The story of Clever Hans has been used in psychology classes to illustrate various concepts in experimental design. This article describes how to replicate the Clever Hans effect by training a rat to bar press in response to a 22,000-Hz signal surreptitiously controlled by the instructor. The demonstration elicits student interest in experimental design and stimulates critical thinking.
Integrating Disability Awareness into Psychology Courses: Applications in Abnormal Psychology and Perception
Authors: Wurst Stephen A. , Wolford Karen
Published: January 2006

The rising number of college students with disabilities and federal regulations concerning them impel educators to increase their own and nondisabled students' awareness of learning disabilities, physical disabilities, and emotional disorders. We describe simulation activities, discussion topics, and speakers appropriate for courses in abnormal psychology and perception. Students who simulated auditory or visual disabilities reported increased empathy toward people with disabilities, greater understanding of the stigma associated with disability, and a heightened appreciation for their sensory systems. We suggest that interested faculty work with existing campus offices for disabled students to implement these activities.
Evaluating the Credibility of Sources: A Missing Link in the Teaching of Critical Thinking
Authors: Carlson Earl R.
Published: January 2006

Good decisions depend on starting with good information and then reasoning with it logically. Texts and instruction in courses in critical thinking by philosophers and psychologists focus almost exclusively on how we should reason with information, and they provide little or no help in guiding students toward selecting sources of credible information. I argue that we necessarily depend on others for most of the important information we use and that a major payoff of good education is learning whom to believe. Instruction in criteria to use in selecting valid sources should be an explicit and important part of instruction in critical thinking.
Stimulating Statistical Thinking through Situated Simulations
Authors: Derry Sharon , Levin Joel R. , Schauble Leona
Published: January 2006

Literacy and informed decision making in an uncertain world require the ability to reason statistically. However, research indicates that, although conceptions of statistics and probability have steadily advanced within scientific and mathematical communities, adults in mainstream American society cannot think probalnlistically or statisticaly about important societal issues. This problem is addressed through implementation and evaluation of a novel statistics course for students who are teachers or are considering a career in teaching. The course is designed to help students use statistical concepts as tools for social reasoning within simulations of real-world problem situations. The course is unique because of its connections with the community and its commitment to achieving a high degree of authenticity through simulations of realistic social problem solving.
Reasoning about Reasoning: A Course Project
Authors: Galotti Kathleen M.
Published: January 2006

A course project for a sophomore-/junior-level course in thinking, reasoning, and decision making is described. Students in the course observe and describe the reasoning style of a partner from the class on four different tasks (e.g., geometric analogies and moral dilemmas). Then, they compare the performance across the four tasks to develop an argument about how many distinct kinds of reasoning they have observed in their partner. The assignment is designed to illustrate course material on theories and models of reasoning in concrete ways. Another and more important objective is to elicit from students a degree of critical thinking and creativity as they develop their own models and conclusions.
Teaching Critical Thinking: Focusing on Metacognitive Skills and Problem Solving
Authors: Hanley Gerard L.
Published: January 2006

To become a better critical thinker, one not only must develop expert thinking skills but also become an expert at choosing the best skills for the particular situation. These two components of critical thinking can be described as maximizing the efficiency and accuracy of one's cognitive and metacognitive skills for successful actions. The development of students' cognitive and metacognitive skills was the approach taken to teach a required critical-thinking course. Students assessed different aspects of their own thinking and problem-solving skills before and after a module on problem solving and decision making. Comparisons between above-average and below-average students indicated that students learn to choose general approaches to their problems and learn more specific strategies for successfully resolving their problems. Factor analyses of the students' self-assessments and changes in factor structures indicated that students improved their critical-thinking skills and were aware of their improvements.
Conference-Style Learning: A Method for Fostering Critical Thinking with Heart
Authors: Underwood Marion K. , Wald Rebecca L.
Published: January 2006

Conference teaching fosters critical thinking, which we define as the ability to evaluate inferential networks and research designs, the confidence to listen to one's own intuitions about what matters, and the sensitivity to recognize and evaluate the goals of others from diverse backgrounds. Teachers contribute to conference-style learning by explaining expectations for classroom behavior, carefully choosing primary source readings, and molding class discussions by posing and responding to questions in strategic ways. To benefit from conference-style learning, students must read assigned materials carefully, practice formulating analytic questions, think aloud about challenging issues, and learn to respect their own intuitions and those of others. The benefits of conference-style learning far outweigh its potential risks, as students learn to practice critical but considerate thinking.
Student v. Instructor: Higher Education Law in the Trenches
Authors: Swenson Elizabeth V.
Published: January 2006

Students have sued universities and instructors for a variety of academic practices. After citing pivotal U.S. Supreme Court cases on academic judgment, this article reviews several lower court cases in which a student challenged an instructor's grade decisions. Also, letters of recommendation are discussed in the context of a student lawsuit. Suggestions for lessening the likelihood of litigation are offered.
Teaching Moderated Multiple Regression for the Analysis of Mixed Factorial Designs
Authors: Kowalski Robin M.
Published: January 2006

Traditionally, researchers have analyzed mixed factorial designs by dichotomizing the continuous variable and performing a factorial analysis of variance. Several problems surround the use of this approach, prompting many statisticians to recommend using moderated multiple regression as an alternative. This article presents the case for moderated multiple regression and provides on overview of the procedure.
A Three-Dimensional Demonstration of Embryogenesis
Authors: Kleiner Kathleen A.
Published: January 2006

Embryogenesis is described in most developmental psychology texts, but students often have trouble understanding text descriptions or two-dimensional illustrations. This article describes a three-dimensional illustration of embryogenesis that can be used as a classroom demonstration in introductory or developmental psychology courses.
Perception Laboratory: A Computer Program to Demonstrate Perceptual Phenomena
Authors: Pittenger David J.
Published: January 2006

I developed an interactive computer program that allows one to demonstrate and experiment with various phenomena in visual perception using IBM-compatible computers. The program contains modules for demonstrating the color afterimage, the cafe illusion, additive color mixing and the opponent-process theory of color vision, the glowing axes illusion, the Hermann grid, the McCollough effect, the motion aftereffect, the neon illusion, and simultaneous contrast. The user has considerable control over the stimuli making up the image and can manipulate the variables that contribute to the perception of the effect. The program can be used far classroom demonstrations and student laboratory projects.
Formatting APA Pages in WordPerfect: An Update
Authors: Lawson Timothy J. , Smith Randolph A.
Published: January 2006

This article updates Smith's (1992) guide to formatting APA-style pages using WordPerfect® 5.1. This updated guide applies to the fourth edition of the Publication Manual of the American Psychological Association (APA, 1994) and to several popular versions of WordPerfect.
An Analysis of and Commentary on Consultants' Reports on Undergraduate Psychology Programs
Authors: Korn James H. , Sweetman Mary Beth , Nodine Barbara F.
Published: January 2006

Content analysis of evaluations of 20 psychology departments written by 10 consultants was used to generate a list of 24 categories of evaluation in three areas: issues, problems, and recommendations. In all three of these areas, the 2 categories most frequently included in the reports were requirements for the major and physical and financial resources. In 20 other categories, there was a discrepancy between the number of department reporting problems and the number of consultants making recommendations, Consultants typically assumed the role of experts in undergraduate education. We describe more specific roles for consultants in program planning and evaluation, and we offer recommendations for the effective use of external consultants.