bluuebunny/crossref_metadata_2025 huggingface dataset:
Cardiovascular Correlates of Challenge and Threat Appraisals: A Critical Examination of the Biopsychosocial Analysis
Authors: Wright Rex A. , Kirby Leslie D.
Published: January 2004

In this article we examine critically the biopsychosocial (BPS) challenge versus threat analysis proposed by Blascovich and his coworkers. We conclude that the BPS analysis should be viewed with considerable caution. We conclude this in part because the analysis is associated with notable problems, including (a) its conception of demand, (b) its definitions of goal-relevant and evaluative situations, (c) its assertion regarding primary and secondary appraisal determinants of challenge and threat, and (d) its cardiovascular (CV) predictions. We conclude this as well because BPS analysis studies have not made a compelling empirical case. BPS analysis studies are unpersuasive because (a) their CV results are only partially consistent with BPS analysis predictions, (b) they have compared CV responses of groups bearing an uncertain relationship to the primary and secondary appraisal criteria specified for the production of challenge and threat effects, (c) they have not compared challenge and threat appraisals between challenge and threat groups, and (d) they provided data that are incomplete. Theoretical modifications and additional research could make a better case for the BPS view.
A Reflection and Evaluation Model of Comparative Thinking
Authors: Markman Keith D. , McMullen Matthew N.
Published: January 2004

This article reviews research on counterfactual, social, and temporal comparisons and proposes a Reflection and Evaluation Model (REM) as an organizing framework. At the heart of the model is the assertion that 2 psychologically distinct modes of mental simulation operate during comparative thinking: reflection, an experiential (“as if”) mode of thinking characterized by vividly simulating that information about the comparison standard is true of, or part of, the self; and evaluation, an evaluative mode of thinking characterized by the use of information about the standard as a reference point against which to evaluate one's present standing. Reflection occurs when information about the standard is included in one's self-construal, and evaluation occurs when such information is excluded. The result of reflection is that standard-consistent cognitions about the self become highly accessible, thereby yielding affective assimilation; whereas the result of evaluation is that comparison information is used as a standard against which one's present standing is evaluated, thereby yielding affective contrast. The resulting affect leads to either an increase or decrease in behavioral persistence as a function of the type of task with which one is engaged, and a combination of comparison-derived causal inferences and regulatory focus strategies direct one toward adopting specific future action plans.
Forgiveness and Justice: A Research Agenda for Social and Personality Psychology
Authors: Exline Julie Juola , Worthington Everett L. , Hill Peter , McCullough Michael E.
Published: January 2004

Forgiveness and related constructs (e.g., repentance, mercy, reconciliation) are ripe for study by social and personality psychologists, including those interested in justice. Current trends in social science, law, management, philosophy, and theology suggest a need to expand existing justice frameworks to incorporate alternatives or complements to retribution, including forgiveness and related processes. In this article, we raise five challenging empirical questions about forgiveness. For each question, we briefly review representative research, raise hypotheses, and suggest specific ways in which social and personality psychologists could make distinctive contributions.
The Group Engagement Model: Procedural Justice, Social Identity, and Cooperative Behavior
Authors: Tyler Tom R. , Blader Steven L.
Published: January 2004

The group engagement model expands the insights of the group-value model of procedural justice and the relational model of authority into an explanation for why procedural justice shapes cooperation in groups, organizations, and societies. It hypothesizes that procedures are important because they shape people's social identity within groups, and social identity in turn influences attitudes, values, and behaviors. The model further hypothesizes that resource judgments exercise their influence indirectly by shaping social identity. This social identity mediation hypothesis explains why people focus on procedural justice, and in particular on procedural elements related to the quality of their interpersonal treatment, because those elements carry the most social identity-relevant information. In this article, we review several key insights of the group engagement model, relate these insights to important trends in psychological research on justice, and discuss implications of the model for the future of procedural justice research.
Connections Between the Ivory Tower and the Multicolored World: Linking Abstract Theories of Social Justice to the Rough and Tumble of Affirmative Action
Authors: Crosby Faye J. , Franco Jamie L.
Published: January 2004

This article seeks to combine the social psychologist's interest in articulating and testing concepts with the public policymaker's interest in the effective implementation of specific policies and programs. The first part of the article applies knowledge about distributive and procedural justice to understanding some of the opposition to affirmative action. The application also reveals some lacunae—specifically concerning rule change—in how social psychologists have looked at procedural justice issues. In the second part of the article, we discuss the problem of rule change and propose a set of conceptualizations about the conditions that govern people's reactions to rule change. We end by reflecting on some changes in our studies of procedural justice.
Introductory Psychology Textbooks: An Objective Analysis and Update
Authors: Griggs Richard A. , Jackson Sherri L. , Christopher Andrew N. , Marek Pam
Published: January 2004

Following a brief summary of changes in the introductory psychology textbook market over the past 2 decades, we assessed the impact of these changes on the 37 full-length texts presently comprising this market. We compared their objective features with those of introductory texts from the recent past. Although the number of chapters has decreased, actual text length has increased. Coverage of traditional topics has lessened to include coverage of nontraditional topics such as diversity. The typical introductory text at present is in its 4th edition and has 1 White male author. The objective data and complete topic distribution analysis for all 37 texts should facilitate the text selection process for introductory psychology teachers.
Skill-Building Exercises and Generalizing Psychological Concepts to Daily Life
Authors: Watson David L. , Hagihara Deborah K. , Tenney Alyssa L.
Published: January 2004

In an introductory course, students took a quiz on each set of 2 chapters, then prepared short, skill-building assignments that focused on application of the material to daily life. To test the effects of the assignments, for 1 of the 2-week segments students participated in 1 of 3 experimental conditions: quiz only, skill-building assignment only, or a combination of the 2. Eight weeks later the students' ability to apply the concepts to daily life was tested. Those who carried out the skill-building exercises performed much better at applying concepts.
Demonstrating the Gambler's Fallacy in an Introductory Statistics Class
Authors: Riniolo Todd C. , Schmidt Louis A.
Published: January 2004

In this article, we describe a classroom demonstration that uses the Gambler's Fallacy to illustrate misconceptions about random processes and how they affect statistical interpretation. The demonstration used a database collected from simulated gambling by students picking professional football games with the point spread (i.e., a real-life random process). The results of student picks illustrated that random processes are not self-correcting and reinforced the relation between sample size and variability. Formal and informal feedback from students indicated that the demonstration was well received and recommended for future classes.
A World Wide Web-Based Research Project
Authors: Matthews T. Darin
Published: January 2004

The World Wide Web (Web) is a good source of data for class projects. In this article, I review a Web-based experimental psychology research project examining human mate preferences. Designed as a conceptual replication of Hayes's (1995) study of newspaper personal advertisements, students collected information from Internet personal advertisements to provide support for or against evolutionary (Buss, 1985) and social learning theories (Hayes) of mate selection. Students collected information from 4 personal advertisement categories: men seeking women, women seeking men, women seeking women, and men seeking men. I summarized and returned the data to students who wrote an American Psychological Association style paper on mate selection. I also review the advantages and disadvantages of using the Internet.
The Portrayal of Child Sexual Assault in Introductory Psychology Textbooks
Authors: Letourneau Elizabeth J. , Lewis Tonya C.
Published: January 2004

In this article, we assess the presentation of child sexual assault (CSA) in introductory psychology textbooks. We reviewed 24 recently published textbooks and found that 20 (83%) presented information on some aspect of CSA. All 20 texts included discussion of false and repressed memory issues. Our objective was to determine the manner in which textbooks covered this controversial area as well as the extent to which textbooks covered CSA issues unrelated to the memory debate, such as prevalence rates and psychological sequelae of CSA. We found that a substantial portion of authors (75%) made unsupported claims or overgeneralizations when discussing memory issues and less than half of the authors (45%) included information on other areas of CSA.
Ethnic Diversity in Clinical Psychology: Recruitment and Admission Practices among Doctoral Programs
Authors: Muñoz-Dunbar Rocio , Stanton Annette L.
Published: January 2004

Graduate admissions directors (N = 72) of American Psychological Association-accredited clinical psychology doctoral programs reported on ethnic minority student recruitment and admission practices. Most programs (98%) reported efforts to recruit minority applicants, with 82% using flexible criteria, most often for Graduate Record Examination scores and grade point average. For 1994, ethnic minority composition of the applicant pool was 12%, whereas ethnic minority individuals represented 25% of offers of acceptance and 22% of incoming classes. Directors identified community characteristics, financial issues, and existing minority student representation as influencing successful recruitment. Empirical correlates of minority student representation were ethnic minority faculty representation and research opportunities in ethnic minority issues. Use of a task force to aid recruitment related significantly to greater minority representation in the incoming class.
Teaching Observational Research in Introductory Psychology: Computerized and Lecture-Based Methods
Authors: Kazmerski Victoria A. , Blasko Dawn G.
Published: January 2004

In the introductory psychology course, one major goal is to teach that psychology is a science. Course projects that involve data collection can be a way to engage students and to foster an appreciation of the scientific method. Courseware for Observational Research (COR) is a multimedia program designed to teach basic methods of observational research. Students in 2 introductory psychology classes conducted observational research projects; 1 class was taught using traditional methods and the other using the “Lessons” component of COR. The class taught using COR showed higher performance on a laboratory-based research report. The 2 classes performed similarly on multiple-choice questions concerning the basic concepts. Both classes reported enjoying the project; however, COR appeared to enhance students' perceptions of the importance of research.
Introductory Textbooks and Psychology's Core Concepts
Authors: Zechmeister Jeanne S. , Zechmeister Eugene B.
Published: January 2004

Is there a core set of key concepts that defines a common language for introductory psychology? A content analysis of the glossaries of 10 major introductory psychology textbooks identified 2,505 different terms and concepts. Only 64 items (< 3%) were common to all glossaries; approximately half (49%) appeared in only 1 glossary. Ratings of item importance by a national sample of 191 instructors indicated moderate agreement between instructors and authors as to what constitutes a key concept. These results, and those of previous studies, pose a serious dilemma for those who wish to follow the prescription that “less is more” in content coverage in the introductory course. Just what should that “less” be?
Making Connections: Evaluating the Effectiveness of Journal Writing in Enhancing Student Learning
Authors: Connor-Greene Patricia A.
Published: January 2004

Although journal writing has been extensively described and advocated in the teaching literature, little attention has been given to empirical assessment of its effectiveness in increasing student learning. Previous evaluations typically relied on student and faculty perceptions rather than performance measures. In this article, I describe journal writing as a way to actively engage students in learning about personality theories and include new criteria for instructor evaluation of journal entries. Analysis of student test grades indicated that a journal writing assignment increased student learning, and student evaluations supported the perceived usefulness of this exercise in fostering understanding. Examples from journals illustrate the ways in which students connected the course material to their own observations.
Incorporating a Cross-Cultural Perspective in the Undergraduate Psychology Curriculum: An Interview with David Matsumoto
Authors: Hill G. William
Published: January 2004

G. William Hill is Professor of Psychology and Assistant Vice President for Academic Affairs at Kennesaw State University in Kennesaw, GA. His favorite courses to teach include cross-cultural psychology, research methods, careers in psychology, introductory psychology, and sensation and perception. His research interests include ethical issues in grading, opinions on and use of extra credit, and strategies for teaching effective library and database research and evaluation skills. He is also the founder and coordinator of the annual Southeastern Conference on the Teaching of Psychology.

David Matsumoto is Professor of Psychology and Director of the Culture and Emotion Research Laboratory at San Francisco State University. A recognized expert in the field, he has studied emotion, human interaction, and culture for more than 15 years. He is the author of more than 200 works on culture and emotion, including research articles, presentations, books, book chapters, videos, and assessment instruments. He also serves as an intercultural consultant to various domestic and international businesses. Dr. Matsumoto is also very active in the world of the Olympic sport judo and brings his expertise in intercultural relations to this arena as well. In addition to being the Head Instructor of the East Bay Judo Institute in El Cerrito, CA, he also currently serves as the Program Director of Development for U.S. Judo, Inc., the national governing body of judo in the United States. He was the team leader for the judo team representing the United States at the 1995 World Championships in Chiba, Japan; the 1997 World Championships in Paris, France; and the 1996 Summer Olympic Games in Atlanta, GA.
Including Gender, Race, and Ethnicity in Psychology Content Courses
Authors: Kowalski Robin M.
Published: January 2004

The increasing diversity of college students has necessitated increased attention to multiculturalism in content courses. Although few people would question the merits of incorporating issues of diversity within content courses, the means of doing so remain open to debate. In this article, I examine not only the reasons for infusing issues of diversity into psychology courses, but also some of the challenges involved. I make recommendations for judiciously addressing diversity in a process-oriented fashion that does not promote ethnocentrism.
The GRE Psychology Test: A Useful but Poorly Understood Test
Authors: Kalat James W. , Matlin Margaret W.
Published: January 2004

In this article, we provide an overview of the Graduate Record Examination Psychology test. We describe how the test is constructed and how it is scored. We also discuss the correlation between test scores and first-year grades in graduate school, addressing the issue of the validity of that criterion measure. Finally, we briefly explore some future directions for the test.
Teaching Psychology's History through a Comparative Analysis of Introductory Psychology Texts
Authors: Zehr David
Published: January 2004

Students in a history of psychology course participated in a classroom exercise designed to encourage active learning while minimizing the importance of a testing-lecture format. Teams of students received an introductory psychology text from a different decade spanning the 1880s to 1970s. They also each received a 1990s introductory psychology text. Each team assumed responsibility for two class presentations in which they compared and contrasted the historical text with the contemporary text. Students' evaluations of the exercise suggested that it facilitated their overall understanding of the history of psychology and enhanced their abilities to analyze, synthesize, and evaluate information pertaining to psychology's development as a scientific discipline.
Interactions between Physiological and Affective Arousal: A Laboratory Exercise for Psychology
Authors: Rowland David L. , Kaariainen Anneli , Houtsmuller Elisabeth J.
Published: January 2004

As part of the laboratory component of an introductory psychology course, 420 students participated in an exercise demonstrating the relation between psychological states and physiological response. Before and during 2 videotape segments, the first relaxing and the second suspenseful, student experimenters measured the heart rate and blood pressure of fellow students who served as participants. Participants also completed 4 psychoaffective items aimed at assessing their subjective arousal to the video stimuli. Both physiological and subjective arousal measures showed significant variation across stimulus conditions, demonstrating the psychophysiological nature of affective arousal. Student evaluation of the laboratory exercise was positive with respect to learning goals, interest in the project, and clarity of procedures.
What Do Students Remember from Introductory Psychology?
Authors: VanderStoep Scott W. , Fagerlin Angela , Feenstra Jennifer S.
Published: January 2004

In 2 studies, students in introductory psychology courses completed a free-recall task designed to measure their memory for the course. In Study 1, the most frequently recalled items were vivid instructional tools, such as dramatic videos and novel in-class demonstrations. The ratings of these responses measured how relevant they were to a course concept. Only 15% of responses were highly relevant to course material. Students' relevance of responses correlated positively with final grade and test-score percentage. Study 2 found that the concepts students remembered most frequently had vivid instructional techniques accompanying them.
Data Graphs in Introductory and Upper Level Psychology Textbooks: A Content Analysis
Authors: Peden Blaine F. , Hausmann Sarah E.
Published: January 2004

In this article, we report a content analysis of data graphs in introductory and upper level psychology textbooks. Three raters classified data graphs as either line, bar, scatter, 100%, or picture graphs. The results indicated that (a) only 5 types of data graphs appear in psychology textbooks, (b) the number of data graphs per page varies considerably in both types of textbook, and (c) comparisons of observed and expected frequencies revealed that proportions of 100% graphs were greater in introductory textbooks and proportions of scatter graphs were greater in upper level textbooks. We discuss implications of these findings for teachers of psychology and authors of undergraduate psychology textbooks.
Research Methods with a Smile: A Gender Difference Exercise that Teaches Methodology
Authors: Lipsitz Angela
Published: January 2004

In this activity, I provide a way to collect data on a gender difference—smiling in yearbook photos—without leaving the classroom. I also provide an effective procedure for reviewing or introducing a number of methodological concepts. Two sections of Psychology of Gender students ( N = 45) rated the activity high on achievement of purpose and enjoyability, and 95% recommended using the exercise in future classes.
Using Daily Horoscopes to Demonstrate Expectancy Confirmation
Authors: Munro Geoffrey D. , Munro James E.
Published: January 2004

Prior expectations can lead a person to process information in a biased manner such that the expectations are confirmed. Despite its prevalence in everyday judgments, people lack insight into expectancy confirmation processes. The classroom demonstration we describe uses daily horoscopes to demonstrate the powerful effect that expectations can have on judgments. More students reported that the events of a recent day most closely matched the prediction for their particular astrological sign when the astrological signs were presented along with the predictions than when they were not. Students reported that the demonstration was interesting, and 95% of the students correctly answered a question regarding the phenomenon on a subsequent examination.
Classroom Demonstrations in Perception and Cognition Using Presentation Software
Authors: Neuhoff John
Published: January 2004

Presentation software, notebook computers, and projection equipment are increasingly being used to present lecture material. However, the potential advantages of such presentation over more traditional lecture methods are often underutilized. In this article, I illustrate computer-based classroom demonstrations in perception and cognition that require no computer programming and can be presented with the same standard presentation software used for lecture presentation, thus allowing the demonstrations to fit seamlessly within the lecture. The demonstrations capitalize on the advantages of multimedia lecture presentations because they are interactive and cannot be achieved with more traditional pedagogical methods. Examples include apparent motion, anorthoscopic perception, illusory conjunctions, and the capacity of early visual memory.
Engaging Students in Qualitative Research through Experiential Class Activities
Authors: Fontes Lisa Aronson , Piercy Fred P.
Published: January 2004

Experiential activities help psychology students experience firsthand the richness and depth of meaning of qualitative data. Through these activities students grapple with pragmatic, philosophical, and ethical questions like those facing researchers in the field. These activities concern focus groups, observation, data collection, cultural sensitivity, ethnomethodology, data analysis, and ethics. In a final exercise students develop answers to the common challenges posed by skeptics of qualitative methodology. Instructors can select single exercises for broad psychology courses or use all of them, as we do, in a course dedicated to qualitative research in psychology.
Responding to Overt Displays of Prejudice: A Role-Playing Exercise
Authors: Plous S.
Published: January 2004

Nearly 50 years ago, a program of Lewinian “action research” explored the most effective way to respond to prejudiced comments (Citron, Chein, & Harding, 1950). In this article, I describe a classroom adaptation of that research in which students receive 10 scenarios involving a prejudiced comment and rotate playing 1 of 3 roles (prejudiced speaker, responder, or social observer) in a mock interaction. The result is a dramatic example of “action teaching” in which students learn not only about social psychology but also about ways to address an important social problem.
Survey Design and Multiple Regression: Frequently Encountered, but Infrequently Covered
Authors: Timmerman Thomas A.
Published: January 2004

I describe an in-class activity designed to meet the needs of research methods students who frequently encounter survey research and multiple regression. Groups of students receive the common task of developing a small number of questionnaire items to predict a specified criterion. Students then receive descriptive statistics and multiple regression results demonstrating the ability of their items to predict the specified outcome. In a sample of 8 groups, reactions to the activity were highly positive. In addition, students who participated in the activity ( n = 30) scored slightly (although not statistically significant) higher on a subsequent exam than those in a control group ( n = 18).
Interactive Effect of Multimedia Instruction and Learning Styles
Authors: Smith Stephen M. , Woody Paul C.
Published: January 2004

We compared multimedia and traditional teaching approaches. In contrast with previous findings, we observed that a multimedia class performed poorly early in the term but slightly exceeded a traditional class toward the end of the term. More important, we documented an interaction between class format and student learning style. Our results suggest that multimedia benefits students with a high visual orientation.
Statistical Training in Psychology: A National Survey and Commentary on Undergraduate Programs
Authors: Friedrich James , Buday Evelyn , Kerr David
Published: January 2004

We surveyed a national sample of U.S. undergraduate psychology programs regarding the structure and content of statistical training. Results revealed considerable diversity in approaches and offerings. Contemporary trends in data analysis (e.g., power and effect size analysis, confidence interval estimation, general linear model approaches) as well as measurement issues appear to receive relatively little attention in the core sequence. Respondents tended to view such topics as appropriate for more advanced courses, which they said were infrequently required. We discuss options for addressing issues of course sequencing, content focus, and advanced-level offerings in the major.
Training in the Teaching of Psychology: What is Done and Examining the Differences
Authors: Meyers Steven A. , Prieto Loreto R.
Published: January 2004

Psychologists have highlighted the need to prepare psychology graduate students for their current and future teaching responsibilities; however, the amount of preparation that they actually receive remains unclear. This investigation assessed teaching assistant (TA) training from the perspective of both psychology TAs and department chairs, noting points of convergence and divergence. We present national survey data that describe the nature of TA training in departments of psychology and specific training methods used. In addition to summarizing descriptive data, we explored factors associated with the amount and kinds of training offered to psychology graduate students.
The Effect of Self-Reference on Learning and Retention
Authors: Hartlep Karen L. , Forsyth G. Alfred
Published: January 2004

This experiment compared 2 study methods that involved self-referencing. Three groups of college students studied a chapter from a child psychology text. One group used the survey, question, read, reflect, recite, and review method, a second group used a self-referencing method, and the control group received no special instructions on how to study other than “do your best.” All students took an exam immediately after studying the chapter and again 2 weeks later. Results support the hypothesis that self-referencing enhances retention. However, there was no significant difference between the 2 self-referencing methods.
Evaluation of an Interactive Tutorial for Teaching the Central Limit Theorem
Authors: Aberson Christopher L. , Berger Dale E. , Healy Michael R. , Kyle Diana J. , Romero Victoria L.
Published: January 2004

In this article, we present an evaluation of a Web-based, interactive tutorial used to present the sampling distribution of the mean. The tutorial allows students to draw samples and explore the shapes of sampling distributions for several sample sizes. To evaluate the effectiveness of the tutorial, 111 students enrolled in statistics or research methods courses used either the interactive tutorial or attended a lecture and a demonstration on the sampling distribution of the mean. Students in both groups improved from pretest to posttest and no statistically significant differences between improvement scores were found between groups. Additionally, students rated the tutorial as easy to use and understand. In this study, we provide evidence that an Internet tutorial can be comparable in effectiveness to standard lecture or demonstration techniques.
Difficulty and Discriminability of Introductory Psychology Test Items
Authors: Scialfa Charles , Legare Connie , Wenger Larry , Dingley Louis
Published: January 2004

We analyzed multiple-choice questions provided in test banks for introductory psychology textbooks. In Study 1, we found that about 70% of students responded correctly to a given item, and there was a significant but inconsistent difference in difficulty across chapter topics. In Study 2, a single class of introductory psychology students took comprehensive exams of randomly selected test items that varied in estimated difficulty. As before, chapter topic had a significant, yet inconsistent effect, but test items had several desirable properties compared to Study 1. These data allow several recommendations for instructors who want to improve the characteristics of the multiple-choice exams they use.
“Lectlets” Deliver Content at a Distance: Introductory Statistics as a Case Study
Authors: Hurlburt Russell T.
Published: January 2004

A lectlet is a short Web streamed-audio lecture synchronized to an interactive text-graphics display. Lectlets can be used either as distance-education courseware or as enhancements to traditional classroom education. In this study, I compared lectlet-based distance education to traditional education for 4 semesters by simultaneously teaching 2 sections of introductory statistics: one lectlet based and the other in traditional format. Students in each format visited the other format and compared them. Student evaluation and course outcomes showed that (a) lectlets effectively presented content, (b) lectlet-based format was better than the traditional course in 6 specific ways, (c) the traditional format was rated as a better overall learning environment, and (d) lectlets were valuable as ancillaries to the traditional format. Lectlets may be useful in any content-oriented course.
Senior Advice: Graduating Seniors Write to Psychology Freshmen
Authors: Norcross John C. , Slotterback Carole S. , Krebs Paul M.
Published: January 2004

We describe the course context, representative results, and student evaluations of an assignment in which graduating psychology majors provided written advice in the form of letters to incoming psychology freshmen. Quantitative analyses of 101 letters written as part of a senior seminar revealed that the letters contained an average of 11 recommendations and expressed a positive tone. Prevailing advice centered on becoming involved in student organizations, cultivating study skills, securing research experience, and living college to its fullest. Evaluative data demonstrated favorable reactions to the assignment by both the authors and the recipients. We conclude with a discussion of the pedagogical and advising uses of the assignment and its results.
A Classroom Activity Exploring the Complexity of Sexual Orientation
Authors: Madson Laura
Published: January 2004

Sexual orientation subsumes sexual attractions, sexual behavior, psychological and emotional attachments, self-identification, and affiliations with a particular community. These elements are often overlooked in the use of terms such as lesbian or heterosexual. In this activity, students categorized the sexual orientation of 10 fictional people, some of whom presented inconsistencies between different aspects of their sexuality. By illustrating the difficulty in defining rigid and consistent categories of sexual orientation, the activity stimulates animated discussion and receives positive feedback from students. I use this activity in teaching the Psychology of Women, Sexual Behavior, and the Psychology of Sexual Orientation, although instructors could use it in other courses as well.
Instructional Television versus Traditional Teaching of an Introductory Psychology Course
Authors: Bacon Steven F. , Jakovich Julie A.
Published: January 2004

In this study we compared the effectiveness of an introductory psychology course delivered through instructional television (ITV) with the same course taught in a traditional classroom. We compared 3 groups of undergraduates, with 83 receiving traditional classroom instruction one quarter. The next quarter, new enrollees were split into 2 groups: One received instruction in an ITV studio with the instructor (n = 29); the second received televised broadcasts in a remote classroom on campus (n = 29). The 3 instructional formats produced similar outcomes in performance, attrition, and attendance. Likewise, attitudes toward the course were favorable and rarely differed by format. Student attitudes toward ITV were positively affected by exposure to the experience.
Secondary Traumatic Stress in the Classroom: Ameliorating Stress in Graduate Students
Authors: O'Halloran M. Sean , O'Halloran Theresa
Published: January 2004

In this article we discuss the importance of anticipating and addressing the emotional difficulties students experience in graduate-level courses on trauma and violence. Herman's (1997) model for treating survivors of trauma serves as a framework for recommendations for ameliorating secondary traumatic stress in the classroom; we draw on a variety of sources to suggest self-care strategies that students can use outside of the classroom. We also address the importance of self-care for instructors of classes on trauma and violence.
Using Ignorance Questions to Promote Thinking Skills
Authors: Carroll David W.
Published: January 2004

In this article I explore the educational value of students writing questions on what they do not know about course content. Students bring questions to class on assigned chapters and we discuss the questions. Later, students write 1 question for each exam. Students in 10 classes agreed that the technique helped them see alternative ways of viewing the course material, understand the limitations of texts and lectures, and relate current information to previously learned material. This technique is applicable to both introductory and advanced classes.
A “Jigsaw Classroom” Technique for Undergraduate Statistics Courses
Authors: Perkins David V. , Saris Renee N.
Published: January 2004

Undergraduate statistics students vary widely in performance, and many are passive learners. Worksheets (problem sets) help students to be more active and to learn by doing. Working individually, however, students may require too much time to complete worksheets in class, when the instructor is available to help. In the “jigsaw classroom” technique described, a worksheet is divided into 2 to 4 complementary steps that are distributed to different groups of students. Students with the same step complete it together and then collaborate with other classmates to finish the entire worksheet in class. Students reported that this jigsaw technique helped them understand a statistical procedure, used class time efficiently, and increased the variety of learning experiences available in this challenging course.
Developmental Differences in the Quality of Life: A Classroom Teaching Exercise
Authors: Hershey Douglas A. , Jacobs-Lawson Joy M.
Published: January 2004

In this exercise, students examine their perceptions of normative developmental patterns in a number of major life domains across the adult life span. During the exercise individuals (a) identify significant dimensions of adult development, (b) discuss at what age each life dimension reaches its peak and at what age each is at its worst, and (c) calculate the average quality of life during each decade of adulthood based on the perceived developmental trajectories for each dimension. The activity helps to debunk the myth that a single stage of life represents one's prime, cultivating instead the notion that individuals reach their prime in different life domains at different points in the life course. Students judged the exercise to be interesting and of value in helping to structure their perceptions of adult development.
Psychology of Women and the Potential for Influencing Students' Lives: An Interview with Margaret W. Matlin
Authors: Van Wallendael Lori R.
Published: January 2004

Lori Van Wallendael is an associate professor of Psychology and coordinator of the Women's Studies program at the University of North Carolina at Charlotte. She teaches courses in psychology of women, general psychology, cognitive science, history and systems of psychology, research methods, and psychology and law, among others. Her research interests include human decision making, eyewitness and earwitness memory, and juror intuitions about memory issues.

Margaret W. Matlin is a distinguished teaching professor at SUNY Geneseo. She is a Fellow of the American Psychological Association, the American Psychological Society, and the Canadian Psychological Association. During her teaching career, she has been the recipient of the SUNY Chancellor's Award for Excellence in Teaching, the Society for the Teaching of Psychology (Division 2) Award, and the American Psychological Foundation's Distinguished Teaching in Psychology Award. She is the author of Cognition (5th ed., 2001), The Psychology of Women (4th ed., 2000), Psychology (3rd ed., 1999), and the coauthor (with Hugh Foley) of Sensation and Perception (4th ed., 1997). She has also authored or coauthored 21 instructor's manuals, student study guides, and test-item files as well as 8 chapters in books and 45 published articles.
Improving the Science Education of Psychology Students: Better Teaching of Methodology
Authors: Proctor Robert W. , Capaldi E. J.
Published: January 2004

Our examination of a number of widely used methodology texts in psychology revealed that they present a narrow conception of science that fails to recognize major changes in the understanding of science that have occurred since 1960. Such changes include an emphasis on explanation, theoretical promise and scientific importance, and the difficulties associated with hypothesis testing. Because these texts provide the primary source of science education for psychology students, they poorly prepare students for dealing with contemporary science. In this article, we detail the inadequacies of current methodological texts with respect to their treatment of science and describe a more currently acceptable conception of science. We provide instructors with recommendations for improving the science education of psychology students.
The Teaching of Courses in the Science and Pseudoscience of Psychology: Useful Resources
Authors: Lilienfeld Scott O. , Lohr Jeffrey M. , Morier Dean
Published: January 2004

Several authors have increasingly recognized the problem of pseudoscience as a major threat confronting psychology and allied disciplines. We discuss the importance of courses in science and pseudoscience to undergraduate education in psychology and provide (a) a model syllabus for courses in the science and pseudoscience of psychology, (b) a list and description of suggested primary and supplemental texts for such courses, (c) a list of useful educational videos on science and pseudoscience, and (d) suggested Web sites that offer critical evaluations of pseudoscientific claims. Finally, we briefly review the literature concerning the efficacy of courses in the science and pseudoscience of psychology and offer suggestions for future research in this area.
Teaching Multicultural Counseling Prepracticum
Authors: McCreary Micah L. , Walker Tamara D.
Published: January 2004

As the population in the United States becomes more diverse, professionals who conduct counseling and provide other services to clients need to become more skilled in counseling across cultures. In an effort to broaden the scope of training for counseling psychology graduate students at Virginia Commonwealth University, the psychology faculty added a multicultural counseling prepracticum course to its curriculum. This article focuses on the value of having such a course for counselors in training; we offer suggestions for teaching a multicultural prepracticum course based on our experience.
A Self-Reference Exercise for Teaching Life Expectancy
Authors: Foos Paul W.
Published: January 2004

A group of volunteer general psychology students completed a self-reference exercise on life expectancy. The exercise involved adding or subtracting years from their life expectancy based on personal habits (e.g., smoking) and characteristics (e.g., being firstborn) that influence life expectancy. Prior work has shown that individuals remember items better when they are referenced to their personal lives. Students who completed this exercise performed significantly better on a later test than students who read about the same factors even though no prior performance difference between these 2 groups was evident. The results suggest further uses of self-reference exercises to improve student memory and test performance in other classes.
Demonstrating Social Constructionism in Psychology Courses: The “Who Am I?” Exercise
Authors: Moradi Bonnie , Yoder Janice D.
Published: January 2004

In this article we describe a class exercise aimed at facilitating students' understanding of social constructionism. Students (n = 88) from 3 psychology classes wrote 10 responses to the question “Who am I?” The instructor collected and shuffled their responses, eliminating descriptors that clearly identified the respondents' gender (e.g., mother, brother). All remaining responses for individuals were read to or by the class. Students were able to accurately guess the gender of respondents. A discussion of the social construction of gender followed the exercise. Students' written reactions and comments indicated that the exercise was a useful tool for demonstrating social constructionism and initiating discussion about the meaning of gender.
A Discourse Analysis of Online Classroom Chats: Predictors of Cyber-Student Performance
Authors: Wang Alvin Y. , Newlin Michael H. , Tucker Travis L.
Published: January 2004

We applied a discourse analysis (DA) to the electronic chat room discussions of a 16-week, Internet-based section of a class in statistical methods in psychology. This analysis revealed that across the semester, several DA categories (e.g., total number of student comments) were correlated with final grade in the class. An additional analysis involving only the chat room discussion of Week 3 revealed that 2 DA categories (i.e., student response to a problem or example given in lecture and total number of student comments) correlated with final grade in the class. We discuss the pedagogical implication of these results with regard to an instructor's ability to identify early warning predictors of student performance in the virtual classroom.
Supplementing Lecture with Simulations in Developmental Disabilities: SIDD Software
Authors: Desrochers Marcie N. , House Anna M. , Seth Puja
Published: January 2004

We evaluated Simulations in Developmental Disabilities (SIDD), a multimedia software program that provides students with practice in behavioral assessment and treatment decisions for persons with developmental disabilities. Following a lecture on clinical strategies, students in an experimental group received instruction with SIDD whereas students in the control group did not. We collected assessments of students' clinical knowledge before and after the lecture, immediately after training, and several weeks later. The lecture had no immediate impact on clinical knowledge; however, there was a significant difference in test scores between the experimental group and the control group following exposure to SIDD training, which remained at follow-up.
Reminiscences, Reasons, and Recommendations: An Interview with Charles L. Brewer
Authors: Saville Bryan K.
Published: January 2004

Bryan K. Saville is a doctoral student in psychology at Auburn University. He has taught statistics for the social and behavioral sciences, social psychology, introductory psychology, individual and society, and principles of behavior. His primary research interests are in the teaching of psychology, experimental social psychology, and sport psychology. In addition to coauthoring several journal articles, he recently coauthored a book chapter on the elements of master teaching.

Charles L. Brewer has taught at The College of Wooster and Elmira College and is now the Kenan Professor of Psychology at Furman University. He teaches general psychology, experimental and statistical methods, learning, and history and systems. After editing Teaching of Psychology for 12 years, he was named Editor Emeritus in 1996. He has coedited several handbooks for teachers of introductory psychology, statistics, and research methods. His numerous articles and book chapters cover a wide range of topics, including the life and work of John B. Watson. His work has received numerous accolades, including the American Psychological Foundation's Distinguished Teaching Award in 1989.
A Skills-Experience Inventory for the Undergraduate Psychology Major
Authors: Kruger Daniel J. , Zechmeister Eugene B.
Published: January 2004

Psychology majors develop a number of academic skills during their studies that are valuable in future careers and other domains. However, assessment of experiences related to skill development can be quite difficult and resource intense. We present results of 2 studies using a skills-experience inventory to assess academic skill exposure. In the first study, graduating senior psychology majors reported greater exposure than freshmen in 7 skill-experience areas. The second study showed significant differences in exposure to 5 skill areas among graduating seniors in 4 academic areas. A skills-experience inventory may be an efficient tool for documenting the skills and experiences students encounter when majoring in psychology.
Once upon a Time There Was a Math Contest: Gender Stereotyping and Memory
Authors: Ganske Kathryn H. , Hebl Michelle R.
Published: January 2004

In this classroom exercise, students observe gender stereotypes influencing memory processes. A student retells a story to a classmate, who in turn repeats it to a third classmate, who retells the story to the entire class. The gender of the main character changes how others remember and retell the story. The exercise also demonstrates other memory concepts and Allport and Postman's (1947) classic concepts of leveling and sharpening. Student evaluations of the exercise reveal that comprehension of gender stereotyping improved significantly after participating in the demonstration. Thus, this demonstration helps students learn about memory processes and the influences of gender stereotyping on behavior.