bluuebunny/crossref_metadata_2025 huggingface dataset:
A Freudian Slip?
Authors: Bear Gordon
Published: January 2006

A humorous slip of the tongue affords a vivid introduction to theories of the mind. Interpretations offered here derive from classic Freudian thinking, a contemporary psychodynamic perspective, and two cognitive models that view the slip as unmotivated.
Excerpts from Journal Articles as Teaching Devices
Authors: Pennington Helen
Published: January 2006

This article describes ways of using short excerpts from journal articles for classroom activities in introductory and advanced courses.
Multivariate Normal Data: A Tool for Instruction
Authors: Walsh John F.
Published: January 2006

Courses in statistics and experimental design can be enhanced through use of crafted data sets. The use of examples highlights the interface between data and statistical routine. FORTRAN programs utilizing the International Mathematical and Statistical Library subroutines permit the user to control the variance—covariance structure of multivariate normal variables and build data sets that have instructional value. Scale transformations and Monte Carlo simulations of the data can be performed as well.
Formatting APA Pages in WordPerfect® 5.1
Authors: Smith Randolph A.
Published: January 2006

Many students struggle to format papers in APA style. One of the more frustrating experiences is learning the Publication Manual of the American Psychological Association (APA, 1983), only to be unable to “make” the computer format pages in APA style. This article presents a guide for WordPerfect® 5.1 to format pages in correct APA style.
Making TV Commercials as a Teaching Aid for Cognitive Psychology
Authors: Gronlund Scott D. , Lewandowsky Stephan
Published: January 2006

Many students approach psychology in general, and cognitive psychology in particular, with serious misconceptions about the scientific nature of the discipline. In order to address this problem and bring laboratory findings in cognitive psychology into a real world context, we asked students in an introductory cognitive course to make TV commercials using principles learned in class. The success of the approach became evident from analysis of course evaluation forms and the generally high quality of students' productions.
Promoting Systematic Information Processing in the Classroom
Authors: Allison Scott T.
Published: January 2006

This article describes a strategy for sustaining students' attention and systematic information processing. The instructor imbeds an absurdity, called a norm of ridiculosity quotient (NORQ), into the daily presentation for students to detect. The logistics and implications of implementing the NORQ exercise in an advanced seminar class of 18 students are discussed. Pedagogical benefits of the strategy are also considered.
Assessment of PsycLIT Competence, Attitudes, and Instructional Methods
Authors: Cameron Lynn , Hart James
Published: January 2006

This study measured student competence in using PsycLIT, related attitudes toward PsycLIT to level of skill, and examined student preferences for various methods of PsycLIT instruction. The data analyzed were from the PsycLIT subtest of The Library Skills Test for Psychology Majors, which was administered to 145 senior psychology majors. Of the students who took the test, 88.8% reported that they had used PsycLIT, and 83% made competent or exceptionally competent scores. When asked to rate the usefulness of six different methods of PsycLIT instruction, students rated a workshop taught by a librarian as the most useful. These data also show a clear relation between better PsycLIT performance and attitudes of lower anxiety and greater confidence about using PsycLIT.
Grammatik V: A Review
Authors: Pittenger David J.
Published: January 2006

Grammatik V is a program that will proofread text for basic errors in grammar, style, usage, and punctuation. It has several features that make it attractive for psychologists. The program allows the instructor to modify existing rules, create new rules specific for psychology, and edit the help and advice screens. When the program detects a potential error, it provides advice for remedying the problem and allows the user to edit the problem. This program is a useful adjunct for helping students learn APA editorial style and prepare written assignments for their courses.
Conducting Introductory Psychology Activity Modules as a Requirement in Advanced Undergraduate Courses
Authors: Wesp Richard
Published: January 2006

Small-group activities provide more personalized attention in large introductory psychology classes but require considerable instructor time. Small groups of students in three upper level undergraduate courses were required to design, implement, and evaluate projects that would actively involve introductory students in a topic related to one that the upper level students were studying. Students in Introductory Psychology classes selected and participated in two activities. Advanced and introductory students said that involvement in these activities was a valuable experience and should be required in subsequent terms. This method allows upper level undergraduates the opportunity to apply what they have learned by requiring them to teach, and it increases the amount of individual attention provided students in the introductory class.
Let the Caged Bird Sing: Using Literature to Teach Developmental Psychology
Authors: Boyatzis Chris J.
Published: January 2006

Reading lists of developmental psychology courses are replete with scientific theory and research. Narrative material from literature can supplement this theory and research by elucidating psychological concepts with real-life examples, while deepening students' appreciation for the complexity and diversity of development. In several courses I have used Maya Angelou's (1969) I Know Why the Caged Bird Sings, which is highly effective at illustrating many child development topics: development of self-concept and self-esteem, ego resilience, industry versus inferiority, effects of abuse, parenting styles, sibling and friendship relations, gender issues, cognitive development, puberty, and identity formation in adolescence. Students react very positively to the book and to a paper in which they analyze Angelou's development using theory and research from the course.
A Course on the Rights of Children
Authors: Benn Sara , Gay Judith
Published: January 2006

This article describes an interdisciplinary honors course on the rights of children. Students reviewed historical and contemporary legal issues from a psychological perspective. The rapid growth of legal and psychological information in the area of children's rights facilitates the development of an entire course on the rights of children or furnishes information to supplement existing courses.
Using the Barnum Effect to Teach about Ethics and Deception in Research
Authors: Beins Bernard C.
Published: January 2006

The Barnum effect was generated to teach students about the ethics of deception in research and the feelings of subjects who are lied to. Students in research methods classes received feedback based on a bogus personality inventory and rated the perceived validity of the interpretations. Students accepted the feedback, although seniors were more skeptical than juniors or sophomores. The class discussed the ethics of deception based on their own reactions to the knowledge that they were deceived. Students agreed that the approach was effective in helping them learn firsthand about the costs and benefits of deception in research.
Women at Center Stage: A Course about the Women of Psychology
Authors: Bohan Janis S.
Published: January 2006

The course described in this article highlights women's contributions to and impact on the field by devoting an entire semester to psychology's women. A social constructionist model provides a framework for understanding women's historical and contemporary position in psychology, as well as the implications of women's growing presence in the discipline. This understanding is then applied to consideration of individual women, with students' work generating biographical sketches of several of psychology's women. Suggestions are offered for using material from this course in modifying more traditional courses to incorporate the work and impact of women.
Intimacy and Personal Space: A Classroom Demonstration
Authors: Gibson Bryan , Harris Paul , Werner Carol
Published: January 2006

The concept of personal space is intuitively straightforward for most students of psychology. However, some of the functions personal space serve in regulating intimacy among individuals are not so readily apparent. The demonstration described in this article allows students to see that personal space is one of a number of interacting nonverbal cues used by people to regulate intimacy, and it encourages discussion of these nonverbal mechanisms.
A Computerized Application of Psychology's Top 100
Authors: Brothen Thomas , Schneider Janet
Published: January 2006

This article describes a computer-assisted study exercise for introductory psychology classes adapted from Boneau's (1990) list of the top 100 terms and concepts. We discuss alternative uses for the list, computer program development, and student use of the program in studying for the final examination. Preliminary evaluation suggests that the exercise increases student knowledge of introductory psychology.
Co-Teaching a Joint Graduate Practicum in Community and Applied Developmental Psychology
Authors: Glenwick David S. , Busch-Rossnagel Nancy A.
Published: January 2006

A graduate practicum combining community psychology and applied developmental psychology perspectives is described. Through classroom and practicum components, we attempted to provide clinical/ community and developmental psychology students with an appreciation of the importance of incorporating and integrating community constructs (e.g., primary prevention and competence building) and developmental constructs (e.g., life-span orientation and developmental processes), as well as constructs common to both (e.g., systems-based analyses), in designing applied interventions. Evaluation data indicated the course was generally successful in increasing the value of conceptual frameworks, knowledge bases, and professional skills of community and applied developmental psychology for both clinical/community and developmental psychology students. Implications for graduate training and the promotion of integrationism in psychology are considered.
Return to Our Roots: Raising Radishes to Teach Experimental Design
Authors: Stallings William M.
Published: January 2006

Students design and perform an experiment to assess effects of fertilizers on the growth of radish seedlings for a graduate class in design and statistics. The goal of this project is to provide students practice in making design decisions, collecting and analyzing real data, and writing up results. An informal evaluation, based on written comments and a content analysis of the individual reports, suggests that this approach is a promising technique for teaching experimental design.
The Place of Mathematics and Science in Undergraduate Psychology Education
Authors: Perlman Baron , McCann Lee
Published: January 2006

A national survey of psychology departments (N = 520) revealed that their institutions' general education programs require that undergraduates take an average of one course in mathematics (algebra or above) and two natural or physical science courses. Requirements for BA and BS degrees were nearly identical. Some psychology departments are attempting to increase the scientific literacy of their majors through a variety of course and proficiency retirements. Two recommendations for further research concerning mathematics and science education are offered.
Performing Experiments in Undergraduate Social Psychology Classes
Authors: Wann Daniel L.
Published: January 2006

Students in an undergraduate social psychology class selected two interesting experiments and developed a dramatic script to describe the research. Students located the necessary props and performed the play for the class. Student evaluations indicated that the exercise was informative and enjoyable.
Illustrating Life-Span Development in Physical Competence
Authors: Pulos Steven
Published: January 2006

Many undergraduates have the misconception that there is an inevitable major decline in physical performance with increasing age. This article describes an activity to counteract this misconception and to illustrate how life-span changes in physical performance can be influenced by psychological factors. Students are asked to predict developmental changes in championship times for an athletic event—the 1-km bicycle time trial. Next, they are presented with the actual results and asked to rate their surprise at the discrepancy between their predictions and the actual results. Students' misconceptions are explored in a follow-up class discussion.
The Science Fair: A Supplement to the Lecture Technique
Authors: Fish Thomas A. , Fraser Ian H.
Published: January 2006

From 1984 to 1990, more than 400 students, taught by four different instructors, participated in psychology science fairs as part of their introductory psychology course. A sample of 110 students in upper level psychology courses responded anonymously to a questionnaire assessing their retrospective impressions about their introductory psychology course, current course selections and performance, and future academic plans. Students who had participated in a science fair (n = 30) gave significantly higher ratings than students in other introductory psychology courses (n = 80) to understanding basic principles and their application to everyday life, learning from the instructor and textbook, being prepared for other psychology courses, and having an opportunity to explore topics of interest. Science fair participants also reported exerting more effort in their coursework and being more likely to have taken another course from their introductory psychology instructor. Results suggested that a science fair can provide a unique, valuable, and memorable experience for students.
Teaching a Course in African-American Psychology
Authors: Mosley-Howard G. Susan , Harris Yvette R.
Published: January 2006

This article presents issues and methods used in teaching an African-American Psychology course. Theories about Afrocentrism, identity, education, family, and mental health as they relate to African Americans are discussed. This course adds diverse perspectives to the psychology curriculum.
New Majors and the Feminization of Psychology: Testing and Extending the Rajecki-Metzner Model
Authors: Metzner Barbara S. , Rajecki D. W. , Lauer Joan B.
Published: January 2006

Records of 445 new psychology majors—and responses from 301 returned questionnaires—were used to ( a) test and extend a generic model for academic pathways to the undergraduate major and ( b) investigate feminization of the field. The model holds that a student's contact with basic college psychology courses is a crucial element leading to a decision to major in the field. Our data supported this formulation. Concerning feminization, 74% of the applicants were women. As groups, however, women and men were not reliably different on features such as school backgrounds, psychology course histories, self-reported influences on and certain reasons for the decision to major, or plans following graduation. Feminization was thus evident in numbers, not academic characteristics.
Teaching Undergraduates about Teaching Undergraduates: A Capstone Course
Authors: Zechmeister Eugene B. , Reich Jill N.
Published: January 2006

In this article, we describe a senior-level capstone course on the profession of college teaching. Taught in a seminar fashion, the course required students to discuss various issues associated with college teaching (e.g., lecturing, grading, and cultural diversity), which were introduced through various outside readings, and to engage in some form of “teaching experience” during the semester (e.g., tutoring or presenting a minilecture). In addition, students observed faculty members1 lectures. We sought to combine the goal of providing undergraduates a capstone experience with the goal of attracting our better students to the teaching profession. The course also provided an unanticipated vehicle for obtaining important feedback about the way we teach undergraduates in our department and for aiding faculty development in the area of teaching.
Do Inexperienced and Experienced Writers Differentially Evaluate Ault's (1991) “What Goes Where” Technique?
Authors: Peden Blaine F.
Published: January 2006

This article replicates and extends Ault's (1991) “what goes where!” active-learning exercise by evaluating its use with inexperienced and experienced writers of research reports. Results confirm some of Ault's observations.
Constructing Toys to Integrate Knowledge about Child Development
Authors: Neysmith-Roy Joan M.
Published: January 2006

To help students in developmental psychology integrate various theories and increase awareness of children's developmental needs, they built toys suitable for newborn to 4-year-old children. Students were required to write a paper describing the play value of the toy, developmental areas it was designed to stimulate, and age appropriateness, as well as positive and negative uses of their toy. In an evaluation, students rated the Make a Toy project useful for integrating theoretical knowledge with practical use. Although the project was positively rated by all students, it would probably be best used as one of a few possible projects for a class in developmental psychology.
The Quiz Game: Writing and Explaining Questions Improve Quiz Scores
Authors: Kerkman Dennis D. , Kellison Kay L. , Piñon Marites F. , Schmidt Donna , Lewis Sharon
Published: January 2006

The quiz game is designed to increase learning by requiring students to write a multiple-choice question on each reading assignment and explain why each response is correct or not. To test the game's effects, one developmental psychology class wrote questions with explanations of each response, whereas another class did not write questions. Both classes took pop quizzes composed of the 10 best questions the experimental class wrote. If more than half of the experimental class missed a question, the question writen received bonus points. The experimental class had significantly higher quiz scores than the control class, even when grade point averages were statistically controlled. The questions' formal correctness predicted quiz scores, but their conceptual quality did not. Perhaps explaining each response elaborated the experimental students' conceptual network, resulting in improved quiz performance.
The Role of Psychology Departments in Supporting Secondary School Teachers of Psychology
Authors: Henderson Bruce B.
Published: January 2006

Providing continuing education for secondary school teachers may be more important to the improvement of high school psychology than are changes in teacher preparation and certification. The special role that college and university departments of psychology can play in providing this education and supporting these teachers is illustrated in a brief history of one department's work with teachers in North Carolina.
A Computer Tutorial for Psychology of Learning Courses
Authors: Graham Robert B.
Published: January 2006

A Macintosh computer tutorial that teaches the fundamentals discrimination learning is described. Concepts covered includes stimulus discrimination, extinction, S+, S−, and differential reinforcen Questions are repeated until the correct answer is given, but the repetitions are spaced to maximize retention. Student records are automatically saved. The program-is-free.
Great Books in Psychology: Three Studies in Search of a Consensus
Authors: Norcross John C. , Tomcho Thomas J.
Published: January 2006

Three studies were conducted to determine a consensual list of psychology's great books. In the first study, 39 colleges described the composition of their undergraduate Great Books (GBs) curricula. Fifty-six percent of the 39 colleges assigned some psychology-related materials, but these materials accounted for only 4% of all readings. In the second study, 186 psychologists nominated 463 books as psychology's GBs. In the third study, 83 APA division presidents and 117 Division Two fellows rated the books and authors most frequently nominated in the second study in terms of those that undergraduate psychology majors should read. Books achieving the highest ratings were James's Principles of Psychology, Hall and Lindzey's Theories of Personality, Skinner's Beyond Freedom and Dignity, Darwin's On the Origin of Species, and Boring's History of Experimental Psychology. Top rated authors were Skinner, Freud, James, Piaget, Rogers, Darwin, Bandura, G. Allport, and Erikson.
Freudian Principles in Everyday Life
Authors: Miserandino Marianne
Published: January 2006

An exercise helps students appreciate the extent of Sigmund Freud's influence on modern American culture. Students indicate their agreement or disagreement with 15 statements reflecting the traditional Freudian perspective. Statements and students' responses are the catalyst for a discussion of psychoanalytic principles and Freudian influence. One graduate and three undergraduate introductory psychology classes found the exercise to be thought provoking, helpful, and useful in making them realize Freud's influence on American culture.
Create-a-Children's Game: An Exercise for Developmental Psychology Classes
Authors: Nigro Georgia N.
Published: January 2006

This article describes a create-a-children's-game assignment for a developmental psychology course. Students develop games for children and turn in their constructions with accompanying rules and summaries of what their games will do for children. The assignment produces a high level of student engagement and accomplishment. Variations and elaborations could further enhance the benefits to students.
Predictors of Academic Success in the Undergraduate Psychology Major
Authors: Meeker Frank , Fox Daniel , Whitley Bernard E.
Published: January 2006

Transcript data were compiled on 288 recent college graduates majoring in psychology to determine the variables that correlated best with grade point average in psychology (PSYGPA). The graduates were a highly diverse group in terms of high school academic backgrounds, grades in high school, and Scholastic Aptitude Test scores. Factor analysis of 26 predictor variables revealed three clusters of variables: high school grades/verbal, general studies, and mathematics. Multiple regression analyses revealed PSYGPA to be predicted by the grade in Introductory Psychology, general studies coursework, and mathematics factors, which together accounted for 67% of the variance. The prediction equation differed somewhat from that obtained for students at another university; consequently, prediction equations used to screen majors should be based only on students at a particular institution.
The Problem Method of Teaching Research Methods
Authors: McBurney Donald H.
Published: January 2006

I describe the application of the problem method, sometimes known as the case study method, to the teaching of undergraduate research methods. Problems are assigned in advance, students use course material to solve the problem, and the solutions are discussed in class. This method is particularly applicable to courses in research methods because research design is a classic ill-defined task, and it serves as a vehicle for teaching critical thinking. Students find the method challenging and reasonably interesting.
A Model for Thinking Critically about Ethical Issues
Authors: Allegretti Christine L. , Frederick J. Norris
Published: January 2006

Students learned to use a five-part model of critical thinking by applying it to ethical issues related to psychology. During an interdisciplinary course on ethical reflection, 24 senior-level students learned to identify a claim, the evidence for that claim, a general rule that connects the claim and evidence, a rebuttal to the claim, and a qualifier indicating the strength of the argument. The students applied the model to a variety of ethical issues during the semester to gain skill in using the model. Scores on the Cornell Critical Thinking Tests (Ennis, Millman, & Tomko, 1985) were significantly higher at the end of the course than at the beginning of the course. Application of this model to other courses is suggested.
Developing Critical-Thinking Skills in Psychology Content Courses
Authors: Jakoubek Jane
Published: January 2006

Four approaches were used in a sophomore-level developmental psychology course to strengthen students' abilities to differentiate between experimental and observational research and apply findings appropriately: spaced practice, practice with high-interest topics, multiple sources for practice, and cooperative learning. Implications of the approach to student learning are discussed.
The Human Subjects Review Procedure: An Exercise in Critical Thinking for Undergraduate Experimental Psychology Students
Authors: Hubbard Richard W. , Ritchie Kathy L.
Published: January 2006

Undergraduate psychology curricula almost always have one or more experimental courses and laboratories that majors are required to take. This article describes the use of the human subjects review process as a method of stimulating critical thinking in such classes. Questions posed by the review process are considered within the framework of critical-thinking exercises, and classroom applications are discussed.
A Computer-Assisted Difference Threshold Exercise for Introductory Psychology
Authors: Brothen Thomas
Published: January 2006

This article describes a computer-assisted active-learning exercise to help introductory psychology students understand the difference threshold concept. Students hear pairs of sounds at different pitch levels and indicate whether the sounds are the same or different. Then, they analyze the class data in groups to decide which pairs of sounds were “closest” to the difference threshold. Analysis of 1 year's data from 10 classes shows the presentation software achieved its intended result: Students perceive one third of the sound pairs as below, one third above, and one third near the difference threshold. The exercise provides students a way to experience and analyze a basic concept in psychology while participating in an actual experiment.
Teaching an Undergraduate Course on Intrafamily Abuse across the Life Span
Authors: Seegmiller Bonnie R.
Published: January 2006

An undergraduate course that considers intrafamily abuse across the life span is described, and methods of handling problems that may arise in teaching this course are suggested. The course format combines class discussions, lectures by the instructor, assigned readings, guest speakers, and an empirical research project. The content examines general issues relevant to all abuse; the prevalence, forms, causes, dynamics, short- and long-term effects of abuse; and characteristics of the abused and abusers at each developmental stage. The importance of developmental psychology for an understanding of abuse is emphasized. Potential problems concern class discussions and the sensitive nature of the material. Evaluations indicate that the course effectively meets its goals.
Understanding Correlations: Two Computer Exercises
Authors: Goldstein Miriam D. , Strube Michael J.
Published: January 2006

This article describes two QuickBASIC programs that provide students direct experience with interpreting correlation scatterplots. In one program, students estimate the size of the correlation in nine randomly generated scatterplots and receive feedback about accuracy. In the second program, students plot correlations of a certain size or type (e.g., curvilinear) and receive feedback about the size of the Pearson correlation coefficient in their plots. Other features of the program include automatic truncation of range and the addition or deletion of data points to a previously prepared scatterplot. The programs can be used in classroom exercises designed to highlight factors that influence the size of a Pearson correlation coefficient.
A Computer Program that Demonstrates the Difference between Main Effects and Interactions
Authors: Strube Michael J. , Goldstein Miriam D.
Published: January 2006

This article describes a QuickBASIC program for demonstrating the difference between main effects and interactions in factorial designs. The program guides the student through the construction of data patterns corresponding to different combinations of the main effects and the interaction in a 2 times 2 design. Program feedback provides tailored guidance to help students produce the requested patterns of means. The program also generates ideal solutions for comparison. To simulate actual experience, the program generates a data set (N = 80) for each constructed pattern of means and calculates the tests of significance for the main effects and interaction. The program can be used in conjunction with a traditional lecture on factorial designs to improve student understanding of main effects and interactions and to develop student skill in recognizing main effects and interactions from graphical displays.
Teaching Students to Listen Empathically
Authors: Fernald Peter S.
Published: January 2006

During an intensive 5-week period of studying and practicing empathic-listenig skills, senior undergraduates engaged in 14 different learning activities, after which they completed a course assignment designed to assess their empathic-listening skills. The students rated both the learning activities and the empathic-listening assignment very favorably.
Gender Bias in Leader Selection
Authors: Hebl Michelle R.
Published: January 2006

In this classroom exercise, students experience how stereotypes can result in biased leader selection and learn some introductory information about task-oriented competitive and social cooperative leaders. Students are placed in initially leaderless, mixed-sex (two men, two women) groups and asked to select leaders in preparation for a group activity. Half of the groups receive instructions that focus on competition; the other half receive instructions that emphasize cooperation. Overall, a disproportionate number of men are selected as leaders, substantiating past research that shows gender stereotypes guide individuals in selecting leaders. However, this bias appeared only after task-oriented competitive instructions. Men and women were selected as group leaders equally often after receiving social cooperative instructions. Questions that probe these findings are provided for class discussion. Students find this simple demonstration to be provocative, and they indicate that it helps them understand difficult concepts.
Teaching Basic Statistical Concepts through Continuous Data Collection and Feedback
Authors: Low Jean M.
Published: January 2006

To evaluate data collection and feedback as a means of teaching basic statistical concepts, sections of a human development course were randomly assigned to a continuous feedback, partial feedback, or no feedback condition. In all three conditions, students contributed personal information at the beginning of each class. After each class, the instructor analyzed the information in order to provide feedback about class frequencies, means, standard deviations, and correlations. Students received this feedback either daily (continuous condition), on an average of twice per month (partial condition), or never (control condition). On an end-of-semester test of statistical concepts, students in the continuous feedback condition scored significantly better than did the students in the other two conditions.
The Song Remains the Same: Fifty Years of Division Two
Authors: Wight Randall D. , Davis Stephen F.
Published: January 2006

Founded in 1945, Division Two of the American Psychological Association (Division on the Teaching of Psychology) has struggled for existence, an identity, and membership. As Division Two moves into its second 50 years, it continues to struggle with many of these issues. This article briefly recounts the 50-year history of Division Two.
Annotated Bibliography on the Teaching of Psychology: 1994
Authors: Fulkerson Frank E. , Wise Paula Sachs
Published: January 2006

This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987, 1990, 1992), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989, 1991, 1993). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We also continued the cumulative numbering practice of previous bibliographies
Gaining Admission into Graduate Programs in Psychology: An Update
Authors: Lawson Timothy J.
Published: January 2006

This article provides advisers of psychology majors with updated information on criteria used by graduate selection committees. Information from the 569 U.S. graduate programs listed in Graduate Study in Psychology (American Psychological Association, 1993) was summarized. Undergraduate course preferences, the importance of nonobjective criteria (e.g., research and work experience), and the mean Graduate Record Examination scores and grade point averages of admitted students are presented for programs offering different types of training and degrees. For each of these criteria, program types showed differences.
Cross-Cultural Psychology as a Curriculum Transformation Resource
Authors: Goldstein Susan B.
Published: January 2006

Many teachers of psychology are turning to the cross-cultural literature in their efforts to address issues of diversity in their courses. This cannot be accomplished, however, by simply inserting findings from cross-cultural research into general psychology courses. Along with changes in course content, we must address ways of presenting this material effectively and the possible impact of these efforts on classroom dynamics. Recommendations are made for more effective use of cross-cultural resources that concern (a) avoiding the marginalization of cross-cultural materials and perspectives, (b) raising awareness about bias within the cross-cultural literature, (c) avoiding the creation or reinforcement of stereotypes, (d) using accurate terminology to make cross-cultural comparisons, (e) distinguishing between emics and etics, and (f) creating a classroom environment in which diversity is valued.
Critiquing Articles Cited in the Introductory Textbook: A Writing Assignment
Authors: Gareis Karen C.
Published: January 2006

In a writing assignment for the introductory psychology course, students find and read an empirical article cited in their textbook They summarize and critique the article, relate it to course material, and compare it with their textbook's presentation of the research. Students report that the assignment helps them learn about psychological research and specific course topics, encourages critical thinking, and is interesting. The instructor gains detailed information about studies described in the textbook, including any discrepancies between the textbook and the primary source, and gets to read a diverse collection of empirical articles.
Citing Secondary Sources: Can We Correct What Students Do Not Know?
Authors: Froese Arnold D. , Boswell Kindra L. , Garcia Elizabeth D. , Koehn Laura J. , Nelson Jalane M.
Published: January 2006

Our research assesses student understanding of citation practices, especially problems in citing secondary sources, and the effectiveness of direct instruction to correct evident misunderstandings. Forty-six college undergraduates completed a pretest of their knowledge. Twenty-six of these undergraduates received direct instruction about primary versus secondary sources and problems in citing secondary sources. After instruction, we again tested all participants. Knowledge of citation practices before instruction was inadequate, and instruction significantly increased performance for the experimental group. We suggest that such direct instruction should be systematically included early in the undergraduate psychology curriculum.
Demonstrating the Consequences of Violations of Assumptions in between-Subjects Analysis of Variance
Authors: Refinetti Roberto
Published: January 2006

This article describes how to use a personal computer to conduct a classroom demonstration of the effects of violations of the assumptions of analysis of variance (ANOVA) on the probability of Type I error. The demonstration is based on the idea that if many data sets of randomly selected numbers are submitted to an ANOVA, then the frequency distribution of empirical F values should approximate the probability density curve of the F statistic for the specified degrees of freedom. If violations of the assumptions do not impair the approximation, then the test is robust. Results obtained in various trials were consistent with the statistical literature in showing that violations of the assumptions of normality and homogeneity of variances have a measurable but small effect on the probability of Type I error, especially when all groups are the same size.
ANOVA MultiMedia: A Program for Teaching ANOVA Designs
Authors: Rasmussen Jeffrey Lee
Published: January 2006

A multimedia program for teaching analysis of variance (ANOVA) designs is described. The program tests students' understanding of independent groups and repeated measures variables, as well as the source and degrees of freedom columns of the ANOVA source table. The program uses colorful images, brief animations, interactive tasks, and immediate feedback. Information about availability is provided.
Collaborative Writing in a Statistics and Research Methods Course
Authors: Dunn Dana S.
Published: January 2006

I apply two writing techniques—collaborative writing and peer review—to an experimental project in a statistics and research methods course. Student reactions to the collaboration and peer exercise are discussed.
An Active-Learning Approach to Teaching the Undergraduate Psychology and Law Course
Authors: Perry Nancy Walker , Huss Matthew T. , McAuliff Bradley D. , Galas Julie M.
Published: January 2006

This article describes an active-learning approach to teaching an undergraduate psychology and law course specifically designed to improve critical-thinking skills. After reviewing the concepts of active learning and critical thinking, we describe the course and present data and observations regarding its success. Finally, we discuss strategies for handling problems that may arise when teaching a psychology and law course using this approach.
Student-Created Skits: Interactive Class Demonstrations
Authors: Sheldon Jane P.
Published: January 2006

One classroom activity that may be helpful in demonstrating certain psychological concepts is the use of student-created skits. These in-class performances take up only one class period and are not graded, so students exhibit little anxiety and seem to find the activity intrinsically motivating. Concepts such as moral development stages, defense mechanisms, operant conditioning terminology, identity status, and parenting styles have been successfully demonstrated using skits. Students report that the skits are enjoyable and helpful far learning or remembering the material.
A Group Exercise to Explore Employee Ethics in Business-Related Psychology Courses
Authors: Carkenord David M.
Published: January 2006

This article describes an in-class group exercise that allows students in business-related psychology courses to explore issues concerning potentially unethical behaviors of employees. Students individually rate 10 employee behaviors of a questionable ethical nature (from Jones, 1990) and then, in small groups, calculate mean group ratings for each behavior. In addition, the groups determine appropriate consequences for some of the behaviors. Students from two classes (Industrial Psychology and Organizational Behavior) responded positively to the exercise on an anonymous survey.
Incorporating Evolutionary Theory into the Teaching of Psychology
Authors: Gray Peter
Published: January 2006

The purpose of this article is to encourage teachers of psychology to make greater explicit use of evolutionary theory in their courses. Examples and arguments are presented to show that evolutionary theory can help students (a) think critically about classic psychological theories; (b) understand psychology's recent shift away from general theories toward narrower, domain-specific theories; (c) think about the possible adaptive functions of psychological phenomena that are often considered only as pathologies; and (d) understand the rationales behind cross-species comparisons in psychology. The article also exposes three mis-beliefs that seem to have helped dissuade many psychologists from taking advantage of evolutionary theory in their thinking and teaching.
Your Lot in Life
Authors: Hamill Sharon Boland , Hale Catherine
Published: January 2006

The game we call Your Lot in Life promotes students' understanding of contemporary research on developmental issues white nurturing their skills in obtaining and disseminating information from scholarly and community resources. Students arc assigned a hypothetical “lot” representing a life event that centers on a developmental issue. The lot serves as the topic for empirical research and investigations into community agencies. In addition, students consider how the lot will affect the course of individual development and its implications for the quality of family life. Findings from students' research are presented in a final paper and in poster format. Benefits of the project include enhancement of critical-thinking skills and exposure to theoretical as well as applied aspects of developmental issues
Study Strategy Portfolio: A Project to Enhance Study Skills and Time Management
Authors: Sweidel Gabriele B.
Published: January 2006

A study strategy portfolio assignment was used in two sections of Educational Psychology to help students develop better study skills, increase metacognitive awareness, and use self-reflection to assess their performance during the semester. For each of four tests, students completed two surveys and two journal entries assessing their strategies for reading and studying, performance goals, emotional preparedness, and perceptions of their plan and strategies based on their performance. A required end-of-semester reflective essay helped students examine their studying as a process and look for relations between the process and the outcome.
Reading in the Undergraduate Psychology Curriculum
Authors: Steuer Faye B.
Published: January 2006

Scholars express concern about college students' declining reading levels when the need for critical literacy is growing. Burner's (1985, 1986) theory of two basic modes of thought—narrative and paradigmatic—offers a scheme for categorizing reading assignments. The scientific nature of psychology requires students to read paradigmatic text critically. Empirical evidence suggests that differences among students' reading abilities are related to general ability, domain knowledge, decoding ability, working memory, and study techniques. Task variables (e.g., being required to create analogies or summaries and style or syntax of textual materials themselves) are also important. I conclude with empirically based suggestions for incorporating paradigmatic requirements into the psychology curriculum.
Endometriosis-Specific Genes Identified by Real-Time Reverse Transcription-Polymerase Chain Reaction Expression Profiling of Endometriosis Versus Autologous Uterine Endometrium
Authors: Hu Wei-Ping , Tay Sun Kuie , Zhao Yi
Published: January 2006

Context: The etiology and molecular pathogenesis of endometriosis, a prevalent estrogen-dependent gynecologic disease, are poorly understood.

Objective: The objective of the study was to identify the differentially expressed genes between autologous ectopic and eutopic endometrium.

Design: Subtractive hybridization was used for a genome-wide search for differentially expressed genes between autologous ectopic and eutopic endometrium. Real-time RT-PCR was used for gene expression profiling in the paired tissue samples taken from multiple subjects.

Patients: The paired pelvic endometriosis and uterine endometrium tissue biopsies were procured from 15 patients undergoing laparoscopy or hysterectomy for endometriosis.

Results: Seventy-eight candidate genes were identified from the subtractive cDNA libraries. Seventy-six of these genes were investigated in approximately 8000 real-time PCR for their differential expression in 30 paired tissue biopsies from 15 patients affected by endometriosis. Cluster analysis on gene expression revealed highly consistent profiles in two groups of genes, despite the clinical heterogeneity of the 15 cases. Thirty-four genes specific to early disease point to their potential roles in establishment and evolution of endometriosis. Most interestingly, 14 genes were consistently dysregulated in the paired samples from the majority of the patients. Of these, there were two uncharacterized transcripts and two novel genes, and 10 were matched to known genes: IGFBP5, PIM2, RPL41, PSAP, FBLN1, SIPL, DLX5, HSD11B2, SET, and RHOE.

Conclusions: Dysregulation of 14 genes was found to be overtly associated with endometriosis. Some of these genes, known to participate in estrogen activities and antiapoptosis, may play a role in the pathogenesis of endometriosis and may represent potential diagnostic markers or therapeutic targets for endometriosis.
Dexamethasone Stimulation of Retinoic Acid-Induced Sodium Iodide Symporter Expression and Cytotoxicity of 131-I in Breast Cancer Cells
Authors: Unterholzner S. , Willhauck M. J. , Cengic N. , Schütz M. , Göke B. , Morris J. C. , Spitzweg C.
Published: January 2006

Context: The sodium iodide symporter (NIS) mediates the active iodide uptake in the thyroid gland as well as lactating breast tissue. Recently induction of functional NIS expression was reported in the estrogen receptor-positive human breast cancer cell line MCF-7 by all-trans retinoic acid (atRA) treatment in vitro and in vivo, which might offer the potential to treat breast cancer with radioiodine.

Objective: In the current study, we examined the effect of dexamethasone (Dex) on atRA-induced NIS expression and therapeutic efficacy of 131-I in MCF-7 cells.

Design: For this purpose, NIS mRNA and protein expression levels in MCF-7 cells were examined by Northern and Western blot analysis after incubation with Dex (10−9 to 10−7m) in the presence of atRA (10−6m) as well as immunostaining using a mouse monoclonal human NIS-specific antibody. In addition, NIS functional activity was measured by iodide uptake and efflux assay, and in vitro cytotoxicity of 131-I was examined by in vitro clonogenic assay.

Results: After incubation with Dex in the presence of atRA, NIS mRNA levels in MCF-7 cells were stimulated up to 11-fold in a concentration-dependent manner, whereas NIS protein levels increased up to 16-fold and iodide accumulation was stimulated up to 3- to 4-fold. Furthermore, iodide efflux was modestly decreased after stimulation with Dex in the presence of atRA. Furthermore, in the in vitro clonogenic assay, selective cytotoxicity of 131-I was significantly increased from approximately 17% in MCF-7 cells treated with atRA alone to 80% in MCF-7 cells treated with Dex in the presence of atRA.

Conclusion: Treatment with Dex in the presence of atRA significantly increases functional NIS expression levels in addition to inhibiting iodide efflux, resulting in an enhanced selective killing effect of 131-I in MCF-7 breast cancer cells.