bluuebunny/crossref_metadata_2025 huggingface dataset:
The Contents of Introductory Psychology Textbooks: A Follow-Up
Authors: Quereshi M. Y.
Published: January 2006

Results of the content analysis of 60 introductory psychology textbooks published or revised between 1969 and 1975 were compared with another analysis of 52 texts published or revised between 1980 and 1989. Recent texts were found to be not only more voluminous and more comprehensive but also more readable than their predecessors. However, within the set of newer texts, book length was negatively correlated with readability scores. Examination of the most frequently and least frequently used terms revealed some interesting trends in the contents of introductory psychology textbooks since 1975.
The Semantic Profile Technique for Measuring Students' Impressions of Psychology Courses
Authors: Davidson William B. , House William J. , Harm O. Joseph
Published: January 2006

A semantic profile technique measures students' impressions of course content. Students rate several course terms using 12 bipolar semantic dimensions. The ratings in six sections of introductory psychology (N = 210) varied depending on individual differences in course grade, achievement orientation, psychological mindedness, and learning style. We report analyses to guide others in adapting the technique to their courses, and we recommend this technique to improve instruction.
A Classroom Simulation of Transitivity Problems in Animals
Authors: Batsell W. Robert
Published: January 2006

Transitive inference involves the ability to infer a serial relation between ordered events that have been presented only in successive pairs. Successful completion of this task has been reported for humans, chimpanzees, monkeys, pigeons, and rats. Although students easily solve transitivity problems in a verbal format, they often have difficulty appreciating how nonhuman subjects might successfully solve these tasks. This article describes a classroom simulation modified from transitivity experiments with animals; its purpose is to familiarize students with the procedures and results from transitive inference studies with nonhuman subjects. Students enjoy this activity and report that it helped illustrate different perspectives of the transitive inference problem.
Does Item Order Affect Performance on Multiple-Choice Exams?
Authors: Neely Darlene L. , Springston Frederick J. , McCann Stewart J. H.
Published: January 2006

Balch (1989) reported that students scored higher on multiple-choice exams when item order was sequenced (S) than when it was random (R). To provide cross-validation and to determine whether test anxiety interacts with order formats, three experiments were conducted with a total of 253 introductory psychology students. In two experiments, students were randomly assigned S-or R-format tests. A third experiment used a within-subjects design and a two-part testing procedure with counterbalanced S and R formats. A significant Anxiety × Item Order interaction was detected in one experiment, but no evidence was found for superior performance on S-format tests in any of the three experiments. Concern with practical ramifications of Balch's findings may be unwarranted.
Getting the Most from PsycLIT: Recommendations for Searching
Authors: Joswick Kathleen E.
Published: January 2006

PsycLIT, the optical disc counterpart of Psychological Abstracts, has greatly enhanced access to the world's psychological literature. Because researchers often do not fully understand indexing techniques and system protocols, however, retrieval via PsycLIT can be inconsistent. This article makes suggestions for improving search outcomes. Recommendations include knowing the scope of the data base, distinguishing between keyword and controlled vocabulary searches, using indexing principles to improve retrieval, and constructing reliable search strategies.
One-Way between Subjects Design: Simulated Data and Analysis Using SAS
Authors: Walsh John F.
Published: January 2006

An SAS program enables instructors to provide individual students with simulated data for the one-way between subjects design. The instructor chooses the starting values: means, standard deviations, and number of subjects. For each student, the program produces an ASCII data file that can be analyzed by calculator or by many statistical software packages. For the instructor, the program produces a summary analysis of variance table for each analysis. Individual student names appear on the data sets and the summary file for the instructor.
Pretest and Posttest Confidence Ratings in Test Performance by Low-, Medium-, and High-Scoring Students
Authors: Sjostrom Kristen P. , Marks Alan
Published: January 2006

Before and after taking 12 successive tests, 90 introductory psychology students rated their level of confidence in passing each test. Students were divided into high, medium, and low groups based on their semester test scores. Students in the high group had higher ratings and were better able to predict their average performance than students in the low and medium groups. Ratings for all students averaged across the 12 tests correlated significantly with average test scores, but students were unable to evaluate their readiness for taking individual tests. Results suggest that ratings were based primarily on students' assessments of the relative difficulty of the test material and on their general ability in the course, rather than on the effectiveness of their study.
Philosophies of Psychology: A Discovery Process for Undergraduates
Authors: Waller James E.
Published: January 2006

This article offers five pedagogical strategies for a history of psychology course to help students begin to discover their disciplinary worldviews or philosophies of psychology. Students write short, in-class, contemplative essays (microthemes) on polarities of psychology (e.g., empiricism vs. rationalism). The instructor presents selected student writing samples, peers debate their positions, and students respond to their peers' microthemes. Finally, in a detailed critical analysis assignment, students intensively reexamine selected microtheme polarities.
Can you Predict the Overjustification Effect?
Authors: Hom Harry L.
Published: January 2006

The overjustification effect refers to the undermining of one's intrinsic motivation by extrinsic rewards. Researchers have noted the counterintuitive nature of the finding, yet when students are informed of the effect, they are not surprised and often exclaim that “they knew it all along.” This article describes a classroom activity that fostered students' greater appreciation of the overjustification effect. Students were provided a descriptio of research by Leper, Greene, and Nisbett. (1973) and asked to predict outcomes. Evaluation revealed that the students did not “know it all along,” viewed the activity positively, and showed good performance on test items relate to the activity.
Making Data Analysis Realistic: Incorporating Research into Statistics Courses
Authors: Thompson W. Burt
Published: January 2006

I describe the use of a student-designed Student Information Questionnaire that generates a large data set useful for teaching a variety of statistical procedures and concepts. This questionnaire helps statistics instructors minimize the use of uninteresting artificial data in their classes. Also, students learn firsthand that data analysis is an integral part of the research process, rather than an isolated set of procedures. Evaluations of the technique suggest that students find real data more interesting than artificial data and more helpful for learning statistics.
A Multimethod Assessment of the Psychology Major
Authors: Sheehan Eugene P.
Published: January 2006

This article describes a multimethod assessment of psychology student outcomes. Nineteen goals and objectives for psychology majors were identified. Attainment of these goals was measured by a multiple-choice test, senior and alumni surveys, a capstone course, and nonintrusive methods. I describe changes in the psychology program that were prompted by the assessment results.
Characteristics of Effective Graduate Psychology Courses: Student and Faculty Perspectives
Authors: Lowe Dennis W. , Brock Julie
Published: January 2006

This study compares graduate students' and faculty views of effective psychology courses. Students and faculty agreed on the more important (e.g., practical, challenging, and informative) and less important (e.g., assignments to enhance writing and speaking skills ingredients of effective courses. Students placed more emphasis on course components directly related to their class performance (e.g., clearly defined assignments and evaluation methods) than did faculty. Student participation in class, a potential source of feedback to instructors, was rated more highly by faculty than-students. In addition, students rated some short-range and course-specific components more highly than did faculty, whereas than did students. Strategies for addressing the different perspectives of students and faculty are suggested.
Toward Eloquentia Perfecta in the History and Systems Course
Authors: Goodwin C. James
Published: January 2006

A technique for improving the quality of student oral presentations is described. Throughout the semester, students in my History and Systems course delivered minilectures covering specific course content. Peers evaluated their lectures, and students were tested on minilecture information. In a replication, the lectures were videotaped. Lecturers also wrote a paper that elaborated the content of their talks and self-evaluated their performance based on peer feedback and (in the replication) the videotape. The result was a distinct improvement over the typical oral presentation assignment.
Neural Coding and Synaptic Transmission: Participation Exercises for Introductory Psychology
Authors: Reardon Richard , Durso Francis T. , Wilson Donald A.
Published: January 2006

We present two simulations of neural transmission for use in an Introductory Psychology class. These simulations illustrate the complex coding properties of a single neuron, especially how excitatory and inhibitory postsynaptic potentials accumulate to produce an action potential. A follow-up exercise, using the framework of the simple children's game Musical Chairs, illustrates synaptic transmission, including the effects of psychoactive drugs at the synapse.
Using Feature Films to Teach Social Development
Authors: Boyatzis Chris J.
Published: January 2006

To promote understanding of children's social development during middle childhood, students select, view, and analyze a feature film using theory and research from the course. Students write papers analyzing the protagonist's social development, focusing on peer relations and friendship issues. The quality of these papers and student evaluations demonstrate that this assignment is a valuable educational experience. The exercise enriches students' understanding of course content and fosters a more sophisticated perspective on movies about children. Instructors can modify this technique for other developmental topics.
Applying Theories of Development: An Exercise for Teaching Adolescent Psychology
Authors: Desforges Donna M.
Published: January 2006

This article describes an exercise designed to help students in adolescent psychology better understand three theories of development by applying them to characters in a film, The Breakfast Club (Tanen, Hughes, & Hughes, 1985).
Transforming Coverage of Primary Prevention in Abnormal Psychology Courses
Authors: Dalton James H. , Elias Maurice J. , Beck Brett L.
Published: January 2006

A comprehensive understanding of abnormal psychology requires coverage of recent advances in primary prevention that are documented by empirical research. We describe a brief conceptual scheme and exemplary studies for presenting primary prevention in abnormal psychology courses and suggest resources and teaching methods for instructors. Our approach assumes that clinical and community psychology are conceptually distinct but complementary fields; the study of prevention not only connects them but provides a useful perspective for understanding abnormal psychology. Our concern with integrating primary prevention into abnormal psychology courses goes beyond articles on more specialized courses on community and preventive psychology recently published in Teaching of Psychology.
Lessons Learned from an Interdisciplinary Writing Course: Implications for Student Writing in Psychology
Authors: Dunn Dana S.
Published: January 2006

I discuss writing techniques and assessment methods and their use in Communication, the interdisciplinary writing course I teach. The writing techniques are freewriting, small-group work, and peer tutoring. The assessment methods include commentary on written assignments by more than one faculty evaluator, peer feedback, and optional versus mandatory rewriting. I then recommend applications for these writing techniques and assessment methods in psychology courses.
Using Riddles and Interactive Computer Games to Teach Problem-Solving Skills
Authors: Doolittle John H.
Published: January 2006

Cognitive flexibility, which is defined as the ability to generate several categories of possible solutions, is identified as the most critical aspect of creativity training. Word tables, interactive computer games, and riddles are used to develop cognitive flexibility. Preliminary results from analyses with quasi-experimental designs provide promising evidence that these methods are effective in enhancing creative and other forms of critical thought in college students.
The Acquisition of General Purpose Strategic Knowledge for Argumentation
Authors: Bensley D. Alan , Haynes Cheryl
Published: January 2006

We describe the implementation and testing of a program designed to develop critical-reading and writing skills in psychology students through the acquisition of a general knowledge structure for argumentation. To investigate the acquisition of this knowledge structure, two introductory psychology classes, one getting critical-thinking skills instruction and another not receiving it, were compared on their use of argumentative language in constructing generic outlines for a persuasive term paper at the beginning and end of the course. After training, the critical thinking-trained group showed greater use of language similar to that used in instruction and significantly greater use of argumentative language, judged to be appropriate by critical-thinking experts, than the group not getting the instruction.
Assessing Writing and Statistical Competence in Probability and Statistics
Authors: Smith Paul C.
Published: January 2006

Students in a Probability and Statistics course were given writing assignments that required them to generate and interpret statistics under the guise of a formal professional communication. This format provided opportunities to assess both students' understanding of statistical tools and students' writing abilities in an unusual context. To be successful at this assignment, a student needs to show some statistical and writing skills that are rarely elicited elsewhere.
Critical-Thinking Exercises for the History of Psychology Course
Authors: Henderson Bruce B.
Published: January 2006

Exercises designed to encourage active learning and critical thinking in the history of psychology course are described. Students read original book and journal material and respond to questions that elicit analysis and comparisons. Basic steps in completing the exercises are listed, and the nature of student responses is illustrated.
Using Critical-Thinking Principles as a Guide to College-Level Instruction
Authors: de Sánchez Margarita A.
Published: January 2006

In this article, I establish the need for educational programs that teach the processes needed for critical thinking. Thinking processes are conceptualized as being either primarily incidental (nonconscious and effortless) or deliberate (conscious and effortful). Instruction that is designed to help students improve their ability to think must be based on deliberate instruction on the processes that underlie complex, reasoned thought. Separate critical-thinking courses based on these principles show considerable improvement in students' critical-thinking abilities, and these abilities spontaneously transfer to novel settings. I urge all colleges to offer courses designed to improve how students think.
Demystifying Critical Thinking
Authors: Halonen Jane S.
Published: January 2006

Critical-thinking scholarship is in a mystified state. No single definition of critical thinking is widely accepted, but stakeholders in higher education often enter conversation about critical thinking with the premise that their individual definitions are uniformly shared. With an increasing emphasis on academic accountability, we need to work toward a better understanding of the varying ways the term critical thinking is used and explore the implications of the variation for effective pedagogy. In this article, I describe the confusion about critical thinking in psychology and offer suggestions for demystifying the concept. I provide a framework for organizing critical-thinking scholarship into meaningful dimensions. Finally, I describe a psychology curriculum using performance-based assessment practices as one context in which critical thinking in psychology can be made clearer for students and faculty.
Designing the Instructional Process to Enhance Critical Thinking across the Curriculum
Authors: King Alison
Published: January 2006

This article presents an inquiry-based approach to promoting critical thinking in psychology. Students are taught a model of inquiry and how to apply it in cooperative-learning contexts in the classroom as well as individual reading and study settings. The model emphasizes helping students develop a habit of inquiry by learning to ask thoughtful questions—of themselves and each other—about what they read in their textbooks, hear in lectures, and encounter during class discussions. Results of research on the use of this approach are presented as are the theoretical bases for the model's effectiveness.
Using Writing to Develop and Assess Critical Thinking
Authors: Wade Carole
Published: January 2006

Written work has several important advantages over oral discussion in the development and assessment of students' critical-thinking skills. This article describes a set of short writing assignments that tap eight essential aspects of critical and creative thought. Examples illustrate how the assignments can be tied to topics in general psychology and human sexuality courses.
A Connected Approach to the Teaching of Developmental Psychology
Authors: Clinchy Blythe McVicker
Published: January 2006

In this article, I describe ways in which a model of instruction called connected teaching can be applied to undergraduatre courses in developmental psychology. The model contains features that women in interviews say they appreciated or wished had been present in their academic lives. The model emphasizes thinking over expertise; elkitation and exploration of students' narratives of personal experiences; respectful ccmsioeration of commonsense views of development derived from these experiences, especially among students whose backgrounds are poorly represented in the literature; and attention to the social context of the classroom, including facilitation of collaborative as well as adversarial forms of discourse. The overall goal is to convince students that they can actively construct, rather than just passively receive, knowledge about developmental psychology.
Detecting Deception is Not as Easy as it Looks
Authors: Desforges Donna M. , Lee Thomas C.
Published: January 2006

This exercise allows students to experience the difference between cues for perceived and actual deception. Students viewed classmates telling the truth and lying. Students' judgments indicated that deception detection was accurate less than 50% of the time. This discovery allowed for an in-depth discussion of deception, detection, and nonverbal communication.
The Biolog Project: Self-Monitoring as a Laboratory for Physiological Psychology
Authors: Anton Barry S.
Published: January 2006

Laboratories in physiological psychology often require the use of expensive equipment and the debatable ethics of using animals for surgical demonstration. This article describes an optional and independent laboratory, the Biolog, that emphasizes a macro-analysis of physiological functioning, rather than the microanalysis of traditional physiological laboratory exercises. In the Biolog, students select physiological functions that they self-monitor. Feedback suggests that students value this experience and find it a useful adjunct to learning about physiological functioning.
A Classroom Demonstration of Nuttin's (1985) Ownership Effect: The Letters of My Own First Name
Authors: Boatright-Horowitz Su L.
Published: January 2006

Undergraduate social psychology students can benefit from a classroom experience that demonstrates their preferences for objects or events related to themselves, particularly when the factors giving rise to those preferences are inaccessible to conscious awareness. Procedures were designed to demonstrate Nuttin's (1985) name letter effect in a classroom setting. Students organized themselves into research pairs with one “experimenter” and one “subject” composing each pair. Experimenters tested subjects' preferences for alphabetic letters, comparing total ratings for first name letter with those for letters not in subjects' first names. Most subjects responded preferentially to the letters of their own first names.
Doctoral Admissions in Counseling Psychology at Fordham University
Authors: Kopala Mary , Keitel Merle A. , Suzuki Lisa A. , Alexander Charlene M. , Ponterotto Joseph G. , Reynolds Amy L. , Hennessy James J.
Published: January 2006

In this article, we detail the doctoral admissions procedures for the counseling psychology program at Fordham University. An overview of the program is offered, criteria for the initial faculty review of applications are outlined, and an innovative interview procedure is described. Finally, the selection process and an evaluation of the admissions process are discussed.
Teaching Physiological Psychology in a Multimedia Classroom
Authors: Stoloff Michael
Published: January 2006

In this article, I describe techniques used for teaching Physiological Psychology in a 104-Stuaent multimedia classroom that includes two computers and an array of permanently mounted audiovisual equipment. Lectures are illustrated with computer-generated text, graphics, animations, and video clips. Keypads mounted on student desks tabulate individual student responses to questions posed to the class. Use of the keypads promotes active learning in a large lecture class because each student formulates an individual answer to every question.
Psychology in Context: Making Connections to Other Disciplines
Authors: Finley Nancy Jago
Published: January 2006

In this article, I describe how the. teaching of psychology at an urban community college has been integrated with other disciplines in coordinated studies programs. These programs are based on a collaborafive-learning model that defines the classroom as a community of learers concerned with the interconnectedness of ideas and events. One such program, The Power of Myth, is described in detail. Students participating in this program reported increased curiosity about the world, improved abilities to work in groups, greater understanding of other cultures, and more self-awareness. Faculty teammates found more satisfaction teaching their subjects in a coordinated context than in isolated classes.
Experiential-Learning Activities in Undergraduate Developmental Psychology
Authors: Clements Andrea D.
Published: January 2006

In two studies, I examined student responses to an increased emphasis on exiperiential actvites in a required underaduate developmental psychology course. For four experiential sections (n = 143), each class topic was related to a specific, real-world application. Four other sections (n = 187) were taught primarily by lecture, with one out-of-class observation assignment. The experiential sections rated the value of and interest in the subject matter higher and the courtesy and consideration of the instructor significantly more positively than did the lecture sections. Students in the two types of sections did not differ significantly in achievement. A follow-up study identified the origin of change in attitudes toward the course.
Additional Data on Academic Dishonesty and a Proposal for Remediation
Authors: Davis Stephen F. , Ludvigson H. Wayne
Published: January 2006

In this article, we present data from 2,151 upper division undergraduate students regarding the frequency of cheating, reasons for cheating, and influence of penalties on cheating. We also discuss how a model that develops an internalized code of ethics will counteract academic dishonesty.
Consequences of Missing Postexam Review Sessions
Authors: Addison William E.
Published: January 2006

Educational research has demonstrated the imparlance of knowledge of results in learning. With this principle in mind, I designed a study to examine the relation between attendance at postexam review sessions and overall course performance in two psychology courses. Students were divided inio two groups based on their attendance at postexam review sessions, and the groups were compared on measures of course performance. As expected, students who missed one or more of the review sessions performed at a significantly lower level than students who missed none of the sessions.
Enhancing Teaching by Participation in an Interdisciplinary Faculty Improvement Group
Authors: Giordano Peter J. , Await H. Mike , Ingham Rosemary O. , Simpler Steven H. , Sims George E. , Kendall Earline D.
Published: January 2006

An interdisciplinary faculty group devoted to improvement of teaching is described. Group composition, meeting format, and topics of discussion are outlined. Benefits of participation include discussion in a supportive but challenging atmosphere, open exchange of new ideas, enhanced interpersonal connectedness, and increased opportunity for cross-disciplinary collaboration.
Teaching Students about Graphs
Authors: Pittenger David J.
Published: January 2006

Preparing graphs is an essential part of data analysis and representation. Although psychologists use graphs extensively, most introductory statistics and research methods textbooks provide a limited review of good techniques for designing graphs. In this article, I briefly review the research on graphical techmquesand references on graphing.
Active-Learning Exercises for Consumer Behavior Courses
Authors: Lawson Timothy J.
Published: January 2006

This article presents 13 active-learning exercises that can be used to improve lectures and enhance student learning in consumer behavior courses. These exercises involve students in brief activities (e.g., analysis of persuasion techniques in advertising) and discussions. Students in a recent course indicated that these exercises were enjoyable and educational.
Psychogeny: A Neglected Dimension in Teaching the Mind-Brain Problem
Authors: Viney Wayne , Woody William Douglas
Published: January 2006

Although the relation of the mind to the brain is a common topic in the teaching of psychology, psychogeny—the study of the origin of mind—is a neglected problem. Two theories, referred to here as identity theory and emergentism, are outlined and explored in terms of claims, strengths, and weaknesses. Student reactions to psychogeny as a topical area are also presented.
College Students' Misconceptions about Behavior Analysis
Authors: Lamal P. A.
Published: January 2006

Contrary to expectation, advanced undergraduates held few misconceptions about behavior analysis. Only 3 of 13 misconceptions were widely held. Those 3 misconceptions, however, were resistant to change; a one-semester Introduction to Behavior Modification course did little to change them.
Detection of Copying on Multiple-Choice Tests: An Update
Authors: Bellezza Francis S. , Bellezza Suzanne F.
Published: January 2006

Six years ago, we (Bellezza & Bellezza, 1989) suggested a procedure for the statistical detection of copying after the administration of multiple-choice tests. In this update, we outline several issues not fully discussed in our earlier article. These include other measures for detecting cheating and the importance of establishing appropriate probabilities of false detection.
Empowering the Marginal Student: A Skills-Based Extra-Credit Assignment
Authors: Junn Ellen N.
Published: January 2006

A simple extra-credit assignment explicitly rewarded marginal or failing students for improving their learning and study strategies. The instructor approached individual students who were at risk for failing the course following the midterm exam and gave them the option of earning extra-credit points for regularly documenting a variety of effective learning and study skills. In contrast to control groups of matched marginal students and of nonfailing students, those attempting the extra-credit assignment improved their test performance from midterm to final exam. They were more likely to earn at least a grade of C and less likely to drop out of the course than the matched control group. They also evaluated the experience quite positively.
Presenting Physiological Measures: Effectiveness of Demonstration versus Lecture
Authors: Webster Daniel G. , Muir James J.
Published: January 2006

This article provides guidelines for demonstrating human physiological responses to undergraduates and compares the effectiveness of demonstration and lecture formats for presenting physiological measures. Two responses, the galvanic skin response (GSR) and electrocardiogram (EKG), were presented to students either as a demonstration or in a lecture format. Results indicate that demonstrations may provide an effective format for improving retention of information about simple procedures and responses, such as the GSR, but may not be as effective as lecture presentation of more complex information, such as the EKG waveform.
An Exit Survey Project for a Social Psychology Laboratory
Authors: Sattler David N. , Back Sudie , Pollitt Harriet
Published: January 2006

A Laboratory in Social Psychology course project allowed students to design and conduct an exit survey of graduating psychology majors. During the 6-week project, survey research issues were illustrated by active-learning activities. Nine months later, students indicated that the exercise enhanced their critical-thinking skills, understanding of survey research, and interest in and enthusiasm for research. Another benefit was that the student exit survey assisted the faculty in generating questions for a departmental exit survey.
Assessing the Psychology Major: A National Survey of Undergraduate Programs
Authors: Jackson Sherri L. , Griggs Richard A.
Published: January 2006

A representative sample of 305 four-year postsecondary schools, ranging from regional colleges to national universities, was surveyed to determine the extent of assessment of the psychology major. We found that only a minority of psychology departments are doing such assessment. Regional schools seem more often engaged in assessment than national schools. Assessment strategies usually mean exit exam scores and sometimes exit interviews or senior theses. References are provided to assist departments planning assessment programs.
Applied Sources for Teachers of Structural Equation Modeling
Authors: Katz Barry M. , Tomazic Terry J.
Published: January 2006

This article describes materials for use in teaching a course in structural equation modeling. The materials include basic textbooks, supplementary conceptual articles, and applied research studies. All of these materials are helpful and are favorably received by students in the course.
Assessing Students' Perceptions of Psychology as a Science: Validation of a Self-Report Measure
Authors: Friedrich James
Published: January 2006

Training in psychology emphasizes the scientific method as the basis for knowledge claims about thought and behavior. Students are regularly evaluated in terms of their mastery of methodological and statistical principles, but little attention has been paid to assessing the degree to which students endorse the notion that psychology is, indeed, a science. Several studies are reported that validate a self-report measure of this construct. The Psychology as Science Scale is shown to be a reliable measure that predicts a range of construct-relevant attitudinal and performance criteria. Possible research uses of the measure, as well as broader issues surrounding the general public's epistemological assumptions concerning psychology, are discussed.
Preferences about APA Poster Presentations
Authors: Welch Andrea A. , Waehler Charles A.
Published: January 2006

Participants (N = 271) attending poster sessions at the 1993 APA convention completed a questionnaire about poster presentations. Respondents evaluated posters on three dimensions: visual display and organization, demeanor of the presenter, and content. Although each of these (dimensions was considered important, visual display seems paramount. Ease of poster review—facilitated by large type, concise presentation of material, and use of supplemental graphs and charts—is preferred. Poster presenters who are appropriately attentive to individuals reviewing their material are also appreciated.
International Psychology and the Undergraduate Curriculum: A Personal Note
Authors: Hogan John D.
Published: January 2006

Many psychologists in the United States are intellectually isolated. In this article, I argue that important benefits are gained by including international psychology in the undergraduate curriculum.
Audition Laboratory Activities for Teaching Sensation and Perception
Authors: Grosofsky Alexis
Published: January 2006

This article describes exercises for a sensation and perception laboratory using a computer application called SoundWave. The exercises were conducted in two 1-hr sessions. Goals of the lab included giving students hands-on experience with how sound wave shape changes as frequency and amplitude vary, the continuousness of the speech stream, and determining whether a complex wave pattern represents noise or music. These exercises could also be adapted for use in introductory psychology classes.
Mnemopoly: Board Games and Mnemonics
Authors: Schoen Lawrence M.
Published: January 2006

A mnemonic system based on the game board from Parker Brothers' Monopoly® is described. Students' familiarity with the board, combined with simpler mnemonic devices (e.g., acrostics and rhymes), facilitated acquisition of this new system, called Mnemopoly. A classroom discussion of the basic principles common to mnemonic techniques enhances and illustrates the cognitive processes involved and provides an introduction to the study of human memory.
From Monty Python to Total Recall: A Feature Film Activity for the Cognitive Psychology Course
Authors: Conner David B.
Published: January 2006

Thirty-nine sophomore and junior college students from an introductory cognitive psychology course participated in a feature film activity designed to help students define the parameters of cognitive psychology, apply course information to nonacademic situations, and work in a cooperative-learning situation. Working in pairs, students selected a feature film and a journal article-that represented some topic in cognitive psychology. Students wrote a three- to five-page paper and gave optional class presentations in which they reported theoretical or empirical connections or both among the cognitive topic, journal article, and film. The instructor and students evaluated the film activity as highly enjoyable, a valuable instructional tool, and a fairly simple task to complete; 85% of the students wrote positive comments about the activity and recommended it be continued in the future.
Undergraduate Research Groups: Two Models
Authors: Gibson Pamela Reed , Kahn Arnold S. , Mathie Virginia Andreoli
Published: January 2006

Research suggests that participation in out-of-class research projects is a valuable experience for undergraduate psychology students. At many academic institutions, however, limited resources and large numbers of majors preclude requiring all students to participate in one-on-one research opportunities with faculty. In an effort to offer research experience to as many students as possible, some departments have instituted research teams. We describe two research team models that have worked well at a mid-size university. Model 1 is a single-faculty, single-project team, and Model 2 is a large multifaculty, multiproject team. Faculty and students find that this team approach is a valuable way to meet their research needs.
Sport and Exercise Psychology in the Undergraduate Curriculum
Authors: Andersen Mark B. , Brewer Britton W. , Van Raalte Judy L. , Davis Stephen F.
Published: January 2006

We describe the use of examples from sport and exercise psychology in the undergraduate psychology curriculum. Sport and exercise have much to offer general psychology and can provide interesting and stimulating examples of psychological research, principles, and practice. We discuss sport and exercise topics from developmental psychology, social psychology, and introductory statistics.
Classroom Use of the Personal Computer to Teach Statistics
Authors: Oswald Patricia A.
Published: January 2006

I investigated the benefits of using a single personal computer and a projection system to teach undergraduate statistics. In this article, I outline the method used and the hardware and software required. Educational objectives are identified, and the attitudinal and pedagogical effectiveness of the method is discussed.
Node-Link Mapping as an Alternative to Traditional Writing Assignments in Undergraduate Psychology Courses
Authors: Czuchry Michael , Dansereau Donald F.
Published: January 2006

We explored the usefulness of a spatial—verbal technique called node-link mapping as an alternative to traditional uniting assignments. Students in Introductory Psychology (n = 44) and Memory and Cognition (n = 38) courses participated in the study as part of their normal course work. Students worked individually or in groups of two or three on the mapping assignment and then completed an anonymous questionnaire. Students rated the mapping assignment as more interesting, more informative, and no more difficult than a traditional writing assignment. Students also preferred the mapping assignment to a traditional writing assignment. Students' comments suggest that the mapping assignment helped students organize and remember information better than a traditional writing assignment.
Applicants for a Faculty Position Do Not Emphasize Teaching
Authors: Perlman Baron , Marxen John C. , McFadden Susan , McCann Lee
Published: January 2006

Cover letters, curricula vitae, and teaching statements of 82 doctoral candidates and 74 PhD applicants for an assistant professor position were examined for teaching-related content. Applicants presented little teaching information. The discussion focuses on understanding this lacuna and offers recommendations for correcting the problem.
On Seeing Oneself as Less Self-Serving than Others: The Ultimate Self-Serving Bias?
Authors: Friedrich James
Published: January 2006

A common form of self-serving bias in judgment is the tendency for people to see themselves as being better than average in terms of socially desirable qualities, particularly those that are defined subjectively and that have ethical or moral overtones. A logical implication of this tendency is that people should also see themselves as being less likely than others to exhibit such a self-serving bias (Myers, 1990). This article describes two forms of a classroom demonstration designed to illustrate this effect. In both studies, students who had been informed of the research on self-serving biases in judgment nevertheless saw themselves as engaging in such distortions less often than the average person. Several contexts in which the demonstration may be useful are discussed.
Fighting Shyness with Shyness: An Exercise in Survey Methodology and Self-Awareness
Authors: Carducci Bernardo J.
Published: January 2006

This in-class exercise is designed to teach basic principles of survey methodology and make students more aware of the pervasiveness of and potential problems associated with shyness in college students. Students complete a brief survey on shyness and the instructor presents a summary of the results to the class as part of a lecture on survey methodology. The instructor also discusses the problems associated with shyness in college students and possible causes of shyness. Suggested readings to help students overcome their shyness are also included.
Teaching Abnormal Psychology in a Multimedia Classroom
Authors: Brewster JoAnne
Published: January 2006

This article describes techniques for teaching Abnormal Psychology in a 104-student multimedia classroom that includes two computers and a variety of audiovisual equipment. Presentation software allows flexibility of presentation of computer-generated text, as well as opportunities for heightening visual and auditory interest. Students respond anonymously to various questions via keypads mounted on desks, and they immediately view and discuss summaries of their responses. This article compares educational outcomes in the multimedia classes with outcomes in traditional classes.
Teaching Graduate Psychology Seminars Using Electronic Mail: Creative Distance Education
Authors: Hansen Nancy E. , Gladfelter John
Published: January 2006

This article describes the use of on-line seminars as part of the curriculum of a freestanding distance education graduate program in psychology for middle-aged adults. Structural, pedagogical, technical, and contextual issues are addressed, along with an evaluation of these courses. We discuss applications of this technology for residential institutions and conclude that exciting, interactive, graduate-level educational experiences can be created using simple e-mail systems.
Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know
Authors: Miller Richard L. , Wozniak William J. , Rust Marci R. , Miller Beverly R. , Slezak Jennifer
Published: January 2006

This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.
Division Two 4-Year College and University Teaching Award Winners: A Composite Profile
Authors: Griggs Richard A.
Published: January 2006

The curricula vitae and award citations for the 15 winners of Division Two's 4-Year College and University teaching excellence awards (1980 to 1994) were analyzed in order to construct a composite profile of the typical recipient. This profile was then compared with the relevant characteristics of the 1995 awardee. A high degree of similarity was observed. The awards program seems to have been successful at recognizing teachers who might otherwise not have received national attention.
New Faculty Do Want to Teach
Authors: Perlman Baron , Konop Karen , McFadden Susan , McCann Lee
Published: January 2006

Applicants for a tenure-line assistant professor position in cognitive psychology at a public regional university were surveyed on their teaching preparation, interest, and experience 3 years later. Respondents (n = 76) rated their preparation to teach undergraduates as good or excellent, and they demonstrated a strong interest in teaching.
Reconsidering the Overjustification Effect: A Guide to Critical Resources
Authors: Pittenger David J.
Published: January 2006

The overjustification effect is a popular phenomenon that is often reviewed in psychology courses. This effect refers to the observation that positive reinforcement reduces one's intrinsic motivation for a behavior and, thus, decreases the overall probability that the behavior will be repeated. Despite the popularity of the overjustiftcation effect and the concept of intrinsic motivation, these constructs have serious limitations as explanations of behavior. I mention relevant literature that highlights these limitations and recommend that students be exposed to a more circumspect review of the effect and a broader account of contemporary theories of reinforcement.
Student Research Proposals in the Experimental Psychology Course
Authors: Addison William E.
Published: January 2006

This article describes how a written research proposal can be an effective student exercise in the experimental psychology course. Used in conjunction with reports based on data collected by students, the proposal can be used to encourage students to think creatively about the research process.
Neuropsychological Function and Symptoms in Subjects with Subclinical Hypothyroidism and the Effect of Thyroxine Treatment
Authors: Jorde Rolf , Waterloo Knut , Storhaug Hilde , Nyrnes Audhild , Sundsfjord Johan , Jenssen Trond Geir
Published: January 2006

Objective: Our objective was to examine the relation between neuropsychological function and subclinical hypothyroidism (SHT), defined as serum TSH of 3.5–10.0 mIU/liter and normal serum free T4 and free T3 levels, and to study the effect of T4 supplementation.

Subjects: A total of 89 subjects (45 males) with SHT and 154 control subjects (72 males) were recruited from a general health survey (the fifth Tromsø study). Sixty-nine of those with SHT were included in a placebo-controlled, double-blind intervention study with T4 medication for 1 yr.

Main Outcome Measures: We used fourteen tests of cognitive function, Beck Depression Inventory, General Health Questionnaire, and a questionnaire on hypothyroid symptoms.

Results: The mean ± sd serum TSH in the SHT and control group were 5.57 ± 1.68 and 1.79 ± 0.69 mIU/liter, respectively. There were no significant differences in cognitive function and hypothyroid symptoms between the two groups, but those with SHT scored significantly better than the controls on the GHQ-30. At the end of the intervention study, serum TSH in the T4 group (n = 36) and the placebo group (n = 33) were 1.52 ± 1.51 and 5.42 ± 1.96 mIU/liter, respectively. T4 substitution had no effect on any of the parameters measured.

Conclusion: In subjects with SHT where the serum TSH level is in the 3.5–10.0 mIU/liter range, there is no neuropsychological dysfunction, and compared with healthy controls, there is no difference in symptoms related to hypothyroidism.
Synthesis and Characterization of Cyclopentadienone-annelated Hexadehydrodibenzo[12]annulene
Authors: Morimoto Tsumoru , Nagano Shuji , Yokoyama Daishi , Shinmen Masutaka , Kakiuchi Kiyomi , Yoshimura Takashi , Sonoda Motohiro , Tobe Yoshito
Published: January 2006

Hexadehydrodibenzo[12]annulene annelated by a cyclopentadienone moiety was synthesized. On the basis of the theoretical calculations and experimental NMR and IR spectra, it was shown to be weakly aromatic owing to the contribution of the diatropic [15]annulenone resonance structure.
Platelike Crystal Growth of Zn–Al Layered Double Hydroxide by Hot Water Treatment of Sol–Gel Derived Al2O3–ZnO Films on Glass Substrate
Authors: Yamaguchi Naoko , Nakamura Tomohiko , Tadanaga Kiyoharu , Matsuda Atsunori , Minami Tsutomu , Tatsumisago Masahiro
Published: January 2006

We have successfully immobilized Zn–Al layered double hydroxide (LDH) directly on glass substrates through the sol–gel method with hot water treatment. Al2O3–ZnO thin films were originally prepared on glass substrates by the sol–gel method with a heat treatment at 400 °C for 30 min, and then the films were immersed in distilled water at 100 °C for 15 min to form nanocrystalline Zn–Al LDH with hexagonal structure.