Source: http://teachpsych.org/ebooks/stats2012/index.php
Timestamp: 2019-04-20 20:59:36+00:00

Document:
Miller, J. (1999). AnoGen: A program for generating ANOVA data sets. Teaching of Psychology, 26, 230-231.
Weaver, K. A. (1999). The statistically marvelous medical growth chart: A tool for teaching variability. Teaching of Psychology, 26, 284-286.
Morgan, B. L. (2001). Statistically lively uses for obituaries. Teaching of Psychology, 28, 56-58.
The School Spirit Study Group. (2004). Measuring school spirit: A national teaching exercise. Teaching of Psychology, 31, 18-21.
Riniolo, T. C., & Schmidt, L. A. (1999). Demonstrating the gambler’s fallacy in an introductory statistics class. Teaching of Psychology, 26, 198-200.
Sciutto, M. J. (2000). Demonstration of the factors affecting the F ratio. Teaching of Psychology, 27, 52-53.
Christopher, A. N., & Marek, P. (2002). A sweet tasting demonstration of random occurrences. Teaching of Psychology, 29, 122-125.
Lawson, T. J., Schwiers, M., Doellman, M., Grady, G., & Kelnhofer, R. (2003). Enhancing students’ ability to use statistical reasoning with everyday problems. Teaching of Psychology, 30, 107-110.
Connor, J. M. (2003). Making statistics come alive: Using space and students’ bodies to illustrate statistical concepts. Teaching of Psychology, 30, 141-143.
García, C., & García, M. R. R. (2004). Cinema and multiple regression. Teaching of Psychology, 31, 56-58.
Ryan, R. S. (2006). A hands-on exercise improves understanding of the standard error of the mean. Teaching of Psychology, 33, 180-183.
Hogan, T. P., & Evalenko, K. (2006). The elusive definition of outliers in introductory statistics textbooks for behavioral sciences. Teaching of Psychology, 33, 252-256.
Segrist, D. J., & Pawlow, L. A. (2007). The mixer: Introducing the concept of factor analysis. Teaching of Psychology, 34, 121-123.
Matz, D. C., & Hause, E. L. (2008). “Dealing” with the central limit theorem. Teaching of Psychology, 35, 198-200.
Christopher, A. N., & Marek, P. (2009). A palatable introduction to and demonstration of statistical main effects and interactions. Teaching of Psychology, 36, 130-133.
Owen, W. J., & Siakaluk, P. D. (2011). A demonstration of the analysis of variance using physical movement and space. Teaching of Psychology, 38, 151-154.
Stalder, D. R., & Olson, E. A. (2011). t for two: Using mnemonics to teach statistics. Teaching of Psychology, 38, 247-250.
Sachau, D. A. (2000). Floating data and the problem with illustrating multiple regression. Teaching of Psychology, 27, 53-54.
Dodd, D. K. (2000). Teaching meta-analysis in the undergraduate experimental psychology course. Teaching of Psychology, 27, 54-56.
Scepansky, J., & Carkenord, D. M. (2004). Senior year retention of methods and statistics courses. Teaching of Psychology, 31, 9-12.
Sibulkin, A. E., & Butler, J. S. (2008). Should college algebra be a prerequisite for taking psychology statistics? Teaching of Psychology, 35, 214-217.
Freng, S., Webber, D., Blatter, J., Wing, A., & Scott, W. D. (2011). The role of statistics and research methods in the academic success of psychology majors: Do performance and enrollment timing matter? Teaching of Psychology, 38, 83-88.
Bartsch, R. A., Case, K. A., & Meerman, H. (2012). Increasing academic self-efficacy in statistics with a live vicarious experience presentation. Teaching of Psychology, 39, 133-136.
Friedrich, J., Buday, E., & Kerr, D. (2000). Statistical training in psychology: A national survey and commentary on undergraduate programs. Teaching of Psychology, 27, 248-257.
Landrum, R. E. (2005). Core terms in undergraduate statistics. Teaching of Psychology, 32, 249-251.
Lauer, J. B., Rajecki, D. W., & Minke, K. A. (2006). Statistics and methodology courses: Interdepartmental variability in undergraduate majors’ first enrollments. Teaching of Psychology, 33, 24-30.
Gibson, W. E., & Darron, C. (1999). Teaching statistics to a student who is blind. Teaching of Psychology, 26, 130-131.
Dolinsky, B. (2001). An active learning approach to teaching statistics. Teaching of Psychology, 28, 55-56.
Perkins, D. V., & Saris, R. N. (2001). A “jigsaw classroom” technique for undergraduate statistics courses. Teaching of Psychology, 28, 111-113.
Rajecki, D. W. (2002). Personal ad content analysis teaches statistical applications. Teaching of Psychology, 29, 119-122.
VanVoorhis, C. R. W. (2002). Stat jingles: To sing or not to sing. Teaching of Psychology, 29, 249-250.
Kolar, D. W., & McBride, C. A. (2003). Creating problems to solve problems: An interactive teaching technique for statistics courses. Teaching of Psychology, 30, 67-68.
Ruscio, J. (2003). Comparing Bayes’s theorem to frequency-based approaches to teaching Bayesian reasoning. Teaching of Psychology, 30, 325-328.
Benedict, J. O., & Anderton, J. B. (2004). Applying the just-in-time teaching approach to teaching statistics. Teaching of Psychology, 31, 197-199.
Guttmannova, K., Shields, A. L., & Caruso, J. C. (2005). Promoting conceptual understanding of statistics: Definitional versus computational formulas. Teaching of Psychology, 32, 251-253.
Hatfield, J., Faunce, G. J., & Job, R. F. S. (2006). Avoiding confusion surrounding the phrase “correlation does not imply causation.” Teaching of Psychology, 33, 49-51.
Bartsch, R. A. (2006). Improving attitudes toward statistics in the first class. Teaching of Psychology, 33, 197-198.
Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38, 94-97.
Karpiak, C. P. (2011). Assessment of problem-based learning in the undergraduate statistics course. Teaching of Psychology, 38, 251-254.
Mitchell, M. L., & Jolley, J. M. (1999). The correlator: A self-guided tutorial. Teaching of Psychology, 26, 298-299.
Aberson, C. L., Berger, D. E., Healy, M. R., Kyle, D. J., & Romero, V. L. (2000). Evaluation of an interactive tutorial for teaching the central limit theorem. Teaching of Psychology, 27, 289-291.
Hurlburt, R. T. (2001). “Lectlets” deliver content at a distance: Introductory statistics as a case study. Teaching of Psychology, 28, 15-20.
Peden, B. F. (2001). Correlational analysis and interpretation: Graphs prevent gaffes. Teaching of Psychology, 28, 129-131.
Bartz, A. E., & Sabolik, M. A. (2001). Computer and software use in teaching the beginning statistics course. Teaching of Psychology, 28, 147-149.
Warner, C. B., & Meehan, A. M. (2001). Microsoft Excel™ as a tool for teaching basic statistics. Teaching of Psychology, 28, 295-298.
Britt, M. A., Sellinger, J., & Stillerman, L. M. (2002). A review of ESTAT: An innovative program for teaching statistics. Teaching of Psychology, 29, 73-75.
Aberson, C. L., Berger, D. E., Healy, M. R., & Romero, V. L. (2003). Evaluation of an interactive tutorial for teaching hypothesis testing concepts. Teaching of Psychology, 30, 75-78.
Raffle, H., & Brooks, G. P. (2005). Using Monte Carlo software to teach abstract statistical concepts: A case study. Teaching of Psychology, 32, 193-195.
Petrocelli, J. V. (2007). The utility of computer-assisted power analysis lab instruction. Teaching of Psychology, 34, 248-252.
Lloyd, S. A., & Robertson, C. L. (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology, 29, 67-71.
Proctor, R. W., & Capaldi, E. J. (2001). Improving the science education of psychology students: Better teaching of methodology. Teaching of Psychology, 28, 173-181.
Jackson, S. L., Lugo, S. M., & Griggs, R. A. (2001). Research methods textbooks: An objective analysis. Teaching of Psychology, 28, 282-288.
Grahe, J. E., Williams, K. D., & Hinsz, V. B. (2000). Teaching experimental methods while bringing smiles to your students’ faces. Teaching of Psychology, 27, 108-111.
Lipsitz, A. (2000). Research methods with a smile: A gender difference exercise that teaches methodology. Teaching of Psychology, 27, 111-113.
Timmerman, T. A. (2000). Survey design and multiple regression: Frequently encountered, but infrequently covered. Teaching of Psychology, 27, 201-203.
Sciutto, M. J. (2002). The methods and statistics portfolio: A resource for the introductory course and beyond. Teaching of Psychology, 29, 213-215.
Marek, P., Christopher, A. N., & Walker, B. (2004). Learning by doing: Research methods with a theme. Teaching of Psychology, 31, 128-131.
Lakin, J. L., Giesler, R. B., Morris, K. A., & Vosmik, J. R. (2007). HOMER as an acronym for the scientific method. Teaching of Psychology, 34, 94-96.
Burkley, E., & Burkley, M. (2009). Mythbusters: A tool for teaching research methods in psychology. Teaching of Psychology, 36, 179-184.
Morgan, D. L. (2009). Using single-case design and personalized behavior change projects to teach research methods. Teaching of Psychology, 36, 267-269.
Chapdelaine, A., & Chapman, B. L. (1999). Using community-based research projects to teach research methods. Teaching of Psychology, 26, 101-105.
Kazmerski, V. A., & Blasko, D. G. (1999). Teaching observational research in introductory psychology: Computerized and lecture-based methods. Teaching of Psychology, 26, 295-298.
Fontes, L. A., & Piercy, F. P. (2000). Engaging students in qualitative research through experiental class activities. Teaching of Psychology, 27, 174-179.
Morris, K. A. (2003). Teaching students about classic findings on the detection of deception. Teaching of Psychology, 30, 111-113.
Madson, L. (2005). Demonstrating the importance of question wording on surveys. Teaching of Psychology, 32, 40-43.
Enders, C. K., Laurenceau, J-P., Stuetzle, R. (2006). Teaching random assignment: A classroom demonstration using a deck of playing cards. Teaching of Psychology, 33, 239-242.
Sternberg, R. J. (1999). Teaching psychology students to be savvy consumers and producers of research questions. Teaching of Psychology, 26, 211-213.
Munro, G. D., & Munro, J. E. (2000). Using daily horoscopes to demonstrate expectancy confirmation. Teaching of Psychology, 27, 114-116.
Hildebrandt, C., & Oliver, J. (2000). The mind as black box: A simulation of theory building in psychology. Teaching of Psychology, 27, 195-197.
Jackson, J. W. (2000). Demonstrating the concept of illusory correlation. Teaching of Psychology, 27, 273-276.
Lilienfeld, S. O., Lohr, J. M., & Morier, D. (2001). The teaching of courses in the science and pseudoscience of psychology: Useful resources. Teaching of Psychology, 28, 182-191.
Leshowitz, B., DiCerbo, K. E., & Okun, M. A. (2002). Effects of instruction in methodological reasoning on information evaluation. Teaching of Psychology, 29, 5-10.
Varmhagen, C. K., & Digdon, N. (2002). Helping students read reports of empirical research. Teaching of Psychology, 29, 160-165.
O’Dell, C. D., & Hoyert, M. S. (2002). Active and passive touch: A research methodology project. Teaching of Psychology, 29, 292-294.
Boyce, T. E., & Geller, E. S. (2002). Using the Barnum effect to teach psychological research methods. Teaching of Psychology, 29, 316-318.
Connor-Greene, P. A., & Greene, D. J. (2002). Science or snake oil? Teaching critical evaluation of “research” reports on the Internet. Teaching of Psychology, 29, 321-324.
LoSchiavo, F. M., & Roberts, K. L. (2005). Testing pseudoscientific claims in research methods courses. Teaching of Psychology, 32, 177-180.
Stark, E. (2012). Enhancing and assessing critical thinking in a psychological research course. Teaching of Psychology, 39, 107-112.
Dunn, D. S. (2000). Letter exchanges on statistics and research methods: Writing, responding, and learning. Teaching of Psychology, 27, 128-130.
Henderson, B. B. (2000). The reader’s guide as an integrative writing experience. Teaching of Psychology, 27, 130-132.
Smith, G. E., & Eggleston, T. J. (2001). Comprehending APA style through manuscript analysis. Teaching of Psychology, 28, 108-110.
Ware, M. E., Badura, A. S., & Davis, S. F. (2002). Using student scholarship to develop student research and writing skills. Teaching of Psychology, 29, 151-154.
Goddard, P. (2003). Implementing and evaluating a writing course for psychology majors. Teaching of Psychology, 30, 25-29.
Schuetze, P. (2004). Evaluation of a brief homework assignment designed to reduce citation problems. Teaching of Psychology, 31, 257-259.
White, T., & Kirby, B. J. (2005). ‘Tis better to give than to receive: An undergraduate peer review project. Teaching of Psychology, 32, 259-261.
Stellmack, M. A., Konheim-Kalkstein, Y. L., Manor, J. E., Massey, A. R., & Schmitz, J. A. P. (2009). An assessment of reliability and validity of a rubric for grading APA-style introductions. Teaching of Psychology, 36, 102-107.
Luttrell, V. R., Bufkin, J. L., Eastman, V. J., & Miller, R. (2010). Teaching scientific writing: Measuring student learning in an intensive APA skills course. Teaching of Psychology, 37, 193-195.
Radhakrishnan, P., Lam, D., & Tamura, E. K. (2010). Guided experimentation with databases improves argumentative writing. Teaching of Psychology, 37, 210-215.
Johnson, E. J., Tuskenis, A. D., Howell, G. L., & Jaroszewski, K. (2011). Development and effects of a writing and thinking course in psychology. Teaching of Psychology, 38, 229-236.
Estow, S., Lawrence, E. K., & Adams, K. A. (2011). Practice makes perfect: Improving students’ skills in understanding and avoiding plagiarism with a themed methods course. Teaching of Psychology, 38, 255-258.
Greenberg, K. P. (2012). A reliable and valid weighted scoring instrument for use in grading APA-style empirical research report. Teaching of Psychology, 29, 17-23.
Levine, J. R. (2000). Attending a professional conference: A hands-on seminar course. Teaching of Psychology, 27, 208-210.
Pury, C. L. S. (2001). Use of in-class lab groups to enrich independent research projects. Teaching of Psychology, 28, 280-282.
Marek, P., Christopher, A. N., & Koenig, C. S. (2002). Applying technology to facilitate poster presentations. Teaching of Psychology, 29, 70-72.
Sommer, B. A., & Sommer, R. (2003). A virtual lab in research methods. Teaching of Psychology, 30, 171-173.
Hamilton, M., & Geraci, L. (2004). Converting an experimental laboratory course from paper and pencil to computer. Teaching of Psychology, 31, 141-143.
Dermer, M. L. (2004). Using CHAINS, a QuickBASIC 4.5 program, to teach single-subject experimentation with humans. Teaching of Psychology, 31, 285-288.
Stadlander, L. M., & Giles, M. J. (2010). Virtual instruction: A qualitative research laboratory course. Teaching of Psychology, 37, 281-286.
Bragger, J. D., & Freeman, M. A. (1999). Using a cost-benefit analysis to teach ethics and statistics. Teaching of Psychology, 26, 34-36.
Brinthaupt, T. M. (2002). Teaching research ethics: Illustrating the nature of the researcher-IRB relationship. Teaching of Psychology, 29, 243-245.
Borshuk, C. (2006). Introducing diverse perspectives into research methods classes. Teaching of Psychology, 33, 256-258.
Perlman, B., & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32, 5-14.
Tomcho, T. J., Rice, D., Foels, R., Folmsbee, L., Vladescu, J., Lissman, R., Matulewicz, R., & Bopp, K. (2009). APA’s learning objectives for research methods and statistics in practice: A multimethod analysis. Teaching of Psychology, 36, 84-89.
Bachiochi, P., Everton, W., Evans, M., Fugere, M., Escoto, C., Letterman, M., & Leszczynski, J. (2011). Using empirical article analysis to assess research methods courses. Teaching of Psychology, 38, 5-9.
Manning, K., Zachar, P., Ray, G. E., & LoBello, S. (2006). Research methods courses and the scientist and practitioner interest of psychology majors. Teaching of Psychology, 33, 194-196.
Holmes, J. D., & Beins, B. C. (2009). Psychology is a science: At least some students think so. Teaching of Psychology, 36, 5-11.
Sizemore, O. J., & Lewandowski, G. W., Jr. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology, 36, 90-95.
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