bluuebunny/crossref_metadata_2025 huggingface dataset:
Inherent Limitations of Demographic Proxies in Top Management Team Heterogeneity Research
Authors: Priem Richard L. , Lyon Douglas W. , Dess Gregory G.
Published: December 2005

Top management team (TMT) heterogeneity—performance research using demographic indicators has contributed to strategic management by showing that top managers do indeed “matter” to firm outcomes. We argue, however, that limitations inherent in demographics-based TMT studies preclude their use in specifying how top managers influence their firms. This is an elemental problem because questions of how top managers can and should influence their firms are central to strategic management. Demographics-based TMT heterogeneity studies are limited by intrinsic trade-offs, which sacrifice: construct validity for measurement reliability; explanation for prediction; and prescription for description. We suggest “next steps” for improving the usefulness of future TMT studies (i.e., addressing the “how” question) by: (1) incorporating more substantive heterogeneity constructs, such as within-TMT power distributions, psychographic variances, and judgment differences; and (2) integrating qualitative research with the quantitative as a base for developing research questions that are more informed, salient, and interesting. We urge researchers to eschew demographic proxies, and instead direct their efforts toward more difficult, but potentially more rewarding, TMT issues.
Assessment of ADHD: Differences Across Psychology Specialty Areas
Authors: Handler Marcie W. , DuPaul George J.
Published: December 2005

Child psychologists are frequently involved in the assessment of ADHD symptoms among school-aged youth. There is limited information regarding the extent to which psychologists adhere to recommended assessment practices and whether differences exist in assessment strategies among psychologists from different specialty areas (clinical, counseling, and school) and/or who practice in different settings (university, school, or outpatient clinic). A 3 (specialty area) × 3 (employment setting) between-groups design is used wherein 230 child psychologists completed surveys regarding diagnostic practice. Psychologists differ in adherence with Diagnostic and Statistical Manual of Mental Disorders (4th ed., text revision) diagnostic criteria, use of clinical interviews, and type of behavior observation. Only 15% of psychologists report using multiple methods consistent with recommended standards of best practice. Differences between groups of psychologists indicate that the diagnosis of ADHD in children is influenced by the type of psychologist conducting the evaluation and the setting in which the evaluation is conducted.
The Effects of Computer-Assisted Instruction on the Mathematics Performance and Classroom Behavior of Children With ADHD
Authors: Mautone Jennifer A. , DuPaul George J. , Jitendra Asha K.
Published: December 2005

The present study examines the effects of computer-assisted instruction (CAI) on the mathematics performance and classroom behavior of three second-through fourth-grade students with ADHD. A controlled case study is used to evaluate the effects of the computer software on participants’ mathematics performance and on-task behavior. Participants’ mathematics achievement improve and their on-task behavior increase during the CAI sessions relative to independent seatwork conditions. In addition, students and teachers consider CAI to be an acceptable intervention for some students with ADHD who are having difficulty with mathematics. Implications of these results for practice and research are discussed.
Intervening to Improve Communication Between Parents, Teachers, and Primary Care Providers of Children With ADHD or at High Risk for ADHD
Authors: Wolraich Mark L. , Bickman Leonard , Lambert E. Warren , Simmons Tonya , Doffing Melissa A.
Published: December 2005

This study examines interventions designed to improve communication between individuals who take care of children with ADHD. A teacher rating of 6,171 elementary school children identifies 1,573 children with ADHD or with high risk for ADHD. Parent interviews and information from teachers are collected on 243 children who are randomized into treatment and control conditions and followed for 39 months. The interventions consisted of group workshops and single one-on-one tutorials with parents, teachers, and providers about the evaluation and treatment of ADHD that stressed the need for communication between the three parties. There are few significant effects on communication that are short lived. Results suggest that the interventions are insufficient to cause significant increase in communication. Future attempts to improve parent-teacher-provider coordination should be continuing rather than single-session interventions.
Development of a School-Wide Behavior Program In a Public Middle School: An Illustration of Deployment-Focused Intervention Development, Stage 1
Authors: Molina Brooke S. G. , Smith Bradley H. , Pelham William E.
Published: December 2005

School-wide behavior management systems can improve academic performance and behavior in middle schools, and they should have positive effects on students with ADHD. Unfortunately, evidence-based, school-wide behavior management systems have not been widely adopted because of problems with feasibility, acceptability, and sustainability. The Deployment-Focused Model of Intervention Development and Testing has been proposed as a promising method of bridging the gap between research and practice settings. A key aspect of the model is to involve the persons most likely to deliver the service (e.g., teachers) in the intervention development process from the very beginning. To illustrate this process, the authors describe the planning and implementation of a school-wide program designed to improve behavior in a public middle school.
Development of a School-Based Treatment Program for Middle School Youth With ADHD
Authors: Evans Steven W. , Langberg Joshua , Raggi Veronica , Allen Jessica , Buvinger Elizabeth C.
Published: December 2005

The authors conduct an evaluation of a middle school-based treatment program for youth with ADHD during early stages of treatment development. The studies focus on interpreting outcome trends in preliminary data and identifying assessment issues that will be important to consider when conducting a clinical trial. Parent reports indicate that the majority of students benefit from improvements in academic, social, and overall functioning. Although teachers report beneficial effects for the majority of the participants in the program, there is little agreement about individual students. Measurement problems are associated with understanding normal change during a school year, accounting for normal behavior changes in December and May, and considerable disagreement between teachers. Suggestions to guide future work in this area are provided.
Prevalence and Correlates of ADHD Symptoms in the National Health Interview Survey
Authors: Cuffe Steven P. , Moore Charity G. , McKeown Robert E.
Published: December 2005

Objective: Study the prevalence and correlates of ADHD symptoms in the National Health Interview Survey (NHIS). Methods: NHIS includes 10,367 children ages 4 to 17. Parents report lifetime diagnosis of ADHD and complete the Strengths and Difficulties Questionnaire (SDQ). Prevalences of clinically significant ADHD and comorbid symptoms by race and ethnicity, gender, and age are presented. Results: Prevalence of clinically significant SDQ ADHD symptoms is 4.19% (males) and 1.77% (females). Male prevalence by race is 3.06% for Hispanics, 4.33% for Whites, and 5.65% for Blacks. Significant differences in prevalence occur across gender ( p < .01) and among males across race ( p < .01), age ( p < .01), and income ( p < .02). In the full sample, 6.80% of males and 2.50% of females have a parent-reported lifetime ADHD diagnosis but are negative for SDQ ADHD. Likewise, 1.59% of males and 0.81% of females are positive for SDQ ADHD but negative for parent report of ADHD diagnosis. SDQ ADHD positive children have substantially higher proportions of elevated scores on other SDQ subscales. Conclusion: ADHD symptoms vary by race and ethnicity, gender, and age and are associated with other emotional and behavioral difficulties. Both overdiagnosis and underdiagnosis of ADHD may be issues in the U.S. population of 4- to 17-year-olds.
Perceptions of ADHD in China and the United States: A Preliminary Study
Authors: Norvilitis Jill M. , Fang Ping
Published: December 2005

College students ( n = 226) and teachers ( n = 328) in the United States and China completed a 55-item questionnaire examining perceptions of attention deficit/hyperactivity disorder (ADHD) in the two countries. Although a factor analysis yielded somewhat similar structures for the construct of ADHD, many differences emerged as well, with Chinese participants somewhat more attuned to hyperactivity than inattention. Furthermore, presented with a list of potential perceptions of ADHD, there were significant differences by culture in agreement with most of those statements. Thus, it appears that the concept of ADHD may be similar between the cultures, but the many differences warrant further exploration before ADHD is considered to be equivalent in the two countries.
Concomitant optic nerve transection and chorioretinitis sclopetaria
Authors: Mohammadpour Mehrdad , Soheilian Masoud
Published: December 2005

Background

Optic nerve transection and chorioretinitis sclopetaria may occur following blunt ocular trauma. However, simultaneous occurrence has not yet been reported. We report the first case of concomitant optic nerve transection and chorioretinitis sclopetaria.

Case presentation

A 12- year- old boy with history of BB gun injury to his right eye was referred for loss of vision. His visual acuity was counting fingers at one meter in the right eye and with 3+ relative afferent pupillary defect (RAPD).

On slit lamp examination, the right eye appeared normal except for 1+ vitreous reaction. Fundus examination of the right eye revealed a pale disc with superior retinal scar and diffuse submacular fibrosis compatible with chorioretinitis sclopetaria. Orbital CT- scans showed transection of the optic nerve by the BB gun pellet, which was lodged at the orbital apex.

Conclusion

BB gun injury may cause concomitant optic nerve transection and chorioretinitissclopetaria.
Targeting the active site of the placental isozyme of alkaline phosphatase by phage-displayed scFv antibodies selected by a specific uncompetitive inhibitor
Authors: Saini Deepti , Kala Mrinalini , Jain Vishal , Sinha Subrata
Published: December 2005

Background

The isozymes of alkaline phosphatase, the tissue non-specific, intestinal and placental, have similar properties and a high degree of identity. The placental isozyme (PLAP) is an oncofetal antigen expressed in several malignancies including choriocarcinoma, seminoma and ovarian carcinoma. We had earlier attempted to isolate PLAP-specific scFv from a synthetic human immunoglobulin library but were unable to do so, presumably because of the similarity between the isozymes.

In this work, we have employed a PLAP-specific uncompetitive inhibitor, L-Phe-Gly-Gly, to select isozyme specific scFvs. An uncompetitive inhibitor binds to the enzyme in the presence of substrate and stabilizes the enzyme-substrate complex. Several uncompetitive inhibitors have varying degrees of isozyme specificity for human alkaline phosphatase isozymes. A specific uncompetitive inhibitor would be able to unmask conformational differences between the otherwise very similar molecules. Also, such inhibitors would be directed to regions at/close to the active site of the enzyme. In this work, the library was first incubated with PLAP and the bound clones then eluted by incubation with L-Phe-Gly-Gly along with the substrate, para-nitro phenyl phosphate (pNPP). The scFvs were then studied with regard to the biochemical modulation of their binding, isozyme specificity and effect on enzyme activity.

Results

Of 13 clones studied initially, the binding of 9 was inhibited by L-Phe-Gly-Gly (with pNPP) and 2 clones were inhibited by pNPP alone. Two clones had absolute and 2 clones had partial specificity to PLAP. Two clones were cross-reactive with only one other isozyme. Three scFv clones, having an accessible His6-tag, were purified and studied for their modulation of enzyme activity. All the three scFvs inhibited PLAP activity with the kinetics of competitive inhibition. Cell ELISA could demonstrate binding of the specific scFvs to the cell surface expressed PLAP.

Conclusion

The results demonstrate the biochemical modulation of scFv binding. Also, the scFvs bound to the active site and denied the access to the substrate. The selection strategy could generate specific anti-enzyme antibodies to PLAP that can potentially be used for targeting, for modulating enzyme activity in in vitro and in vivo and as probes for the active site. This strategy also has a general application in selecting antibodies from combinatorial libraries to closely related molecules and conformations.
Portable light transmission measuring system for preserved corneas
Authors: Ventura Liliane , de Jesus Gabriel Torres , de Oliveira Gunter Camilo Dablas , Sousa Sidney JF
Published: December 2005

Background

The authors have developed a small portable device for the objective measurement of the transparency of corneas stored in preservative medium, for use by eye banks in evaluation prior to transplantation.

Methods

The optical system consists of a white light, lenses, and pinholes that collimate the white light beams and illuminate the cornea in its preservative medium, and an optical filter (400–700 nm) that selects the range of the wavelength of interest. A sensor detects the light that passes through the cornea, and the average corneal transparency is displayed. In order to obtain only the tissue transparency, an electronic circuit was built to detect a baseline input of the preservative medium prior to the measurement of corneal transparency. The operation of the system involves three steps: adjusting the "0 %" transmittance of the instrument, determining the "100 %" transmittance of the system, and finally measuring the transparency of the preserved cornea inside the storage medium.

Results

Fifty selected corneas were evaluated. Each cornea was submitted to three evaluation methods: subjective classification of transparency through a slit lamp, quantification of the transmittance of light using a corneal spectrophotometer previously developed, and measurement of transparency with the portable device.

Conclusion

By comparing the three methods and using the expertise of eye bank trained personnel, a table for quantifying corneal transparency with the new device has been developed. The correlation factor between the corneal spectrophotometer and the new device is 0,99813, leading to a system that is able to standardize transparency measurements of preserved corneas, which is currently done subjectively.
PTPN22polymorphism and anti-cyclic citrullinated peptide antibodies in combination strongly predicts future onset of rheumatoid arthritis and has a specificity of 100% for the disease
Authors: Johansson Martin , Ärlestig Lisbeth , Hallmans Göran , Rantapää-Dahlqvist Solbritt
Published: December 2005

We analysed relationships between the PTPN22 1858 polymorphism and antibodies to cyclic citrullinated peptide (CCP), rheumatoid factors (RFs) and the shared epitope (SE) gene (HLA-DRB1*0404 or 0401) and determined their combined predictive value for rheumatoid arthritis (RA) in individuals who subsequently developed RA. This case-control study was nested within the Medical Biobank of Northern Sweden. Patients with RA (n = 92) were identified from amongst blood donors antedating onset of disease by a median of 2.4 (interquartile range 1.2 to 4.9) years. Matched controls were selected randomly from the same cohorts (n = 368). Anti-CCP antibodies and RFs were determined using enzyme-linked immunoassays. Genotyping was performed using an ABI PRISM 7900HT instrument and HLA-SE genes were identified using PCR sequence-specific primers. The 1858T allele and also carriage of T were associated with future onset of RA (odds ratio (OR) = 2.29, 95% confidence interval (CI) 1.45–3.61 and OR = 2.64, 95% CI 1.56–4.47, respectively). The combination of the 1858T variant and anti-CCP antibodies gave 100% specificity for the disease. None of the 368 controls expressed this combination. The PTPN22 1858T variant and anti-CCP antibodies were clearly associated (OR = 3.80, 95% CI 1.51–9.57). A combination of the PTPN22 1858T variant and anti-CCP antibodies gave a much higher relative risk (>132.03) for developing RA than the combination of the T variant and HLA-SE (OR = 7.85). The PTPN22 1858T variant was associated with future development of RA. There was an association between the T variant and anti-CCP antibodies and their combination, found only among pre-patients, gives a very high relative risk for development of RA. The combination gave a specificity of 100% for diagnosing RA.
Writing as a Tool for Teaching Social Psychology
Authors: Snodgrass Sara E.
Published: December 2005

The process of writing is a highly productive tool for learning the concepts and methods of social psychology. Writing, however, is most often used as an evaluative tool rather than as a teaching tool. This paper describes practical ways in which writing can be used in an introductory social psychology course to enhance the students' learning. Keeping a course log (a type of journal), writing analyses of published articles, doing an observational study, and writing a formal research report are among the ideas presented. The techniques described here can be applied to any course in psychology and are not uniquely applicable to social psychology.
An Interdisciplinary Approach to Teaching Introductory Courses in Psychology, Biology, and Philosophy
Authors: Parisi Thomas
Published: December 2005

This paper describes an introductory psychology course taught in conjunction with introductory biology and philosophy. This “triad” arrangement allows for an interdisciplinary treatment of various issues without diluting the presentation of content specific to the individual disciplines. Information on evaluation of the courses is also presented.
Some Simple Classroom Experiments on Cerebral Lateralization
Authors: Kemble Ernest D. , Filipi Terri , Gravlin Linda
Published: December 2005

Two experiments designed to assess hemispheric specialization of function are described. The experiments require minimal equipment, can be rapidly conducted in the classroom, and yield substantial laterality effects. The ease of the experiments, combined with an extensive and varied literature and high student interest, make this area an excellent introduction to research methodology for undergraduate students.
Teaching the Relevance of Statistics through Consumer-Oriented Research
Authors: Beins Bernard
Published: December 2005

Students in a small experimental design class obtained information about statistical and research applications concerning a variety of products advertised by different companies. The resulting data were perceived to have several advantages for the students: (a) it made collecting and interpreting data more interesting and less mysterious, (b) it helped them to understand how research design and statistics are used in real-life situations, and (c) it helped them to make more discerning judgments about advertisers' claims for their products.
Teaching the Use of Computers: A Case Study
Authors: Atnip Gilbert W.
Published: December 2005

A course on the use of computers in psychology and the other social sciences is described. The course included an introduction to computers and computing and units on word processing, data analysis, data acquisition, artificial intelligence, and computer-assisted instruction, simulation, and modeling. Each unit incorporated the application of an appropriate program. Students conducted independent research projects using the computer. They evaluated the course very positively, as did the instructor. The major problems encountered in teaching the course related to the diversity of students' backgrounds in computers and in statistics, and to the difficulty of separating technique from content in assigning grades.
A Summer Internship in Psychological Research: Preparation of Minority Undergraduates for Graduate Study
Authors: Prentice-Dunn Steven , Roberts Michael C.
Published: December 2005

Graduate departments of psychology often confront the issue of how best to recruit and retain qualified minority students. Because undergraduate students seeking graduate appointments are frequently advised to gain research experience, we use this article to describe an intensive summer internship intended to strengthen the research skills of minority students. The 6-week program served honor students from a Minority Access to Research Careers program sponsored by the National Institute of Mental Health. Based on a research apprenticeship model, the internship juxtaposed didactic and experiential research components to provide a breadth of exposure to researchers and topics while achieving in-depth training in research methodology. Interns initially participated in faculty-sponsored research but later developed and implemented their own studies. We concluded that the research internship would prove valuable to all undergraduates considering advanced study in psychology.
The Relationship between Life Events and Indices of Classroom Performance
Authors: de Meuse Kenneth P.
Published: December 2005

I investigated the relationship between stressful life events (e.g., personal injury or illness, death of a close friend) and student performance in the classroom. At the beginning of the semester, 159 students enrolled in a psychology course specified the amount of life stress they experienced during the previous year. Their responses were later correlated with measures of classroom performance at the completion of the course. As hypothesized, life stress was inversely related to exam scores, extra credit points, and total course points. A X2 analysis also revealed that final course grades were predicted by life stress. It was suggested that teachers must recognize that students do not exist in a social, academic vacuum. Life events outside the classroom may directly affect performance in it.
Psychology as a Humanity
Authors: Korn James H.
Published: December 2005

Psychology can be considered a humanity as well as a science. This paper examines distinctions between the humanities and the sciences and suggests five characteristics of a humanity. After reviewing previous pleas to broaden the perspective of psychology, three examples are provided of psychology as a humanity. Finally, the impact that this view might have on teaching and research is discussed.
Teaching a Course in Computer-Assisted Statistical Analysis
Authors: Tromater L. James
Published: December 2005

Statistics is an important component of the major in psychology (Kulik, Brown, Vestewig, & Wright, 1973). I have found that students have difficulty with the transfer of skills acquired in the introductory statistics course. I designed a course around the Statistical Packages for Social Sciences to review the introductory material, to enhance the coverage, and to provide to students a skill useful in other settings. Students' comments have suggested that the course objectives are being met.
What Can Our Students Learn from Regional Psychology Conventions?
Authors: Tryon Georgiana Shick
Published: December 2005

Regional psychology conventions provide students with opportunities to present their own work and learn about the work of others. Students' convention experiences would be enhanced if all convention presenters provided full abstracts or manuscripts of their work.
On Turning Stereotaxic Surgical Failures into Positive Learning Experiences in the Undergraduate Physiological Psychology Laboratory
Authors: Wellman Paul J.
Published: December 2005

Failure is frequently the end point of laboratory exercises in physiological psychology that involve stereotaxic surgery by inexperienced students. This article suggests that lab instructors enjoin their students to pursue the potential location of misplaced brain lesions using a variety of simple behavioral tests and the Thompson (1978) stereotaxic atlas.
Regression toward the Mean Effect: No Statistical Background Required
Authors: Karylowski Jerzy
Published: December 2005

A new classroom demonstration of the regression toward the mean effect is proposed. The demonstration is highly concrete and strictly psychological in nature. It may be used in both small and large classes. It does not assume any statistical background. Although some assumptions about the nature of the measurement process are explictly made, these assumptions are highly intuitive and are easily accepted even by students who are not familiar with measurement theory.
Advising Beginning Psychology Majors for Graduate School
Authors: Smith Randolph A.
Published: December 2005

The 539 American graduate programs listed in Graduate Study in Psychology 1983–1984 were surveyed in order to provide more information for advising psychology majors, particularly beginning majors. Undergraduate course preferences and ratings of five nonobjective criteria were tabulated in relation to the program's training specialty and type of degree offered. Programs were classified as offering one of four types of training—clinical/counseling, experimental, both clinical/counseling and experimental, or educational. The type of training was significantly related to preferred courses and ratings of nonobjective criteria, whereas type of degree was relatively unimportant. Results indicated a high preference for a course in statistics, a high rating for letters of recommendation, and a low rating for extracurricular activity. The data are discussed for each of the four program types, because each requires different advising.
Placing Women in the History of Psychology Course
Authors: Furumoto Laurel
Published: December 2005

Many teachers of the history of psychology course make women invisible, despite women's participation in and contribution to the discipline. The limited coverage of women in textbooks and the tendency to teach the course as history of ideas contribute to this neglect. This article argues for the inclusion of the experience of psychologists of both genders in the history course and provides suggestions for ways of integrating material about women.
A Classroom Demonstration of the Primacy Effect in the Attribution of Ability
Authors: McAndrew Francis T.
Published: December 2005

The activity described in this paper gives students firsthand experience with the primacy effect that occurs when individuals make judgments about the ability of other people. The exercise serves as a springboard for discussion and as a useful vehicle for exploring some key issues related to experimental design as well as attribution theory.
Students' Peak Experiences: A Written Exercise
Authors: Polyson James
Published: December 2005

In an exercise described in this paper, u:ndergraduate psychology students wrote about peak experiences they have had as a way of helping them understand Masloeiv's theoretical construct by relating it to meaningful events in their own lives. An additional goal of the exercise was to help stua!ents develop their writing skills. At the end of the semester, students completed an anonymous questionnaire assessing whether the assignment had been a worthwhile learning experience cclnsistent with their personal goals for the course. Student evaluations confirmed that this was a successful activity; the course facilitated their understanding of Maslow's theories and provided an enjoyable learning experience. The exercise also encouraged students to integrate affect and intellect, consistent with Carl Rogers's views on the exploration of feelings us an important part of academic learning.
Techniques for Teaching Critical Reading
Authors: Chamberlain Kerry , Burrough Stephen
Published: December 2005

We require our students to have the skill to read research articles critically, but is is a skill that we frequently assume rather than one we try to teach. Two techniques for promoting critical reading are discussed here. One focuses on the content of research articles and has been used successfully with higher-level research classes, where critical reading can be incorporated as a specific course aim. The other is a novel technique that requires a more global response to a research article and is applicable to classes at all levels of the curriculum. Each is adaptable to the specific needs of a class, and both appear to promote critical reading of research by students.
Systematizing the Piagetian Clinical Interview for Classroom Use
Authors: Ormrod Jeanne Ellis , Carter Kyle R.
Published: December 2005

Piaget's logical problems and clinical method are proposed to be important components of coursework in developmental and educational psychology. The authors describe their experiences with giving undergraduate educational psychology students hands-on opportunities for administering Piagetian clinical interviews. Their experiences have indicated that undergraduate students cannot easily be trained to conduct a thorough or systematic interview. To facilitate the training process, the authors have developed flowcharts for Piagetian tasks, including instructions, checklists for student responses, and alternative procedures to be followed dependent on a child's responses. Flowcharts have provided a means by which substantive interviews can be conducted by undergraduate students.
Selected Resources for College Teachers of Psychology
Authors: Matthews Janet R. , Rogers Anne M. , Scheirer C. James
Published: December 2005

Psychologists who teach in undergraduate programs are among the primary constituents of several organizations and offices that operate at the national level. Among these groups are the American Psychological Association (APA), APA's Committee on Undergraduate Education (CUE), APA's Division Two, the APA headquarters office, the Council of Undergraduate Psychology Departments (CUPD), Psi Chi, and Psi Beta. By reviewing each organization's programs and publications this article introduces academic psychologists to valuable resources for their professional development.
Misconceptions about Psychology among College Students
Authors: Gardner Rick M. , Dalsing Suzanne
Published: December 2005

A questionnaire consisting of 60 false statements related to psychology was administered to 531 students at 2 universities. Students marked each statement as true, false, or don't know/no opinion. Analysis of true responses indicated a decreasing level of misconceptions as students accumulated college credit hours in general and psychology credit hours specifically. Implications for teachers of psychology are discussed.
FACES in the Lab and Faces in the Crowd: Integrating Microcomputers into the Psychology Course
Authors: Peden Blaine F. , Steinhauer Gene D.
Published: December 2005

This article describes an exercise that teaches students about methodological issues concerned with making reliable observations of behavior. After learning Ekman's (1972) Facial Affect Scoring Technique from a microcomputer program simulating expressions of emotion, students recorded the facial expression, gender, and age of people in natural settings, computed interobserver agreement scores, and submitted a laboratory report. This exercise generated much discussion about research methods, transferred skills from the classroom to a research setting, and illustrated our view that the microcomputer is a new tool that supplements, but does not replace, existing instructional techniques.
“Live” Case Study/Journal Record in Adolescent Psychology
Authors: McManus John L.
Published: December 2005

Case study and journal record methods are described and positive outcomes for learners are noted. A “live” case, along with journal records, was used in teaching adolescent psychology. Evaluation indicates benefits to both college students and involved teenagers. Suggestions for future research are discussed.
Teaching Behavioral Self-Change: A Course Model
Authors: Dodd David K.
Published: December 2005

The need for psychology departments to offer course instruction in behavioral self-change is presented. Results of a random survey suggest that less than 10% of psychology programs offer such instruction, despite evidence in the literature of its effectiveness and popularity with students. My own behavioral self-change course is described and specific suggestions for implementing the course are included. The course offers students an opportunity to apply proven psychological principles to their own lives and thus meets the needs for personal relevance of education. The course also remains true to scientific rigor by introducing and integrating several important concepts from research methods and behavior modification.
Teaching Counseling and Psychotherapy Skills without Access to a Clinical Population: The Short Interview Method
Authors: Weiss Andrea R.
Published: December 2005

The method described is designed to teach verbal helping skills to students who do not have access to clinical populations. Open- ended interviews with “real” people are used as the primary training device; role-playing simulations and programmed instruction complement this experience.
Value of Book Discussions in a Psychology of Women Course
Authors: Sholley Barbara K.
Published: December 2005

This article describes a means to achieve the basic goals of a psychology of women course through stimulating reading and examining book authors' feminist positions. Guided discussions of the theses of six books allowed students to compare theory, experiences, and thinking, thus providing them with an intellectual rather than an emotional examination of value-laden materials. Students reported that their own personal change was substantial and that the instructor's advocacy was moderate. Course evaluations suggested that this strategy is an effective means to reach the stated goals.
A Successful Undergraduate Psychology Conference: Organized through a Special Course
Authors: Lipton Jack P.
Published: December 2005

The planning, implementation, and evaluation of a large-scale undergraduate psychology conference was conducted through a special two-term course. The course requirements and structure are discussed as are specific details pertaining to the conference itself. Our experiences are related to the literature on undergraduate psychology conferences and research.
Students' Views of Mentors in Psychology Graduate Training
Authors: Cronan-Hillix Terry , Gensheimer Leah K. , Cronan-Hillix W. A. , Davidson William S.
Published: December 2005

This study examined the prevalence and role of mentors in graduate training from the viewpoint of students. Ninety graduate psychology students from a large midwestern university responded to a survey about the characteristics of mentors, the roles mentors play in their professional and social lives, and why some students do not have a mentor. Over 50% of the respondents had mentors. Inability to find a satisfactory mentor was the predominant reason for not having one. Findings suggest that mentors serve supportive functions and promote professional productivity as indicated by research involvement, publications, and conference papers. Personality characteristics distinguish good from poor mentors much more frequently than do intellectual competence or professional activity.
An Evaluation of the Cloze Procedure as a Test for Plagiarism
Authors: Standing Lionel , Gorassini Donald
Published: December 2005

Two experiments that evaluate the effectiveness of the cloze test as a method for detecting plagiarism are reported. The first experiment employed student essays on the same topic, and required subjects to fill in missing words from either their own or another student's work. The second study repeated this design, but using a “plagiarized” essay on a new topic that had not been studied by the subjects. In both studies, cloze performance was significantly better in “nonplagiarizing” than “plagiarizing” situations. Used with due caution, the cloze test appears to be potentially helpful in detecting plagiarism.
A Gender Difference in Acceptance of Sport Aggression: A Classroom Activity
Authors: Rainey David W.
Published: December 2005

Aggression is a common topic in sport psychology courses. Research has revealed a gender difference in the acceptance of aggressive behavior during sport competition. This article presents a classroom activity to demonstrate that difference. Participants were given descriptions of behaviors from six sport competition situations and were asked to judge those behaviors as acceptable or unacceptable. Males in three psychology classes endorsed significantly more aggressive acts than did females. A number of relevant discussion topics are suggested.
The Varieties of Undergraduate Experience
Authors: McGovern Thomas V. , Hawks Brenda K.
Published: December 2005

This article is a data-based case study of the renewal of an undergraduate psychology program. We describe the varieties of faculty and student expectations for the major and their evaluations of the curriculum. Students' career interests and their individual differences based on gender, race, and grade point average were important factors in the changes that were made in course requirements and department services. Based on our experience, we suggest a set of questions and resources that other departments might use in evaluating their undergraduate programs.
Using Scholarly Journals in Undergraduate Experimental Methodology Courses
Authors: Suter W. Newton , Frank Paula
Published: December 2005

Our use of classic psychological experiments from scholarly journals in teaching an undergraduate experimental methodology course is described. We believe that the approach is effective when the experiments are carefully chosen. We include some suggestions for matching journal articles with core topics and some questions that facilitate students' understanding of certain articles.
Robert S. Daniel: A Man Dedicated to Teaching
Authors: Heppner P. Paul , Reis Susan D.
Published: December 2005

Robert S. Daniel is an influential contributor to the teaching of psychology. This article (a) highlights some aspects of his life and career; (b) documents the emergence and development of Teaching of Psychology; and (c) provides insights concerning the joys and frustrations of teaching from, the founding editor of this journal, who is truly a dedicated teacher.
Social Desirability Bias: A Demonstration and Technique for Its Reduction
Authors: Gordon Randall A.
Published: December 2005

A demonstration of social desirability bias in survey research suitable for moderate to large class sizes is described. The method used to reduce subjects' response bias involved a manipulation of instructions on a questionnaire. The standard instruction format requested subjects to respond to three questions on dental hygiene behavior and not to sign their names on the questionnaires. The modified instructions included additional information regarding the anonymity of the subjects' responses, the need for accurate information, and the role of the subject as a contributor of valuable information. The results from the demonstration are reported and topics for classroom discussion are suggested.
Bringing Psychology to Life
Authors: McAdam Dale
Published: December 2005

Bringing Psychology to Life (BPL) is a set of recitations that engages introductory psychology students by having them develop psychological explanations of events in their lives through use of their textbook and discussions. Given at the outset of the course, BPL is a structured, initial teaching situation for inexperienced teaching assistants (TAs), an icebreaker for both TAs and students, and a vehicle for gaining an early, comprehensive acquaintance with the textbook.
Informed Consent of Students: How Much Information is Enough?
Authors: Handelsman Mitchell M. , Rosen Janet , Arguello Anthony
Published: December 2005

Ethical bases of the informed consent doctrine are applied to how much information students need before they take a course. Such information includes content, grading policies, assignments, course goals, teaching philosophy, and techniques. The major justification of informed consent is autonomy; individuals need adequate information to make decisions. College may be a “standard procedure”; students give implied consent by registering. However, teaching styles may differ significantly, necessitating more information. Some techniques may involve risk of harm; the principle of beneficence must be considered here. It is concluded that providing information may increase respect for the profession and facilitate professors' self-scrutiny.
Sprinkling Psychology Courses with Peace
Authors: Wagner Richard V. , Bronzaft Arline L.
Published: December 2005

The field of psychology has paid little attention to the most crucial issue facing our world: the threat of nuclear devastation. We propose that psychology teachers help to promote a more active consideration of psychology and peace/war in the nuclear age by including the topic in their courses. We suggest specific ways to incorporate this issue into psychology courses, with special reference to courses in social psychology and personality.
A Classroom Exercise in Impression Formation
Authors: Berrenberg Joy L.
Published: December 2005

This classroom exercise provides students with an opportunity to examine aspects of their own impression-formation processes. The data generated can be used to stimulate discussion about the origins of implicit personality theories, person prototypes, and the accuracy of first impressions.
Using Psychology Today Articles to Increase the Perceived Relevance of the Introductory Course
Authors: Appleby Drew C.
Published: December 2005

This article describes the purpose, construction, and use of a bibliography of Psychology Today articles that have been categorized according to their relevance to various academic majors and career areas. Its use in the introductory course increases students' awareness that a knowledge of psychology can help them to accomplish their academic and career goals.
Comparative Psychology: An Epigenetic Approach
Authors: Greenberg Gary
Published: December 2005

This article describes a comparative psychology course oriented around the themes of phylogeny and ontogeny. Accordingly, the course emphasizes the evolution and development of behavioral processes. Significant features of the course include discussion of the concept of integrative levels and Schneirla's approach/withdrawal theory. The course evaluates genetic determinism as used by ethologists and sociobiologists and stresses the principle of parsimony.
A Note on Hart's “A Strategy for Teaching the History and Systems of Psychology”
Authors: Morris Richard B.
Published: December 2005

Kuhn's view of science can be used more effectively if it is made clear under what conditions his approach is relevant for psychology. Further, presenting Kuhn's view without a clearly contrasting one, such as that of Popper, can foster an uncritical attitude toward material presented in history and systems courses.
History of Psychology: Cornerstone Instead of Capstone
Authors: Milar Katharine S.
Published: December 2005

A history of psychology course designed as a prerequisite for advanced work in experimental psychology is described. Research design and methodology are introduced in an historical context. Students conduct experimental projects by asking research questions that are appropriate to a particular historical figure of theorist. Advantages and disadvantages of teaching the history of psychology course in this way are discussed.
Using Undergraduate Factors to Predict Psychology Graduate Record Examination Scores
Authors: Lollis Teresa J. , Einstein Gilles O. , Brewer Charles L.
Published: December 2005

Scholastic Aptitude Test (SAT) scores and undergraduate academic factors were examined for their prediction of performance on the Graduate Record Examination Subject Test in Psychology (GRE-P). Data from 216 psychology majors indicated that aptitude and academic factors influenced GRE performance. Further analyses revealed that SAT performance affects GRE-P performance directly and indirectly through academic factors. Specific academic factors, including psychology grade point average, number of psychology course hours, and certain psychology courses, also affected GRE-P scores directly.
Misconceptions Tests or Misconceived Tests?
Authors: Griggs Richard A. , Ransdell Sarah E.
Published: December 2005

It was found that taking a psychology course in high school did not improve the performance of college students in an introductory psychology class on a modified version of Vaughan's (1977) misconceptions test. However, college experience did lead to a significant, but not large, improvement. A comparison of our results with those from previous studies, along with an analysis of specific test items, indicated that perhaps the test itself is misconceived.
Self-Monitoring and Commitment to Dating Relationships: A Classroom Demonstration
Authors: Simpson Jeffry A.
Published: December 2005

Students are not always aware of the extent to which dispositions are associated with important aspects of social behavior. This classroom demonstration reveals how a certain disposition that students possess (self-monitoring orientation) is meaningfully related to a significant aspect of their lives (commitment in dating relationships). Specifically, this exercise demonstrates that individuals high in self-monitoring tend to adopt an uncommitted orientation to dating relationships, whereas those low in self-monitoring tend to adopt a committed one. The effectiveness of this demonstration and topics for further discussion are highlighted.
Poster Sessions Revisited: A Student Research Convocation
Authors: Rosenberg Jerome , Blount Ronald L.
Published: December 2005

Poster sessions are considered to be an efficient format for presenting research. A departmental student research convocation using this format is described and shown to be an effective way to encourage research activities among undergraduate and graduate students. In addition, the convocation had the benefit of communicating to faculty and students the variety of scholarly activities being conducted in the department.
Selective Attention with Human Earphones
Authors: Goodwin C. James
Published: December 2005

A method to conduct dichotic listening tasks in the classroom for demonstration purposes is described. It involves substituting humans for earphones, thereby allowing direct student observation of various selective attention phenomena.
Who is Mrs. Cantlie and Why Are They Doing Those Terrible Things to Her Homunculi?
Authors: Griggs Richard A.
Published: December 2005

A survey of 1987 introductory psychology texts revealed an unusually high error rate for homunculus illustrations. The resulting search for the source of these errors led back to the use of some homunculus drawings by Mrs. H. P. Cantlie (see Penfield & Rasmussen, 1950).
Self-Pacing in a Personalized Psychology Course: Letting Students Set the Deadlines
Authors: Roberts M. Susan , Fulton Myke , Semb George
Published: December 2005

Our studies allowed students to set deadlines for course tasks, supplementing instructor-set deadlines, in a self-paced psychology course. In addition to instructor-set and student-set deadlines, two experimental procedures were evaluated in two studies. The first procedure required students to respond to a quiz question assessing compliance with their self-set schedules. The second procedure required students to meet deadlines that they had set for themselves. Results indicated that both procedures produced accelerated pacing rates and general schedule compliance. No differences were found among conditions for academic performance measures.