bluuebunny/crossref_metadata_2025 huggingface dataset:
Student Presentations of the Life and Work of Prominent Social Psychologists
Authors: Giuliano Traci A.
Published: January 2004

In this article I describe a social psychology class assignment in which groups of students delivered a 15- to 20-min presentation on the life and work of a prominent social psychologist. This assignment is designed to foster a richer understanding of—and better memory for—concepts, theories, and experiments in social psychology. Students read primary literature in social psychology, become more familiar with the shapers of the field, and gain insight into the development and progress of research ideas and programs. Students responded favorably to this assignment and found value both in listening to other presentations as well as working on their presentations.
Faculty Forum
Authors: Balch William R.
Published: January 2004

I describe a systematic approach to study tips whereby I provide students with a handout detailing several tips designed to promote self-assessment and comprehension. A total of 114 introductory psychology students rated the helpfulness of, and the degree to which they used, 6 tips. They rated the lecture-notes tip the most helpful; tips regarding a course-performance chart, elaborative encoding, and question and answer as intermediate in helpfulness; and self-help quizzes and study-group tips, least helpful. There was a small but significant correlation between the students' helpfulness ratings of the tips overall and their course performance to that point. Mean degree-of-use ratings for each tip showed the same order as mean helpfulness ratings. Overall degree-of-use ratings were correlated with overall helpfulness ratings, but not with course performance.
Effective Student Use of Computerized Quizzes
Authors: Brothen Thomas , Wambach Cathrine
Published: January 2004

Computerized quizzes are becoming more available to psychology students and instructors. We hypothesized that students' ineffective use of such quizzes would predict poor course performance. Students in a personalized system of instruction life span human development course used 26 computerized, multiple-choice chapter quizzes to help them master the course textbook. Students who used a “prepare–gather feedback–restudy” strategy were more successful than students using quizzes to learn course material. We discuss these findings in the context of helping students become more effective learners.
Focused Interactive Learning: A Tool for Active Class Discussion
Authors: Harton Helen C. , Richardson Deborah S. , Barreras Ricardo E. , Rockloff Matthew J. , Latané Bibb
Published: January 2004

Focused Interactive Learning (FIL) is a tool for teaching psychological concepts through student participation in a focused discussion with other class members. Students from 5 upper and lower level psychology courses participated in FIL exercises in which they answered several multiple-choice or opinion questions on their own and then systematically discussed each item for about 2 min with other students before giving a final answer. FIL increased student test performance, helped them get to know other students in the class, and had a small effect on students' self-reported participation and interest in psychology.
The Undergraduate Research Assistantship: An Analysis of the Benefits
Authors: Landrum R. Eric , Nelsen Lisa R.
Published: January 2004

This study documents and quantifies the benefits of serving as an undergraduate research assistant based on the results of a national survey of undergraduate psychology educators (N = 211). The survey consisted of a list of 40 potential benefits, skills, and abilities. Respondents rated each of the items on (a) whether their research assistants attain the benefit, skill, or ability and (b) the importance of each item to an undergraduate education in psychology. Factor analysis revealed 2 major themes: The first factor contained items relating to technical skills, such as math, statistics, writing, and effective communication, whereas items in the second factor pertained to interpersonal benefits. This study provides important information for evaluating the value of the assistantship experience.
Using Controversial Mock Trials in “Psychology and Law” Courses: Suggestions from Participants
Authors: Werth James L. , Harvey James , McNamara Rebecca , Svoboda Andrea , Gulbrandson Raina , Hendren Jennifer , Greedy Tiffany , Leybold Christie
Published: January 2004

We discuss the use of a mock trial of the controversial Jack Kevorkian euthanasia case in an undergraduate psychology and law course. We provide an overview of the project, student feedback, and recommendations for improving the exercise. Based on feedback from students, we conclude that constructing a trial around a controversial topic with psychosocial issues as the foundation of a course can increase the utility of a mock trial and make the course a better learning experience.
Biography and Role Playing: Fostering Empathy in Abnormal Psychology
Authors: Poorman Paula B.
Published: January 2004

In this article I describe a method of fostering empathy in undergraduate and graduate students of abnormal psychology. Students depicted a psychological disorder by writing a brief biography and then role playing the characters they developed. Students demonstrated understanding of the disorders by acting and interacting in a manner consistent with their character and diagnosing other student “characters” using criteria from the Diagnostic and Statistical Manual of Mental Disorders–IV (American Psychiatric Association, 1994). Interpersonal Reactivity Index (Davis, 1980) results indicated student empathy increased significantly after the exercises. Qualitative analyses of focus group interview data supported and augmented the quantitative findings. Students attributed complex gains to the exercises.
Applying Social Psychological Concepts to a Norm-Violation Experience
Authors: Schneider Frank W.
Published: January 2004

To experience the strength of social constraints, 341 social psychology students chose to either enact or imagine enacting an assigned norm violation. Students then explored in writing how text material accounted for their norm-violation experiences (or imagined experiences) and for the experiences (or imagined experiences) of the targets of the violations. A large majority of students, whether they enacted a violation or merely imagined enacting one, reported discomfort about doing the violation. They also evaluated the assignment as interesting, effective in getting them to think about how course concepts apply to their experiences, a valuable learning experience, and worth recommending for future classes.
Applying Technology to Facilitate Poster Presentations
Authors: Marek Pam , Christopher Andrew N. , Koenig Cynthia S.
Published: January 2004

Because college graduates with baccalaureate degrees in psychology are often employed in positions that are not directly related to psychology, we offer a rationale for introducing applied technological skills in the classroom. We focus specifically on presentation software, primarily as a vehicle for creating posters. Given the surge in popularity of poster presentations and the impact of high-quality visual displays, we review sources of information for preparing posters and graphs. We also offer guidelines for the use of PowerPoint™ presentation software to create single-unit poster presentations, a skill applicable in a variety of academic and employment settings.
The Major Field Test as an Assessment Tool for an Undergraduate Psychology Program
Authors: Stoloff Michael L. , Feeney Kellie J.
Published: January 2004

Senior psychology majors completed the Major Field Test in Psychology (MFT) produced by the Educational Testing Service as a component of program assessment at James Madison University. We related MFT performance to student characteristics including academic success indicators and specific psychology courses completed. MFT performance strongly correlated with other measures of academic success such as Scholastic Assessment Test scores and grade point average. There was a weak but significant positive correlation between number of psychology courses completed and MFT score. Only 4 content courses appeared to improve MFT subtest scores: Abnormal Psychology, Social Psychology, Biopsychology, and Counseling Psychology. We discuss the use and interpretation of MFT scores for program assessment and the implications of these findings for curriculum design, academic advising, and preparation of students for the Graduate Record Examination Advanced Psychology Test.
Why Every Department Needs a Strategic Plan
Authors: Nelson Elizabeth McGhee
Published: January 2004

University departments can benefit from a strategic plan based on a business model. Steps include developing a vision and mission, conducting market research, analyzing competition, setting goals, creating a marketing plan, adapting standard business plan templates, getting feedback, and reviewing as you go along. A strategic plan guides the chair in creating a dynamic department recognized by the university, faculty, students, and surrounding community.
Incorporating End-of-Life Issues into Psychology Courses
Authors: Werth James L.
Published: January 2004

The American Psychological Association's Working Group on Assisted Suicide and End-of-Life Decisions (2000) recently called for the development of resources to assist training programs in incorporating end-of-life issues into undergraduate and graduate courses. After explaining why teaching about the dying process is relevant to psychology, I provide suggestions for how instructors can include end-of-life issues and decisions in courses on ethical, legal, and professional issues; adult and life span development; counseling diverse populations; and assessment and diagnosis. Each section contains a brief review of key issues, provides sample discussion questions, and highlights appropriate references.
Methods for Helping Students Avoid Plagiarism
Authors: Landau Joshua D. , Druen Perri B. , Arcuri Jennifer A.
Published: January 2004

Evidence has suggested that some forms of plagiarism might result from students' inadequate knowledge of proper citation techniques (Roig, 1997). We taught students about plagiarism identification and proper paraphrasing skills. Undergraduates who received no treatment, feedback, plagiarism examples, or a combination of feedback and examples completed 2 versions of a plagiarism knowledge survey, paraphrased a literary passage, and rated their knowledge of plagiarism. Participants in all conditions except the control condition were better able to identify plagiarism. In the paraphrasing exercise, the example conditions showed a reduction in plagiarism. Thus, we identify an exercise that can help students identify and avoid plagiarism.
A Sweet Tasting Demonstration of Random Occurrences
Authors: Christopher Andrew N. , Marek Pam
Published: January 2004

We describe an active learning demonstration using LifeSavers® candy to illustrate the phenomenon of random occurrences. We provide each student with a roll of Five Flavor LifeSavers. In a dyad, students take turns trying to guess the flavor of candy in their mouths when deprived of the senses of sight and smell. Because there are 5 flavors of candy, students have a 20% chance of randomly guessing the correct flavor. In a sample of 49 undergraduates, student performance reflects this chance guessing rate. Students report that this demonstration was informative and enjoyable. Exam results indicate that students mastered the concept of random occurrences. We discuss other uses of this demonstration.
A Persuasive Example of Collaborative Learning
Authors: Carlsmith Kevin M. , Cooper Joel
Published: January 2004

This article details the process of integrating a 12-week collaborative learning project within a course on Persuasion and Propaganda. We present a specific instantiation of Meyers's (1997) articulation of general principles for incorporating small group projects into college courses. Student groups designed, executed, and evaluated persuasive campaigns to change the attitudes and behavior of target populations. Student self-reports indicated that the course format was significantly more popular than traditional formats in other psychology courses. Moreover, students worked significantly harder for and learned more from the cooperative learning components than from the traditional lecture- and text-based components of this course.
Evaluation of The Psychology Place: A Web-Based Instructional Tool for Psychology Courses
Authors: Wilson Steffen Pope , Harris Amy
Published: January 2004

This study examined the effectiveness of the commercial Web site, The Psychology Place ( http://psychologyplace.com ) in helping students learn course material in an introductory psychology course. This site consists of linked pages that contain tutorials, readings, and links to relevant sites. All participants in this study attended conventional course lecture. In addition, half of the participants completed assignments from this Web site. Students who completed assignments from The Psychology Place and attended lecture demonstrated better understanding and retention of course material than students who had only attended lecture. This finding is noteworthy for instructors because incorporating this site into a course was minimally time consuming.
Effective Teaching: Perspectives and Insights from Division Two's 2- and 4-Year Awardees
Authors: Buskist William
Published: January 2004

I surveyed Division Two's teaching award winners in the 2-year college and 4-year college and university categories to discover the qualities and attributes that make these individuals effective teachers. I found that (a) most awardees did not receive formal training in teaching; (b) many awardees believed that observations of others' effective teaching methods and feedback on their own teaching were key to their becoming effective teachers; (c) over the course of their careers, awardees generally have become more student oriented and less lecture oriented; (d) they viewed time constraints in their work as the chief obstacle limiting teaching effectiveness; and (e) relative to each other, they held different philosophies of teaching.
The Methods and Statistics Portfolio: A Resource for the Introductory Course and Beyond
Authors: Sciutto Mark J.
Published: January 2004

In this article, I describe how I used a portfolio assignment to facilitate learning and provide a useful resource for future research experiences. Forty-eight students from 2 introductory methods and statistics courses compiled a portfolio that reflected their individual approach to understanding the major topics of the class. The portfolio assignment required students to integrate material from the text, class lectures, and laboratory assignments into a resource that was both personally relevant and accessible. Student feedback, performance data, and thesis advisor ratings supported the utility of this assignment.
First-Day Demonstration for Social Psychology Courses
Authors: LoSchiavo Frank M. , Buckingham Justin T. , Yurak Tricia J.
Published: January 2004

We describe an obedience demonstration that introduces social psychology in a new and interesting way. After students came to believe that a confederate was the course instructor, they complied with his request to provide him with personal information. Subsequent lecture introduced students to several key concepts, including obedience, stereotyping, conformity, mindlessness, deception, and research ethics. Students indicated they found the demonstration enjoyable, interesting, informative, and a worthwhile use of class time. Furthermore, students agreed that because of the demonstration, they looked forward to taking the course. Although the demonstration employed deception, students indicated that it was justified and that they were treated in an ethical manner.
A Case-Conference Exercise to Facilitate Understanding of Paradigms in Abnormal Psychology
Authors: Lafosse Jose M. , Zinser Michael C.
Published: January 2004

In this article we describe an in-class case-conference exercise designed to enhance the teaching of paradigms in abnormal psychology courses. The primary pedagogical goals are to increase awareness of how paradigms are applied in real-life settings; better distinguish between paradigms; and recognize how paradigms influence understanding of etiology, assessment, and treatment. A pretest–posttest evaluation of paradigm-related knowledge and student ratings of the exercise from 2 classes support the effectiveness of the exercise. The exercise makes it possible for instructors to more effectively use paradigms as heuristic themes throughout the course.
SuperLab LT: Evaluation and Uses in Teaching Experimental Psychology
Authors: Ragozzine Frank
Published: January 2004

I describe and evaluate SuperLab LT (Chase & Abboud, 1990), a software package that enables students to replicate classic experiments in cognitive psychology. I also discuss the package with respect to its uses in teaching an undergraduate course in Experimental Psychology. Although the package has minor flaws, SuperLab LT provides numerous pedagogical benefits.
The Roots and Evolution of Child Psychology: An Interview with Lewis P. Lipsitt
Authors: Bosack Theodore N.
Published: January 2004

Ted Bosack is professor of psychology and chair of the department at Providence College. His teaching is in the areas of child development and experimental child psychology, and his areas of particular interest are children's memory and suggestibility and learned helplessness. He participated in founding the Council of Undergraduate Psychology Programs in 1988, was president of the New England Psychological Association (NEPA), and continues to work toward the goals of the National Forum on Psychology Partnerships Project in which he took part. Many years ago, as a graduate student, he worked with Lew Lipsitt gathering data from some of the newborns who are participants in Lipsitt's long-term longitudinal study.

Lewis P. Lipsitt is professor emeritus of psychology, medical science, and human development at Brown University where he continues as research professor, directing a long-term longitudinal study begun at Brown in 1959. He was the founding director of Brown's Child Study Center from 1966 to 1991. He is the founder of the journal, Infant Behavior and Development, and of the Advances in Child Behavior and Development series. He currently coedits Advances in Infancy Research . Professor Lipsitt was chair of the steering committee, for 5 years, of the well-known National Child Care Project sponsored by the National Institutes of Health. He is codirector of the Lee Salk Center of KidsPeace, a national communications helpline for wayward and needy youth. A few of his many organizational honors include the presidencies of Eastern Psychological Association and of two American Psychological Association (APA) divisions, Developmental Psychology and General Psychology; Fellow status in APA and American Psychological Society; three terms on the APA Council of Representatives; chair of the APA Board of Scientific Affairs; and executive director of the Science Directorate. He has won the Nicholas Hobbs Award for “science in the service of children,” the American Association for the Advancement of Science Lifetime achievement Award, and the Distinguished Contribution Award of NEPA.
The Syllabus Quiz
Authors: Raymark Patrick H. , Connor-Greene Patricia A.
Published: January 2004

We propose that a brief take-home syllabus quiz can be a catalyst for students to read and refer to their syllabus as a source of essential information about the class. In this article, we detail the development of such a quiz and provide evidence that students who complete a syllabus quiz have a better understanding of course policies than students who do not. A syllabus quiz may be especially valuable in introductory level courses, enhancing students' acclimation to the expectations of the instructor, the department, and the institution.
Active and Passive Touch: A Research Methodology Project
Authors: O'Dell Cynthia D. , Hoyert Mark Sudlow
Published: January 2004

We describe a perceptual experiment that we have successfully used in Research Methods classes. Students attempt to identify a series of simple cookie cutter shapes using only the fingers and hands (haptic perception). Students read archival studies that have used this procedure, identify confounds, generate and test alternative hypotheses, and present the results. Students described the project as quite enjoyable. They also showed a deeper understanding of research design and were able to present their data clearly. This exercise is an effective project for exploring and practicing critical analysis of existing research, experimental design, and data analysis, as well as data and theory presentation.
Investigating Conscious Experience through the Beeper Project
Authors: Punzo Vincent A. , Miller Emily
Published: January 2004

The Experience Sampling Method (ESM; Larson & Csikszentmihalyi, 1983) is a means to investigate the subjective experiences of individuals as they go about their daily lives. Students from 2 Adolescent Psychology courses used the ESM in a required “beeper project.” Student research teams investigated a typical week in the life of an adolescent by paging research participants at random times and asking them to complete an experience sampling form each time. Students analyzed the data and wrote a paper on a week in the life of an adolescent. Evaluations of the project demonstrate that students found it to be an enjoyable, useful, interesting, and helpful course project.
Peak Shift Phenomenon: A Teaching Activity for Basic Learning Theory
Authors: Keith Kenneth D.
Published: January 2004

Stimulus discrimination is a standard subject in undergraduate courses presenting basic principles of learning, and a particularly interesting aspect of discrimination is the peak shift phenomenon. Peak shift occurs in generalization tests following intradimensional discrimination training as a displacement of peak responding away from the S+ (a stimulus signaling availability of reinforcement) in a direction opposite the S– (a stimulus signaling lack of reinforcement). This activity allows students to develop intradimensional discriminations that enable firsthand observation of the peak shift phenomenon. Evaluation of the activity suggests that it produces improved understanding of peak shift and that undergraduate students can demonstrate peak shift in simple discrimination tasks.
Identifying Sexual Harassment: A Classroom Activity
Authors: Madson Laura , Shoda Jennifer
Published: January 2004

We created a classroom activity to illustrate the complexity involved in identifying sexual harassment. In the activity, students decided whether 6 fictional scenarios constituted sexual harassment. The activity stimulates animated discussion, and evaluation data indicate that it received positive feedback from students and refined students' conceptualizations of sexual harassment. We used this activity in teaching courses in Psychology of Women and Sexual Behavior, although instructors can use it in any course that covers sexual harassment.
Promoting Writing among Psychology Students and Faculty: An Interview with Dana S. Dunn
Authors: Goddard Perilou
Published: January 2004

Perilou Goddard is a professor of psychology at Northern Kentucky University (NKU), where she teaches introductory and abnormal psychology as well as courses in writing in psychology and drug policy. She was chosen as NKU's outstanding professor in 1999.

Dana S. Dunn is a professor of psychology and former chair of the Department of Psychology at Moravian College, where he has taught since earning his PhD in 1987. A Fellow of the American Psychological Association, Dana is the author of 2 textbooks and many journal articles, including 9 in Teaching of Psychology . He is currently working on A Short Guide to Writing about Psychology to be published by Longman in 2003.
Annotated Bibliography on the Teaching of Psychology: 2001
Authors: Johnson David E. , Schroder Simone I.
Published: January 2004

This bibliography is a continuation of those previously published in Teaching of Psychology (e.g., Berry & Daniel, 1984; Fulkerson & Wise, 1987; Johnson & Schroder, 1997; Wise & Fulkerson, 1996). We maintained similar search methods and criteria for inclusion that were used in previous bibliographies. We also continued the cumulative numbering of the items.

To help the reader locate relevant articles we arranged items into a small number of subject categories. Generally, if fewer than three items fell into a specific subject category they were relegated to a category labeled miscellaneous.
Diversity Research in Teaching of Psychology: Summary and Recommendations
Authors: Ocampo Carlota , Prieto Loreto R. , Whittlesey Valerie , Connor Jane , Janco-Gidley Julie , Mannix Sally , Sare Karen
Published: January 2004

We reviewed the body of published research in the journal Teaching of Psychology (ToP) concerning diversity issues (e.g., age, race/ethnicity, gender, national origin, sexual orientation, socioeconomic status). Between 1974 and 2002, approximately 7 of articles published in ToP substantively dealt with diversity issues, with gender issues being the most frequent topic. ToP publications concerning diversity issues have increased across time, especially recently, with the 1999 and 2001 volumes having the highest number of articles. Most of these diversity articles were conceptual in nature rather than empirical studies. The 33 empirical studies published in ToP concerning diversity were largely descriptive, exploratory, and atheoretical. We offer an agenda and recommendations for future research and submissions to ToP focusing on diversity issues.
Gender, Empathy, and the Choice of the Psychology Major
Authors: Harton Helen C. , Lyons Patrick C.
Published: January 2004

We compared male and female psychology majors to psychology minors and nonmajors to understand the trends in a growing major in which women outnumber men. A total of 451 psychology majors, minors, and nonmajors from 4 institutions completed a questionnaire measuring empathy, career goals, and perceptions of the importance of empathy for therapy. Perspective taking and a desire to enter a helping profession mediated the relation between gender and major, suggesting that personality contributes to the choice of a psychology major. Highly empathic students may choose psychology because they believe that empathy is important for success in clinical and counseling psychology.
Teaching Self-Regulated Learning through a “Learning to Learn” Course
Authors: Hofer Barbara K. , Yu Shirley L.
Published: January 2004

This study addressed the impact of a semester-long course called Learning to Learn, an undergraduate psychology course designed to teach college students to be self-regulated learners. Results of pretesting and posttesting of 78 students with the Motivated Strategies for Learning Questionnaire (Pintrich, Smith, Garcia, & McKeachie, 1993) provided support for the intervention. Mean differences and correlational results suggest that students increased in their mastery orientation to learning and their self-efficacy for learning, increased in their valuing of the course and in cognitive strategy use, and declined in test anxiety over the term. These findings suggest that an intervention that targets a range of cognitive and motivational components can have utility for college students and that there is value to a stand-alone course in learning to learn at the college level.
William James's Talks about Teaching
Authors: Brewer Charles L.
Published: January 2004

More than 100 years after it was published, William James's (1899/1939) book, Talks to Teachers on Psychology, is relevant and helpful for teachers and those who aspire to teach. In this article, I highlight certain memorable points in Talks and relate them to James's (1890) classic work, The Principles of Psychology. Many of James's insights foreshadowed certain emphases of present-day researchers, and his observations on teaching are as germane now as they were more than a century ago.
The Teaching Spirit of William James
Authors: Korn James H.
Published: January 2004

William James provided not only practical advice to teachers but also wisdom concerning values in living. Statements from his students show his qualities as a teacher, although some of his statements convey his ambivalence about teaching.
Evaluation of an Interactive Tutorial for Teaching Hypothesis Testing Concepts
Authors: Aberson Christopher L. , Berger Dale E. , Healy Michael R. , Romero Victoria L.
Published: January 2004

In this article, we describe and evaluate a Web-based interactive tutorial used to present hypothesis testing concepts. The tutorial includes multiple-choice questions with feedback, an interactive applet that allows students to draw samples and evaluate null hypotheses, and follow-up questions suitable for grading. Students either used the interactive tutorial (n = 15) or completed a standard laboratory assignment (n = 10) covering the same topics. Students who used the tutorial performed better (p =.06) on a quiz than students who completed the standard laboratory, supporting the effectiveness of this freely available online tutorial. A second group of students (n = 112) who did not participate in the assessment overwhelmingly rated the tutorial as easy to use, clear, and useful.
Pedagogical Aids and Student Performance
Authors: Gurung Regan A. R.
Published: January 2004

I tested whether students' reported use and perceived helpfulness of textbook pedagogical aids and other instructional methods (e.g., group discussion) related to better exam performance. More than 200 undergraduates rated 10 commonly used pedagogical aids and instructional techniques. Students reported using boldface and italics terms and practice test questions most often, and they considered boldface and italicized terms, practice test questions, and online quizzes most helpful. The reported use of pedagogical aids and their perceived helpfulness did not relate to student performance on exams. Furthermore, the rated helpfulness of key terms related to worse scores on exams. Pedagogical aids may be useful teaching tools and learning enhancers, but this commonsensical hypothesis must be tested.
Enhancing Students' Ability to Use Statistical Reasoning with Everyday Problems
Authors: Lawson Timothy J. , Schwiers Michael , Doellman Maureen , Grady Greg , Kelnhofer Robert
Published: January 2004

We discuss a technique for teaching students everyday applications of statistical concepts. We used this technique with students (n = 50) enrolled in several sections of an introductory statistics course; students (n = 45) in other sections served as a comparison group. A class of introductory psychology students (n = 24) served as a second comparison group. We assessed students' statistical reasoning ability at the beginning of the semester as well as later in the semester. All 3 groups showed improvements in statistical reasoning, but the greatest improvement occurred in the group that read the everyday application material.
A Problem-Solving Approach to Teaching Operant Conditioning
Authors: Shields Carolyn , Gredler Margaret
Published: January 2004

Psychology students frequently have misconceptions of basic concepts in operant conditioning. Prior classroom observations revealed that most students defined positive reinforcement as reward and equated negative reinforcement and punishment. Students also labeled positive reinforcement as rewarding good behavior and negative reinforcement as punishing bad behavior. We developed 14 problem-solving situations that involve positive reinforcement, negative reinforcement, and punishment. Students analyzed these situations in regular classroom sessions and as homework. In these exercises, students specified the discriminative stimuli, the responses, and the nature of the consequences. Correlated t tests on the pre- and posttest means indicated a significant increase in students' understanding of these concepts.
Observing Animal Behavior at the Zoo: A Learning Laboratory
Authors: Hull Debra B.
Published: January 2004

Undergraduate students in a learning laboratory course initially chose a species to study; researched that species' physical and behavioral characteristics; then learned skills necessary to select, operationalize, observe, and record animal behavior accurately. After their classroom preparation, students went to a local zoo to observe the behavior of the animal they chose in both normal (nonenriched) and enriched environments and developed animal data cards for zookeepers to use in educational programs. Results showed that after participating in the zoo laboratory, students reported significant attitude changes, including more positive attitudes toward studying animals and increased confidence in their observational abilities. The laboratory provides a foundation for more extensive animal research and internship projects.
An Effective Exercise for Teaching Cognitive Heuristics
Authors: Swinkels Alan
Published: January 2004

This article describes a brief heuristics demonstration and offers suggestions for personalizing examples of heuristics by making them relevant to students. Students complete a handout asking for 4 judgments illustrative of such heuristics. The decisions are cast in the context of students' daily lives at their particular university. After the professor tallies responses to each question, students discuss their choices and the reasons for them during a subsequent class meeting. Student feedback indicated that this exercise is informative, interesting, and enjoyable. Results from a pretest-posttest study confirmed that student learning improved from before to after the administration of the exercise.
Learning Risk Factors for Suicide: A Scenario-Based Activity
Authors: Madson Laura , Vas Corey J.
Published: January 2004

We created a classroom activity to illustrate factors that may predict suicide. In the activity, students rank 4 fictional individuals in terms of their relative risk for attempting or committing suicide. Students described the activity as “eye-opening,” and students who participated in the activity learned more about the warning signs of an impending suicide attempt than students who did not participate.
Effects of CAI on the Academic Performance and Attitudes of College Students
Authors: Luyben Paul D. , Hipworth Kristin , Pappas Thomas
Published: January 2004

Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and attitudes toward CAI. The CAI condition consisted of 2 forms of CAI. The results showed that the mean test score in the CAI condition was about 7 percentage points higher than the mean score in the TS condition. Also, attitude scores favored the CAI condition. These data suggest that CAI procedures that use elements of both mastery learning and fluency training may help to improve academic performance and attitudes.
Procrastination in Online Courses: Performance and Attitudinal Differences
Authors: Elvers Greg C , Polzella Donald J. , Graetz Ken
Published: January 2004

This study investigated the relation between dilatory behaviors and performance in students whom we randomly assigned to either an online or a traditional, lecture introductory psychology class. Both sections had full access to a class Web site. There were no reliable differences between the 2 sections of the class on the measures of procrastination, exam performance, or attitudes toward the class. Yet, procrastination was negatively related with exam scores and with attitudes toward the class for the online students, but not for the lecture students. This difference may partially explain why online courses designed to increase the educational efficacy of a course often show no difference in performance when compared to lecture classes.
Improving Your Psychology Faculty Home Page: Results of a Student–Faculty Online Survey
Authors: Palmiter David , Renjilian David
Published: January 2004

This article identifies student (N = 102) and faculty (N = 84) attitudes regarding desired content for a faculty Web page. The majority of students and faculty agreed that faculty should include the following on a Web page: an e-mail address, office hours, telephone number, course syllabi, courses offered, research interests, educational background, links both within and outside of the institution, professional experience, publications, academic advising information, professional memberships, and a picture of the faculty member. A random sample of faculty Web pages (N = 149) showed that most faculty sites, although containing valued information, fell short of faculty and student expectations. Psychology faculty can use these findings to develop more effective Web pages.
Assessment of Psychology Graduate Program Information on the Web
Authors: Bartsch Robert A. , Warren Thomas D. , Sharp Aaron D. , Green Marsha A.
Published: January 2004

We gathered information on MA and PhD psychology programs from direct mailings and Web sites from 70 universities in the United States. Analyses revealed that Web sites provided more information about graduate programs than direct mailings, especially in areas not directly related to graduate applications. Further analyses indicated that information on the Web was, overall, not more difficult to find than information through direct mail. We make suggestions to universities and students for maximizing their use of Web sites.
A Rubric for Learning, Teaching, and Assessing Scientific Inquiry in Psychology
Authors: Halonen Jane S. , Bosack Ted , Clay Shirley , McCarthy Maureen , Dunn Dana S. , Hill G. William , McEntarffer Rob , Mehrotra Chandra , Nesmith Robbye , Weaver Kenneth A. , Whitlock Kristin
Published: January 2004

Accountability pressures influence all levels of psychology instruction. In this article we explore how to meet those pressures with integrity, focusing on authentic assessment and teaching as a primary solution. We propose a rubric to describe the progress of students' acquisition of scientific inquiry skills applied to behavior and provide an example of an authentic assessment that demonstrates use of the rubric. Application of the rubric can enhance active learning, promote more sophisticated scientific inquiry, improve metacognitive development, support program evaluation, and enrich faculty development.
Economic Psychology: Its Connections with Research-Oriented Courses
Authors: Christopher Andrew N. , Marek Pam , Benigno Joann
Published: January 2004

To enhance student interest in research methods, tests and measurement, and statistics classes, we describe how teachers may use resources from economic psychology to illustrate key concepts in these courses. Because of their applied nature and relevance to student experiences, topics covered by these resources may capture student attention and provide continuity to what might otherwise be regarded as disconnected or uninteresting material. We conclude by discussing student reaction to and cautions about introducing such applied resources.
Implications of Academic Dishonesty for Teaching in Psychology
Authors: Jordan Augustus E.
Published: January 2004

Academic dishonesty among students reveals potential problems in the teaching of psychology. In particular, a teaching pedagogy that emphasizes information delivery, and uses examinations as a method to discriminate among students aspiring for social and financial status, contributes to an academic climate of dishonesty. As a constructive response, I recommend that psychology faculty discuss with students (and with each other) certain fundamental assumptions of liberal education and consider how these assumptions relate to the discipline of psychology.
Psychological Critical Thinking as a Course Predictor and Outcome Variable
Authors: Williams Robert L. , Oliver Renee , Allin Jessica L. , Winn Beth , Booher Carrie S.
Published: January 2004

Students' scores on a psychological critical thinking instrument administered at the beginning and end of a large human development course significantly correlated with multiple-choice exam scores, with the posttest critical thinking scores being the better predictor of exam performance. The sample as a whole gained significantly on critical thinking, but students with high and low exam scores differed in their patterns of change on critical thinking. Students who scored high (As and B+s) on the exams significantly improved their critical thinking scores, whereas students who scored low (Ds and Fs) on the exams did not. An explicit practice and feedback procedure implemented through an existing course activity presumably contributed to gains in critical thinking.
Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation
Authors: Boniecki Kurt A. , Moore Stacy
Published: January 2004

We propose a procedure for increasing student participation, particularly in large classes. The procedure establishes a token economy in which students earn tokens for participation and then exchange those tokens for extra credit. We evaluated the effectiveness of the procedure by recording the degree of participation in an introductory psychology class before, during, and after implementation of the token economy. Results revealed that the amount of directed and nondirected participation increased during the token economy and returned to baseline after removal of the token economy. Furthermore, students responded faster to questions from the instructor during the token economy than during baseline, and this decrease in response latency continued even after removal of the token economy.
Doctoral Research Training Environments (RTEs): Implications for the Teaching of Psychology
Authors: Shivy Victoria A. , Worthington Everett L. , Wallis Amy Birtel , Hogan Chris
Published: January 2004

Doctoral-level training in psychology places importance on helping students acquire facilitative research-related attitudes, skills, and interests. Training models in PhD applied psychology programs also value sound teaching of research. We demonstrate how a research training environment can be evaluated using both standardized instruments and exploratory methods that elicit responses to questions concerning (a) what things might have turned students' focus away from research and (b) how faculty facilitated students' interest in research. Results indicated that interpersonal aspects of the environment were most important to this sample of students. Teaching research to graduate students in applied psychology programs might emphasize advisor–student and student–peer relationships as necessary but not sufficient conditions to promote learning.
Multimedia versus Traditional Course Instruction in Introductory Social Psychology
Authors: Bartlett Robin M. , Strough JoNell
Published: January 2004

We compared grades and course evaluations in an undergraduate social psychology course taught using 3 different instructional formats: traditional, traditional with a course guide, and multimedia with a course guide. Students' grades (N = 937) and course evaluations of grading procedures (N = 547) were higher when a course guide was available. The multimedia format did not provide any significant additional benefits. We discuss the relative effectiveness of different types of course enhancements (i.e., course guide, multimedia lectures) and advantages that they may provide, such as facilitating the standardization of multisection courses at large universities.
Promoting Positive Ethics: An Interview with Mitchell M. Handelsman
Authors: Kuther Tara L.
Published: January 2004

Tara L. Kuther is an associate professor of psychology at Western Connecticut State University, where she teaches courses in child, adolescent, and adult development. She is chair of the Society for the Teaching of Psychology's Instructional Resource Awards Task Force and the author of The Psychology Major's Handbook (2003) and Careers in Psychology: Opportunities in a Changing World (2004; coauthored by Robert D. Morgan of Texas Tech University), both published by Wadsworth/Thomson Learning.

Mitchell M. Handelsman is a professor of psychology and a Colorado University President's Teaching Scholar at the University of Colorado at Denver, where he has taught courses in introductory and clinical psychology as well as ethics, psychotherapy, interviewing, and family therapy. A clinical psychologist by training, Mitch earned his PhD from the University of Kansas in 1981 and is licensed in the state of Colorado. He served as chair of the Ethics and Professional Review Committee of Colorado Psychological Association and the APA Division 2 Task Force on the Incorporation of Ethics into the Undergraduate Psychology Curriculum. Mitch is a Fellow of the American Psychological Association and his many teaching awards include the 1995 Teaching Excellence Award from APA Division 2 and the 1992 CASE Colorado Professor of the Year Award. In 1989–1990 he was an APA Congressional Science Fellow in Washington, DC. Mitch is the author of more than 50 refereed articles and book chapters, mostly on ethical issues in the teaching and practice of psychology.
Preparation of Nanosized Nickel Particles by Hydrothermal Method
Authors: Zhang Feibao , Chen Yuantao , Zhao Jiazheng , Li Hulin
Published: January 2004

The reduction of Ni (OH) 2 to ultrafine Ni metal powder under hydrothermal condition with ethylene glycol was investigated. The reduction proceeded gentlly at about 160 °C and did not pollute the environment. The particle size obtained was about 10 nm.
Microwave-assisted Preparation of Silver Nanoparticles
Authors: Yamamoto Tetsushi , Wada Yuji , Sakata Takao , Mori Hirotaro , Goto Masaki , Hibino Shingo , Yanagida Shozo
Published: January 2004

We succeeded in preparing silver (Ag) nanoparticles by alcohol reduction of fatty acid silver salts under microwave irradiation (2.45 GHz) for 1–5 min at 413–430 K. The average sizes of Ag nanoparticles were controlled in the range from 4.9 to 7.4 nm only by changing length of the alkyl chains in the fatty acids.
Well-defined Ion-pair Clusters of Alkyl- and Dialkylammonium Salts of a Sterically-hindered Carboxylic Acid. Implication for Hydrogen-bonded Lys Salt Bridges
Authors: Sada Kazuki , Watanabe Tomomichi , Miyamoto Jun , Fukuda Takeyoshi , Tohnai Norimitsu , Miyata Mikiji , Kitayama Tatsuki , Maehara Kunitaka , Ute Koichi
Published: January 2004

Ion-pair clusters of simple alkylammonium carboxylates in solution and in the crystalline state were described as a model of Lys salt bridge. tert-Butylammonium triphenylacetate gives a well-defined tetrameric cluster by a cubic hydrogen bond (H-bond) network, and diisopropylammonium triphenylacetate gives a dimeric cluster by a cyclic network.
Structural Change of α-Carbon Nanotube Through Annealing
Authors: Nishino Hitoshi , Nishida Ryouichi , Okimi Katsuhide , Yokomichi Yasunori , Matsui Takeo , Mochida Isao
Published: January 2004

Amorphous carbon nanotube (α-CNT), which was prepared through the deposition onto ferrous fluoride whisker, was thermally annealed to observe the changes of carbon structure in its wall of the nanosized diameter. The totally amorphous carbon wall, although it was of a typical nongraphitizable carbon, changed its structure to graphitic one below 3073 K. Such a graphitization is against Franklin’s rule, which is widely accepted in carbon science. The nanosized thickness and defects in the as-deposited amorphous carbon structure of α-CNT wall may force the rearrangement of nongraphitizable carbon configuration into aligned graphitic layers at 3073 K. The surface of α-CNT may suffer strong stress by the amorphous hexagon alignment in the nanothick cylindrical wall. Such stress can be relaxed by the denser stacking of graphene sheets.