bluuebunny/crossref_metadata_2025 huggingface dataset:
Control Processes and Self-Organization as Complementary Principles Underlying Behavior
Authors: Carver Charles S. , Scheier Michael F.
Published: January 2004

This article addresses the convergence and complementarity between self-regulatory control-process models of behavior and dynamic systems models. The control-process view holds that people have a goal in mind and try to move toward it (or away from it), monitoring the extent to which a discrepancy remains between the goal and one's present state and taking steps to reduce the discrepancy (or enlarge it). Dynamic systems models tend to emphasize a bottom-up self-organization process, in which a coherence arises from among many simultaneous influences, moving the system toward attractors and away from repellers. We suggest that these differences in emphasis reflect two facets of a more complex reality involving both types of processes. Discussion focuses on how self-organization may occur within constituent elements of a feedback system—the input function, the output function, and goal values being used by the system—and how feedback processes themselves can reflect self-organizing tendencies.
Implicit Theories of Relationships: Orientations Toward Evaluation and Cultivation
Authors: Knee C. Raymond , Patrick Heather , Lonsbary Cynthia
Published: January 2004

Implicit theories of relationships (ITRs) influence goals, motivations, attributions, and behavior in romantic relationships. We developed a model of ITRs that draws from social cognition, motivation, and achievement literatures, and derived conceptual parallels and hypotheses with regard to relationships. It is proposed that ITRs reflect the belief component of a larger system of motivations and goals that can influence the degree to which people are oriented toward the evaluation and cultivation of relationships. Research on ITRs is reviewed with regard to how they moderate well-documented associations between relationship perceptions and outcomes. Differences between ITRs and implicit theories in other domains are also discussed.
Relational Discrepancy Theory: The Implications of Self-Discrepancy Theory for Dyadic Relationships and for the Emergence of Social Structure
Authors: Robins Garry , Boldero Jennifer
Published: January 2004

Relationship formation and maintenance is guided by more than similarity between partners' actual selves. Expanding the domain of self-discrepancy theory (SDT; Higgins, 1987), we propose that a type of discrepancy previously not considered—discrepancies between self-aspects of relational partners—is central to relationship cognition, including perceptions of intimacy and trust, and to the emergence of roles within relationships. Our argument relates both to unconstrained environments, where individuals freely choose partners, and constrained environments (e.g., workplaces) with relationships imposed. We argue that SDT's prediction of emotional consequences from discrepancies permits a motivational account of why individuals might form and maintain relationships in terms of hierarchies and roles.
A Theoretical Model of Triggered Displaced Aggression
Authors: Miller Norman , Pedersen William C. , Earleywine Mitchell , Pollock Vicki E.
Published: January 2004

A tit-for-tat matching rule (Axelrod, 1984) describes much interpersonal behavior. Yet, in daily lift a retaliatory aggressive response to a trivially mild provocation often inappropriately exceeds that expected from the matching rule. The concept of triggered displaced aggression can explain these exceptions to the matching principle. Building from the Cognitive Neoassociationistic model of aggressive behavior (Berkowitz, 1989, 1990, 1993), we developed a theoretical framework of social and personality factors that moderate and mediate the disjunctively escalated retaliation that can result from triggered displaced aggression. Major explanatory factors in our analysis of such effcts are as follows: (a) aspects of the Time 1 provocation and the immediate situation in which it occurred; (b) characteristics of initial provocations and personality factors of the actor that produce the ruminative thought that will temporally extend the effects of a Time 1 provocation, allowing them to interact with a delayed Time 2 minor triggering event; and (c) actions and attributes of the target of displaced aggression that augment these effects.
A Review of Sex Differences in Sexual Jealousy, Including Self-Report Data, Psychophysiological Responses, Interpersonal Violence, and Morbid Jealousy
Authors: Harris Christine R.
Published: January 2004

The specific innate modular theory of jealousy hypothesizes that natural selection shaped sexual jealousy as a mechanism to prevent cuckoldry, and emotional jealousy as a mechanism to prevent resource loss. Therefore, men should be primarily jealous over a mate's sexual infidelity and women over a mate's emotional infidelity. Five lines of evidence have been offered as support: self report responses, psychophysiological data, domestic violence (including spousal abuse and homicide), and morbid jealousy cases. This article reviews each line of evidence and finds only one hypothetical measure consistent with the hypothesis. This, however, is contradicted by a variety of other measures (including reported reactions to real infidelity). A meta-analysis of jealousy-inspired homicides, taking into account base rates for murder, found no evidence that jealousy disproportionately motivates men to kill. The findings are discussed from a social-cognitive theoretical perspective.
A Neural Network Simulation of the Outgroup Homogeneity Effect
Authors: Read Stephen J. , Urada Darren I.
Published: January 2004

This article presents a neural network simulation of the out-grouphomogeneity effect (OHE). The model is a feedback network with delta-rule learning that has been previouslv used to simulate other aspects of stereotype learning, as well as causal learning and reasoning, and human memory. This simulation achieves 2 goals: First, we show that the model could successfully simulate the OHE. We argue that this is due to the error-correcting nature of delta-rule learning. Second. we show that each of aspects of the simulation influences the size of the OHE: (a) the ratio of in-group to out-group size, (b) the overall population size, (c) the learning rate, (d) the decay rate for weights, and (e) increased learning for extreme cases. The psychological relevance of these parameters and ways to study them are presented. Advantages of the model in terms of breadth of coverage for studying social cognitive phenomena are discussed.
Trait Impressions as Overgeneralized Responses to Adaptively Significant Facial Qualities: Evidence from Connectionist Modeling
Authors: Zebrowitz Leslie A. , Fellous Jean-Marc , Mignault Alain , Andreoletti Carrie
Published: January 2004

Connectionist modeling experiments tested anomalous-face and baby-face overgeneralization hypotheses proposed to explain consensual trait impressions of faces. Activation of a neural network unit trained to respond to anomalous faces predicted impressions of normal adult faces varying in attractiveness as well as several elderly stereotypes. Activation of a neural network unit trained to respond to babies' faces predicted impressions of adults varying in babyfaceness as well as 1 elderly stereotype. Thus, similarities of normal adult faces to anomalous faces or babies 'faces contribute to impressions of them quite apart from knowledge of overlapping social stereotypes. The evolutionary importance of appropriate responses to unfit individuals or babies is presumed to produce a strong response preparedness that is overgeneralized to faces resembling the unfit or babies.
The Robust Nature of the Biopsychosocial Model Challenge and Threat: A Reply to Wright and Kirby
Authors: Blascovich Jim , Mendes Wendy Berry , Tomaka Joe , Salomon Kristen , Seery Mark
Published: January 2004

This article responds to Wright and Kirby's (this issue) critique of our biopsychosocial (BPS) analysis of challenge and threat motivation. We counter their arguments by reviewing the current state of our theory as well as supporting data, then turn to their specific criticisms. We believe that Wright and Kirby failed to accurately represent the corpus of our work, including both our theoretical model and its supporting data. They critiqued our model from a contextual, rational-economic perspective that ignores the complexity and subjectivity of person-person and person-environmental interactions as well as nonconscious influences. Finally, they provided criticisms regarding possible underspecificity of antecedent components of our model that do not so much indicate theoretical flaws as provide important and interesting questions for future research. We conclude by affirming that our BPS model of challenge and threat is an evolving, generative theory directed toward understanding the complexity of personality and social psychological factors underlying challenge and threat states.
H as a Measure of Complexity of Social Information Processing
Authors: Locke Kenneth D.
Published: January 2004

Many studies have used H (a measure of unpredictability derived from information theory) to quantify the complexity of descriptions of persons across multiple roles. Interpreting these studies is problematic, though, because H confounds unpredictability across roles (which is typically the construct of interest) and unpredictability within roles (which is simply a function of the proportion of traits endorsed). The need to control for unpredictability within roles was highlighted by 3 demonstration studies in which controlling for unpredictability within roles eliminated relations between well-being and H. I also show how, controlling for unpredictability due to the number of traits endorsed and number of roles described, H provides a unique measure of role dependence and independence. However, H does not measure the type of role overlaps that would predict “spillover effects” between roles; therefore, I recommend an alternative index of role similarity for future research on spillover effects.
Trends in the Social Psychological Study of Justice
Authors: Skitka Linda J. , Crosby Faye J.
Published: January 2004

Justice is one of the most basic and potentially important social psychological areas of inquiry. The assumption that others will be fair is what makes social cooperation possible. This article provides a brief review of trends, both historical and current, n the social psychological study of justice, and provides an introduction for a special issue of Personality and Social Psychology Review devoted to social psychological theorizing and research on the role that justice plays in human affairs. This overview highlights some exciting new directions in justice theorizing and research, including new uses of identity's ties to justice reasoning, increased attention to negative justice and moral emotion, as well as a greater emphasis on integrative and contingent, rather than competing, social psychological models of justice.
An Analysis of Empirical Research on the Scope of Justice
Authors: Hafer Carolyn L. , Olson James M.
Published: January 2004

The scope of justice has been defined as the boundary within which justice is perceived to be relevant. The empirical literature on this topic is primarily aimed at predicting when a target will be excluded from the scope of justice and at examining potential consequences of exclusion, from accepting a target's suffering to active harm-doing such as mass internment and genocide. The concept of the scope of justice is interesting and heuristically useful, but there are several problems with the empirical literature that impede its progress. For example, the proposed mediator often has not been measured, or operationalizations of the scope of justice have been confounded with other constructs. Also, although the scope of justice remains one possible explanation for results obtained in various experiments, there are equally compelling alternatives that do not implicate exclusion from the scope of justice. We offer suggestions about how to study scope of justice issues in the future and identify points that need to be clarified regarding the conceptualization of the scope of justice.
The Psychology of Compensatory and Retributive Justice
Authors: Darley John M. , Pittman Thane S.
Published: January 2004

How do observers respond when the actions of one individual inflict harm on another? The primary reaction to carelessly inflicted harm is to seek restitution; the offender is judged to owe compensation to the harmed individual. The primary reaction to harm inflicted intentionally is moral outrage producing a desire for retribution; the harm-doer tust be punished. Reckless conduct, an intermediate case, provokes reactions that involve elements of both careless and intentional harm. The moral outrage felt by those who witness transgressions is a product of both cognitive interpretations of the event and emotional reactions to it. Theory about the exact nature of the emotional reactions is considered, along with suggestions for directions forfuture research.
Justice Within Social Dilemmas
Authors: Schroeder David A. , Steel Julie E. , Woodell Andria J. , Bembenek Alicia F.
Published: January 2004

The defining feature of social dilemma situations is the inherent conflict faced by those involved: should one act in his or her own individual best interest or sacrifice a measure of one's personal payoff to help maximize the joint payoff of the group as a whole? In such dilemmas, those making individualistic and defecting choices are always at a competitive advantage relative to those who choose to cooperate. One seemingly inevitable consequence of the resulting resource allocation asymmetry is that it must challenge and threaten the cooperator's sense of fairness and justice, and it is the reaction of those caught in social dilemmas to this injustice and unfairness that is the focus of this article. We examine how justice processes-distributive justice, procedural justice, restorative justice, and retributive justice operate in social dilemmas. Within this examination, we consider ideas from classic and contemporary conceptual analyses of justice to provide a broader context within which to understand social dilemmas and the roles that justice plays as people strive to ensure fair outcomes for themselves and for others. We conclude with the proposal of a 4-stage, sequential model of justice in social dilemmas that posits groups move between the types of justice concerns when unfair and unsatisfactory outcomes (e.g., inequitable resource allocations, violations of agreed-on allocation rules, intentional and egregious exploitation of the group) cause members to “recognize the necessity” for change to ensure fair and just outcomes for all.
The Justice Motive: Where Social Psychologists Found It, How they Lost It, and Why They May Not Find It Again
Authors: Lerner Melvin J.
Published: January 2004

Beginning shortly after the 2nd World War, 3 lines of research associated with relative deprivation, equity theory, and just world contributed to the description of the influence of the justice motive in people's lives. By the late 1960s, these converging lines of research had documented the importance of people's desire for justice;nevertheless,contemporary social psychologists typically portray this justice-driven motivation as simplyn a maniftstation of self-interest. The explanation for this failure to recognize a distinct and important justice motive points to the widespread reliance on research methods that elicit the participant's thoughtfully constructed narratives or role-playing responses. According to recent theoretical advances, these methods generate responses that reflect normative expectations of rational self-interest, and fail to capture the important effects of the emotionally generated imperatives of the justice motive.
A National Survey of Undergraduate Psychology Degree Options and Major Requirements
Authors: Messer Wayne S. , Griggs Richard A. , Jackson Sherri L.
Published: January 2004

We examined the catalogs of a random sample of 292 national and regional universities and liberal arts colleges to collect curricular data on the prevalence of focused specialty versus general degrees in psychology and on the course requirements for the various degree options. We analyzed the data by type of degree and institution. Requirements for the various psychology majors were in general agreement with recommendations by the curriculum committee of the recent St. Mary's Conference. We also found that a substantial number of schools offer options other than general degrees. Given trends such as rising undergraduate enrollments and concern for career relevance and job preparation, we believe that the number of these alternative degree options may increase in the future.
The Most Frequently Listed Courses in the Undergraduate Psychology Curriculum
Authors: Perlman Baron , McCann Lee I.
Published: January 2004

Continuing research with a 60-year history, we read 400 college catalogs and identified the most frequently listed undergraduate psychology courses for 4 institutional types. Results suggested ongoing segmentation in the research methodology and developmental areas, with an increasing number of courses listed in each. Experimental content courses (e.g., experimental, biological), clinical (e.g., abnormal, personality), and social/developmental courses are listed with about equal frequencies, and no movement toward additional vocational content is evident. We noted emerging subdisciplinary areas and courses.
Consumer Behavior Classroom Exercises That Really Work
Authors: Kimmel Allan J.
Published: January 2004

In this article, I describe 5 in-class exercises for use in consumer behavior and related courses. These exercises represent involving and challenging applications of course material for students and have successfully stimulated active participation in small-group and full-class discussions in a variety of academic programs in a European setting.
AnoGen: A Program for Generating ANOVA Data Sets
Authors: Miller Jeff
Published: January 2004

In this article, I describe AnoGen, a free program for generating ANOVA data sets on IBM—PC compatible computers running the DOS operating system.
I Am 95% Confident That the Earth is Round: An Interview about Statistics with Chris Spatz
Authors: Dillon Kathleen M.
Published: January 2004

Kathy Dillon is a professor of psychology at Western New England College in Springfield, MA. She teaches statistics, experimental methods, and introductory psychology. She is a generalist who has published in a wide range of fields including autism and psychoimmunology.

Chris Spatz is a professor of psychology at Hendrix College in Conway, AR. He teaches statistics, research methods, history and systems, and general psychology and is the author of Basic Statistics: Tales of Distributions (6th edition). He frequently makes presentations on teaching issues at regional conferences for psychology teachers.
Introductory Psychology Textbooks: Assessing Levels of Difficulty
Authors: Griggs Richard A.
Published: January 2004

Given the importance of assessing level of difficulty for text consideration and selection, I derived level classifications for all 37 full-length introductory textbooks published from 1995 through 1997. I used only 3 parameters: eminence of the text author(s), the number of pedagogical aids used in the text, and the number of non-traditional chapters included in the text. To validate this procedure, I compared the generated classifications to independent, experientially based level judgments for 30 of the texts and to my own experientially based judgments for all of the texts. All 3 sets of level classifications were strongly positively correlated, indicating the efficacy of the 3—factor procedure. To assist teachers in making text level assessments in the future, I provide an informal judgment heuristic based on this procedure.
Effects of Training and Supervision on the Self-Efficacy of Psychology Graduate Teaching Assistants
Authors: Prieto Loreto R. , Meyers Steven A.
Published: January 2004

We surveyed psychology graduate teaching assistants (GTAs) to obtain information about their training and supervision and examined their sense of self-efficacy toward teaching as a function of these experiences. Results indicated that formal training has a positive, statistically significant effect on GTAs' sense of self-efficacy toward teaching. However, departments of psychology appear to offer GTAs formal training and supervision in an inconsistent manner.
Unannounced Quizzes Raise Test Scores Selectively for Mid-Range Students
Authors: Graham Robert B.
Published: January 2004

To test the idea that unannounced quizzes improved performance on later hour exams, I collected test scores from 4 classes over 2 semesters. I compared course segments with quizzes to segments without quizzes in a counterbalanced design. Test scores following quizzes averaged half a letter grade higher than scores from segments without quizzes. Mid-range students benefitted the most, with C students gaining 84% of a letter grade. Attitude surveys revealed a high level of student acceptance for the quizzes.
Teaching Counselor Trainees to Identify and Manage Countertransference through a Counseling Analogue
Authors: Gillem Angela R.
Published: January 2004

Graduate students in a counseling techniques class wrote a paper discussing their interpersonal reactions in an interview designed as a counseling analogue. In the paper, students described their positive and negative reactions to the interviewee, possible explanations for their reactions, how these reactions might positively and negatively affect their work if this were a counseling client, and how they would manage the countertransference if this were a counseling relationship. The majority of students found the exercise effective at enhancing their understanding of countertransference.
The Correlator: A Self-Guided Tutorial
Authors: Mitchell Mark L. , Jolley Janina M.
Published: January 2004

We describe a free Macintosh(r) program suitable for use in introductory psychology as well as more advanced classes such as statistics or research methods. The program helps students to distinguish between positive and negative correlation coefficients and to understand the differences between correlation coefficients of different sizes.
Integrating the Classroom and Community Service: Everyone Benefits
Authors: Hardy Marjorie S. , Schaen Elizabeth B.
Published: January 2004

Community fieldwork enhances learning by allowing students to integrate course material with actual issues in a community setting. This study investigated student and community satisfaction with programs designed and implemented by students for several pediatric populations. Both students and the community groups expressed high levels of satisfaction, and community confidence in the students' abilities rose over the course of the semester.
Tips on Creating and Maintaining an Educational World Wide Web Site
Authors: Plous S.
Published: January 2004

In this article, I describe several benefits of using the World Wide Web (Web) for instructional purposes, and I offer 8 general tips on how to create and maintain an educational Web site. Most of these tips are easy to implement if readers have a basic grasp of hypertext markup language (HTML, the language most Web pages are written in). For readers who do not yet have experience with HTML, I provide references for tutorials that cover the essentials in 1 to 3 days. Throughout the article, I discuss examples from my experience with Social Psychology Network, an educational Web site I created in 1996.
Teaching an Undergraduate Course on Ethnic Diversity
Authors: Organista Pamela Balls , Chun Kevin M. , Marín Gerardo
Published: January 2004

In this article, we describe a course, the Psychology of Ethnic Groups in the United States, to illustrate possible issues to address within an ethnic diversity psychology course. The purpose of this course is to educate, sensitize, and stimulate critical thinking about the role of culture and ethnicity in human social behavior with an emphasis on 4 major ethnic groups in the United States: African Americans, American Indians, Asian Americans, and Hispanics-Latinos. Basic concepts in ethnic psychology examined include the significance of race and ethnicity, racism and stereotyping, ethnic stratification, ethnic identity, acculturation, and biculturalism as well as a variety of psychosocial conditions (e.g., risk behaviors, adaptive health behaviors). Included are descriptions of in-class exercises, readings, and strategies that are helpful in teaching this type of course.
Effectiveness of an Undergraduate Program in Industrial/Organizational Psychology
Authors: Kirnan Jean P. , Reilly Maura , Decker William
Published: January 2004

In this article, we report an evaluation of an undergraduate program in industrial/organizational (I/O) psychology 5 years after its implementation. Graduates reported full-time employment predominantly in the business sector, competitive salaries, and a direct relation between academic major and job. Responses to open-ended questions led to several suggestions for revisions to the I/O track.
Creating Gender Role Behavior: Demonstrating the Impact of Power Differentials
Authors: Collins Lynn H.
Published: January 2004

This demonstration draws parallels between the Zimbardo prison experiment and the impact that assignment to low and high power role scan have on the behavior of men and women. College students rated men and women on dominant and subordinate traits, watched a video of Zimbardo's (Haney, Banks, & Zimbardo, 1973) prison study, then rated the prisoners and guards. This demonstration illustrates how psychologically healthy White men (typically perceived as dominants) will exhibit the same “personality characteristics” or gender role behaviors ascribed to women (typically perceived as subordinates) when placed in a subordinate role. Students reported that this demonstration gave them valuable insight into the impact of power differentials.
Using First-Person Accounts to Teach Students about Psychological Disorders
Authors: Banyard Victoria L.
Published: January 2004

Undergraduate students in abnormal psychology read autobiographical writings supplementing a textbook to help them appreciate the subjective experience of psychological difficulties and see actual examples of symptoms. Forty-one students responded to questions about the perceived quality of their learning from both the autobiographies and the textbook. Students reported that first-person accounts were more helpful than the textbook in increasing their appreciation of what it would be like to have a particular disorder and feel empathy for someone with a disorder.
Assessing and Promoting Student Learning: Blurring the Line between Teaching and Testing
Authors: Connor-Greene Patricia A.
Published: January 2004

In recent years, many faculty have modified their teaching methods to encourage higher level thinking. However, approaches to testing often remain unchanged, reinforcing memorizing rather than critical thinking. In this article, I describe the use of daily essay quizzes to encourage thorough preparation for class and higher level thinking. Student evaluations support the perceived value of this testing method in enhancing student learning. Additionally, student self-reported behaviors suggest that in contrast to daily essay quizzes, 4 tests scheduled at predictable intervals during the semester result in last-minute preparation and lower perceived student learning.
HIV Disease in the Psychology Curriculum
Authors: Bristow Ann R.
Published: January 2004

In this article, I provide ideas for relating HIV topics to psychology content. Instructors can integrate HIV into the psychology curriculum in 3 related ways: (a) by using research findings as examples for course content already being covered, (b) by exploring diversity issues raised by HIV's presence in the world, and (c) by exercising students' critical thinking skills; for example, by asking them to apply HIV prevention research to their lives. Research reviewed in this article updates instructors with relevant information for curricular infusion.
Issues and Recommendations for Teaching an Ethnic/Culture-Based Course
Authors: Gloria Alberta M. , Rieckmann Traci R. , Rush Jeffrey D.
Published: January 2004

In this article, we present potential pedagogical concerns and strategies for instructors who teach ethnic/culture-based courses. Four specific issues form the basis of this article: (a) student comfort with ambiguous concepts, (b) different levels of student ethnic/cultural identity development, (c) student fears in examining their biases and assumptions, and (d) student emotions when acquiring new and sometimes value-conflicting information. We provide recommendations to facilitate student learning and an open classroom environment.
Teaching Experimental Methods While Bringing Smiles to Your Students' Faces
Authors: Grahe Jon E. , Williams Kipling D. , Hinsz Verlin B.
Published: January 2004

In this article, we illustrate a simple field experiment that facilitates student understanding of several important methodological issues, including random assignment, equalizing the strength of manipulations, and experimenter bias. The basic hypothesis of the field experiment is that people respond to smiles with smiles but fail to reciprocate frowns. Several classroom replications have demonstrated that this effect is reliable, although the processes underlying the findings are still unknown and consequently generate useful theoretical discussions by students. An evaluation of the demonstration's effectiveness showed that students increased their understanding of experimentation and attributed much of their learning to the field experiment.
A Method for Illustrating the Continuity of Behavior during Schedules of Reinforcement
Authors: Silva Francisco J. , Yuille Ruhiyyih , Peters Lisa K.
Published: January 2004

In this article, we present a method for illustrating the continuity of behavior during schedules of reinforcement. Students experienced either a fixed-interval 15-sec schedule in which the first contact after 15 sec of a cursor on a computer screen with a 0.7-cm diameter virtual (invisible) target resulted in reinforcement (a beep) or a fixed-ratio 5 schedule in which every 5th contact with the target produced the reinforcer. In addition to illustrating the continuity of behavior, this method provides a means of exposing students to concepts and methods such as the acquisition of operant behavior, the assignment-of-credit problem, the organization of behavior across time, and the analysis of single-subject data.
Teaching Behavior Analysis and Psychology in Social Context: An Interview with Peter Harzem
Authors: Buskist William
Published: January 2004

William Buskist is Professor of Psychology at Auburn University (Auburn, AL). He teaches a large introductory psychology course in Auburn's core curriculum and a graduate-level course on the teaching of psychology. His research focuses on the personal qualities and overt behavior that contribute to the development of excellence in college and university instruction.

Peter Harzem is the Hudson Professor of Psychology at Auburn University, where he has been teaching introductory psychology, learning, conceptual issues in psychology, and numerous other courses for the past 2 decades. He is cofounder and organizer of the International Congress on Behaviorism and the Sciences of Behavior, an interdisciplinary conference held biannually, each time in a different country. He has been an associate editor of the Journal of the Experimental Analysis of Behavior and has coauthored and coedited 4 books and several chapters on behavior analysis. His writings have been translated into Spanish, Portuguese, Italian, and Japanese. He is now working on a biography of John B. Watson.
First-Year Employment Outcomes of Psychology Baccalaureates: Relatedness, Preparedness, and Prospects
Authors: Borden Victor M. H. , Rajecki D. W.
Published: January 2004

Surveys of recent baccalaureate degree recipients confirmed earlier findings that, compared with other alumni, psychology baccalaureates ranked low on ratings of the relatedness of their current job to the major. Psychology baccalaureates also rated low on whether their education had prepared them for that job and enhanced their future prospects. Correlations across all majors suggested that employment relatedness predicted judgments of preparedness, and preparedness predicted future prospects. Comparable correlations for psychology majors suggested that they entered the job market with expectations similar to graduates of more occupationally oriented programs. We offer specific recommendations to prepare students for more satisfying outcomes in the postbaccalaureate job market.
Integrating Psychology into a Multidisciplinary—Multicultural Undergraduate Program at a Research I University
Authors: Golding Jonathan M. , Kraemer Philipp J.
Published: January 2004

Attempts to integrate psychology within an interdisciplinary undergraduate program are relatively rare; most have been at liberal arts colleges. In this article, we describe a multidisciplinary-multicultural undergraduate program at a Research I university. The program, the Modern Studies Curriculum, integrates psychology with other disciplines in 8 courses during the 1st and 2nd years in ways that are consistent with the recent report by the Carnegie Foundation (1998) on undergraduate education at research universities. We describe the integration of psychology into various courses that comprise the program.
Teaching Intelligence Testing in APA-Accredited Programs: A National Survey
Authors: Cody M. Schelle , Prieto Loreto R.
Published: January 2004

We surveyed instructors at APA-accredited clinical and school psychology programs across the United States and Canada to determine typical teaching practices in individual intelligence testing courses. The most recent versions of the Wechsler scales (Wechsler, 1989, 1991, 1997) and the Stanford-Binet (Thorndike, Hagan & Sattler, 1986) remain the primary tests taught in this course. Course instructors emphasized having students administer intelligence tests; however, relatively few instructors reported assessing students' final level of competence with regard to their test administration skills. The intelligence testing course appears quite time-intensive for instructors, and many teach the course with the aid of a teaching assistant. When compared with previous findings, current results suggest a good measure of stability over time regarding the core issues addressed and skills taught in the intelligence testing course.
The Mind as Black Box: A Simulation of Theory Building in Psychology
Authors: Hildebrandt Carolyn , Oliver Jennifer
Published: January 2004

This activity gives students a collaborative, hands-on experience in theory building. Using the metaphor “the mind is a black box,” students work together in small groups to discover what is inside a sealed, black, plastic box. In all, 63 undergraduate and 11 graduate students evaluated the activity. Students reported that they enjoyed the activity and that it helped them learn more about the development of scientific theories; the existence of conflicting theories; and the value of logical thinking, imagination, and social collaboration in the process of scientific investigation.
Enhancing Student Interest in the Psychology of Aging: An Interview with Susan Krauss Whitbourne
Authors: Fingerman Karen L.
Published: January 2004

Karen L. Fingerman is an assistant professor of Human Development and Family Studies at Pennsylvania State University. Her research examines positive and negative emotions in lifelong relationships, including mother-daughter ties, grandparent-grandchild relationships, and friendships. She recently received the Springer Award for Early Career Achievement in Research on Adult Development and Aging from Division 20 of the American Psychological Association. She teaches courses in life span development, adult development, and social gerontology.

Susan Krauss Whitbourne is a professor of Psychology at the University of Massachusetts, Amherst; Coordinator of the Office of National Scholarship Advisement in Commonwealth College; the faculty adviser to the Psi Chi Chapter; and Coordinator of the Honors Program in Psychology. She conducts research on identity in adulthood and old age and its relation to physical functioning. A former president of Division 20 of the American Psychological Association, she is currently serving as Division 20 Council Representative. She has written 10 books and nearly 100 articles and chapters on the topic of aging and adult development and is active in teaching introductory psychology as well as courses on aging.
Mentor Relationships in Clinical Psychology Doctoral Training: Results of a National Survey
Authors: Clark Richard A. , Harden Sherry L. , Johnson W. Brad
Published: January 2004

Mentor relationships play an important role in the development and promotion of professional identity among psychologists, yet empirical study of mentor-protégé relationships in psychology graduate education is nearly nonexistent. In this study, we provide a contemporary picture of mentor relationships in clinical psychology doctoral programs. We mailed a survey instrument regarding mentor relationships to 1,000 recent doctorates in clinical psychology; nearly 800 responded. Two thirds of respondents reported having a faculty mentor during graduate school. More PhDs reported having a mentor than PsyDs, as did graduates of university-based departments of psychology compared to graduates of schools of professional psychology. Men and women were equally likely to be mentored and to be satisfied with mentor relationships. Ninety-one percent of mentored graduates evaluated the mentor relationship positively, and mentored graduates were significantly more satisfied with their doctoral program. We discuss implications for graduate education.
Teaching a Social Psychology Course on the Web
Authors: Lawson Timothy J.
Published: January 2004

Although use of the Web in teaching psychology courses is becoming increasingly popular, much of the published literature on the topic focuses on using the Web as a supplement to on-campus courses. I describe a completely Web-based social psychology course offered at my college and discuss the students' and instructor's reactions to the course.
Positive Health Psychology: An Interview with Shelley Taylor
Authors: Rich Grant Jewell
Published: January 2004

Grant Jewell Rich is visiting instructor of psychology at Ohio State University-Mansfield, where he teaches a variety of courses including social psychology, research methods, and introductory psychology. Currently, he is guest editing a special issue of the Journal of Humanistic Psychology on “positive psychology.”

Shelley Taylor is professor of Psychology at the University of California, Los Angeles and has also taught at Harvard University. She has won numerous awards, including the Distinguished Scientist Award from the American Psychological Association. Her articles and book chapters have addressed a number of topics in social cognition and health psychology. She has authored or coauthored several textbooks. Currently, she is examining biological underpinnings of social support processes.
Service Learning in a General Psychology Class: Description, Preliminary Evaluation, and Recommendations
Authors: Kretchmar Molly D.
Published: January 2004

In this article, I describe a service-learning project for an introductory psychology course. Thirty-two of 36 general psychology students chose service learning over an optional research project, and most students (over 80%) evaluated the experience favorably in terms of its impact on their learning and commitment to service. The discussion focuses on recommendations about issues ranging from the logistics of developing and managing a service-learning course to concerns inherent in placing students in community agencies.
From Curiosity to Care: Heterosexual Student Interest in Sexual Diversity Courses
Authors: Waterman Amy D. , Reid James D. , Garfield Lauren D. , Hoy Sandra J.
Published: January 2004

In this study, we examined the impact of a course, the Psychology of Homosexuality, on heterosexual students' attitudes toward and knowledge about sexual minorities (i.e., lesbians, gay men, bisexual men and women, and transgendered persons). We investigated who enrolled in a class about sexual diversity and what they most wanted to learn. Enrolled students reported increased exposure to issues of homosexuality since entering college, and many had sexual minority friends. At preclass, students were most interested in knowing why people are homosexual, whereas at postclass they were interested in supporting someone coming out. Students left the class with significantly decreased homophobia. We discuss the most effective teaching strategies and additional recommendations for discussing sexual diversity in the classroom.
Teaching Students about International Psychology
Authors: Hull Debra B.
Published: January 2004

As part of a seminar course, 33 seniors completed a pretest measuring their knowledge and attitudes about international psychology, read articles, listened to lectures, participated in discussions, wrote and orally presented a paper on psychology in a particular country, and took a posttest. Following the course, students had more positive attitudes toward studying international psychology, better understood issues in the field and in a specific country, and could locate more countries on a world map. Pretest knowledge and posttest attitudes correlated negatively. Follow-up data suggested that students maintained some knowledge gains and that positive attitudes persisted.
Teaching Child Development via the Internet: Opportunities and Pitfalls
Authors: Graham Theresa A.
Published: January 2004

National trends suggest that the demand for distance education will continue to rise. In this article, I describe the development, implementation, and evaluation of a cross-listed undergraduate and graduate-level child development course on the Internet. In addition, I discuss the content and pedagogical goals for the class in the context of technological constraints. Finally, I address the future directions of distance education.
Developing Student Critical Thinking Skills through Teaching Psychology: An Interview with Claudio S. Hutz
Authors: McCarthy-Tucker Sherri
Published: January 2004

Sherri McCarthy-Tucker is an associate professor of Educational Psychology, Counseling, and Human Relations at Northern Arizona University. Her published research includes studies of critical thinking, adolescent development, and effective teaching strategies for psychology courses. She has also written two books: Coping With Special Needs Classmates addresses special education strategies and A Death in the Family summarizes techniques of grief and bereavement counseling. Her teaching interests are in general psychology, educational psychology, and adolescent development. McCarthy-Tucker's dissertation work in logical processes of adolescents allowed her to collaborate with Hutz.

Claudio S. Hutz is dean of Instituto de Psicologia at Universidade Federal do Rio Grande do Sul in Porto Alegre, Brazil, where he has been teaching psychology courses since 1977. A scholar in critical thinking, he has collaborated with American scholars, including Robert Grinder, on this topic. His research has been published internationally. Currently, he is working on a long-term, government-funded project to identify and understand processes that reduce vulnerability and increase resilience in Brazilian slum communities. He is also involved in research to develop similar projects in China, India, Nepal, Thailand, and elsewhere. Hutz is a graduate of the University of Iowa, an international affiliate of the American Psychological Association, a member of the Interamerican Society of Psychology, International Society for the Scientific Study of Behavior (ISSBD), and president of the Brazilian National Association of Research and Post-Graduate Studies in Psychology. His teaching interests include research methods, personality, and psychological assessment.
Grade Expectations
Authors: Gaultney Jane F. , Cann Arnie
Published: January 2004

University students attending large introductory psychology classes reported their motivations and goals regarding preferences for course requirements and evaluation methods. Overall, students had expectations that were sometimes contradictory across preferences, were different across subgroups, and were unlikely to be compatible with faculty goals. Women preferred more opportunities for evaluation and desired to have less weight placed on each evaluation event. Women also preferred a grade distribution with a preponderance of higher grades, as did men who endorsed a performance goal. Only men who endorsed mastery goals preferred a truly normal grade distribution. On ratings of the weightings preferred for effort and for mastery, younger students wanted more weight placed on effort than did older students, and students with a mastery goal wanted less weight placed on effort than did those with a performance goal.
Response-Card Instruction and Student Learning in a College Classroom
Authors: Kellum Karen Kate , Carr James E. , Dozier Claudia L.
Published: January 2004

We compared the effects of in-class review questions with and without student-response cards on learning and participation in a community college classroom using an alternating treatments design. In addition, students completed consumer satisfaction questionnaires at 3 points throughout the course. A higher percentage of students earned an A on their end-of-class quiz during classes with response cards than during those without. The use of response cards also resulted in greater student participation compared to classes in which response cards were not used. The consumer satisfaction questionnaire indicated favorable student evaluation of the response-card method of instruction. We discuss these results in the context of extending the research on active student responding in college classrooms.
Using a Dining Facility as an Introductory Psychology Research Laboratory
Authors: Koschmann Nancy , Wesp Richard
Published: January 2004

Because of the large number of students typically enrolled in introductory psychology classes, the use of formal laboratory activities is sometimes impractical, especially when resources are scarce. We describe the use of a college dining facility as a real-life laboratory where students can apply research skills, and we offer evidence that the experience serves as an effective tool to teach the scientific method. The advantages of using this environment are that it includes a rich source of interesting behavior to study and it requires no financial support.
Comprehending APA Style through Manuscript Analysis
Authors: Smith Gabie E. , Eggleston Tami J.
Published: January 2004

In this article we report the findings of a study (N = 18) that investigated the effectiveness of a teaching activity designed to enhance students' understanding of the American Psychological Association (APA) manual and style (APA, 1994). Students read a poorly written paper and located as many style errors as possible. Students reported positive perceptions of the activity and results indicated students' knowledge of style improved significantly from preactivity to postactivity quizzes. Furthermore, performance on the activity was significantly related to the application of APA style in an empirical report.