ALL THINGS CONSIDERED Annotated Bibliography on the Teaching of Psychology: 2001 David E. Johnson John Brown University
Simone I. Schroder Arutunoff Learning Resource Center John Brown University 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. References Berry, K. A., & Daniel, R. S. (1984). Annotated bibliography on the teaching of psychology: 1983. Teaching of Psychology, 11, 248–253. Fulkerson, F. E., & Wise, P. S. (1987). Annotated bibliography on the teaching of psychology: 1986. Teaching of Psychology, 14, 250–256. Hakala, C. M. (1999). Some observations of the current state of high school psychology. Teaching of Psychology, 26, 122–123. Johnson, D. E., & Schroder, S. I. (1997). Annotated bibliography on the teaching of psychology: 1996. Teaching of Psychology, 24, 287–293. Wise, P. S., & Fulkerson, F. E. (1996). Annotated bibliography on the teaching of psychology: 1995. Teaching of Psychology, 23, 257–264. Zimbardo, P. G. (Writer, Chief Academic Advisor, Host), & WGBH–TV (Producer). (1989). Discovering psychology [Video series]. Washington, DC: Annenberg-CPB.
Bibliography Abnormal, Clinical, and Counseling 5070. Blanton, P. G. (2001). A model for supervising undergraduate internships. Teaching of Psychology, 28, 217–219. Designed and evaluated a model for supervision of psychology interns at the undergraduate level. 5071. Connor-Greene, P. A. (2001). Family, friends, and self: The real-life context of an abnormal psychology class.
Vol. 29, No. 4, 2002
Teaching of Psychology, 28, 210–212. Surveyed two abnormal psychology classes to assess students’ prior experience with psychiatric disorders in friends, family members, or themselves. 5072. Desrochers, M. N., House, A. M., & Seth, P. (2001). Supplementing lecture with simulations in developmental disabilities: SIDD software. Teaching of Psychology, 28, 227–230. Evaluated Simulations in Developmental Disabilities (SIDD), a multimedia software program that provides students with practice in behavioral assessment and treatment decisions for people with developmental disabilities. 5073. Gilman, R., & Handwerk, M. L. (2001). Undergraduate perceptions of school psychology: Findings and implications. School Psychology Review, 30, 120–134. Examined the differences between student perceptions of clinical psychology and school psychology and found that student knowledge for both was low. 5074. Glenwick, D. S., Slutzsky, M. R., & Garfinkel, E. (2001). Teaching a course in abnormal psychology and behavior intervention skills for nursing home aides. Teaching of Psychology, 28, 133–136. Described a course focused on increasing aides’ basic psychopathology knowledge, behavior management competencies, and listening abilities. 5075. Leffingwell, T. R., Wiechman, S. A, Smith, R. E., Smoll, F. L., & Christensen, D. S. (2001). Sport psychology training within a clinical psychology program and a department of intercollegiate athletics. Professional Psychology: Research & Practice, 32, 531–536. Described a cooperative program between a clinical psychology training program and an intercollegiate athletic department that trains students to practice sport psychology. 5076. McCreary, M. L., & Walker, T. D. (2001). Teaching multicultural counseling prepracticum. Teaching of Psychology, 28, 195–198. Focused on the value of a multicultural counseling prepracticum course for counseling psychology graduate students, with suggestions for teaching such a course. 5077. Norcross, J. C., Sommer, R., & Clifford, J. S. (2001). Incorporating published autobiographies into the abnormal psychology course. Teaching of Psychology, 28, 125–128. Presented a method for incorporating autobiographies into the abnormal psychology course to complement textbook readings with an insider perspective.
337
Awards 5078. Award for distinguished career contributions to education and training. (2001). American Psychologist, 56, 949–951. Citation and biography of Ludy T. Benjamin, Jr., recipient of the Award for Distinguished Career Contributions to Education and Training. 5079. Award for distinguished contributions of applications of psychology to education and training (2001). American Psychologist, 56, 962–964. Citation and biography of Alan M. Lesgold, recipient of the Award for Distinguished Contribution of Applications of Psychology to Education and Training. 5080. Award for distinguished teaching in psychology. (2001). American Psychologist, 56, 585–586. Citation and biography of Frank J. Vattano, recipient of the American Psychological Foundation Award for Distinguished Teaching in Psychology. 5081. Society for the Teaching of Psychology: 2001 teaching award winners. (2001). Teaching of Psychology, 28, 244–248. Honored Jeanne Marsh Stahl, Tonja L. Ringgold, Craig W. Gruber, and Courtney E. Ahrens for excellence in teaching. Cognition, Learning, and Perception 5082. Goolkasian, P., & Van Wallendael, L. (2001). A Web site in cognitive science. Behavior Research Methods, Instruments & Computers, 33, 258–262. Outlined the development and use of a Web site that supported an interdisciplinary course in cognitive science. 5083. Marek, P., & Griggs, R. A. (2001). Useful analyses for selecting a cognitive psychology textbook. Teaching of Psychology, 28, 40–44. Compared 17 cognitive psychology texts and presented the similarities and differences among the books to facilitate instructors’ search for a text that meets their specific course objectives. 5084. McBride-Chang, C. (2001). An alternative approach to the ill-defined problem of teaching problem solving. Teaching of Psychology, 28, 50–52. Presented an approach to teaching problem solving that incorporates both cognitive and social approaches to problem solving, thinking, and decision making. 5085. Millis, K. K. (2001). Comparing two collaborative projects in a cognitive psychology course. Teaching of Psychology, 28, 263–265. Presented guidelines for constructing two class projects that require students to work collaboratively in small groups, in and out of class. 5086. Pittenger, D. J. (2001, January/February). Manual vote recounts: An application of psychophysics. Psychology Teacher Network, 11, 1–2, 13. Used the strategies for manually recounting ballots in Florida to illustrate signal detection theory. 5087. Pittenger, D. J. (2001, September/October). The ups and downs of the stock market: An opportunity to study the effects of partial reinforcement. Psychology Teacher Network, 11, 7, 9. Described how fluctuations in the stock market value can be used to teach learning concepts such as the partial reinforcement effect on extinction. 5088. Sufka, K. J. (2001, November/December). Pain and analgesia: Understanding negative reinforcement. Psychology 338
Teacher Network, 11, 6, 9. Illustrated how the conditioned place preference paradigm in studies of pain reduction demonstrate the principles of negative reinforcement. Computers, Technology, and the Internet 5089. Brink, T. L. (2001, September). Online teaching: Problems and solutions. APS Observer, 14, 19–20, 28. Provided solutions for a variety of potential problems encountered by instructors of online courses. 5090. Brothen, T., & Wambach, C. (2001). Effective student use of computerized quizzes. Teaching of Psychology, 28, 292–294. Studied the effectiveness of computerized quizzes provided by textbook publishers in helping students become more effective learners. 5091. Jason, L. A., Kennedy, C. L., & Taylor, R. R. (2001). Development and evaluation of a Web-based classroom. Journal of Instructional Psychology, 28, 155–160. Reported on the advantages and disadvantages of teaching an applied psychology course that was heavily supported by Web-based documents and exercises. 5092. Malloy, T. E., & Hanley, G. L. (2001). MERLOT: A faculty-focused Web site of educational resources. Behavior Research Methods, Instruments & Computers, 33, 274–276. Described MERLOT (Multimedia Educational Resource for Learning and Online Teaching), which can be used to find peer-reviewed materials and online resources for teaching in a variety of content areas. 5093. Ritzer, D. R., & Sleigh, M. J. (2001, September/October). Student perceptions of technology. Psychology Teacher Network, 11, 3, 11. Reported the results of a survey of 250 students to determine the components of technology that they find most beneficial in their courses. 5094. Vodanovich, S. J., & Piotrowski, C. (2001). Internet-based instruction: A national survey of psychology faculty. Journal of Instructional Psychology, 28, 253–255. Described the results of a survey that indicated both positive and negative aspects of using the Internet as a primary instructional medium. 5095. Wang, A. Y., Newlin, M. H., & Tucker, T. L. (2001). A discourse analysis of online classroom chats: Predictors of cyber-student performance. Teaching of Psychology, 28, 222–226. Analyzed the content of online chats in a statistics course and found that some discourse analysis categories correlated significantly with students’ final grades. 5096. Waschull, S. B. (2001). The online delivery of psychology courses: Attrition, performance, and evaluation. Teaching of Psychology, 28, 143–147. Addressed issues associated with online courses, focusing on introductory psychology. Developmental and A ging 5097. Byrnes, J. P., & McNamar, C. C. (2001). Evaluating doctoral programs in the developmental sciences. Developmental Review, 21, 326–354. Evaluated 97 doctoral programs in the developmental sciences and found that top tier programs tended to have more professionally active faculty. 5098. Foos, P. W. (2001). A self-reference exercise for teaching life expectancy. Teaching of Psychology, 28, 199–201. Designed a study to assess the value of self-referencing as a means Teaching of Psychology
of supplementing information presented in the classroom; students who completed the exercise performed better on a later test than students who did not complete it. 5099. Graham, T. A. (2001). Teaching child development via the Internet: Opportunities and pitfalls. Teaching of Psychology, 28, 67–71. Described the development, implementation, and evaluation of a cross-listed undergraduate and graduate-level child development course on the Internet, including a discussion of the future directions of distance education. 5100. Hershey, D. A., & Jacobs-Lawson, J. M. (2001). Developmental differences in the quality of life: A classroom teaching exercise. Teaching of Psychology, 28, 114–117. Outlined a classroom exercise in which students examine their perceptions of normative developmental patterns in a number of major life domains across the adult life span, with the aim of debunking the myth of a single prime of life. 5101. Mayo, J. A. (2001, March/April). Students as “architects of knowledge” in developmental psychology courses. Psychology Teacher Network, 11, 7, 10. Described a constructivist approach to teaching life span developmental psychology that involves critical thinking projects. 5102. McBride-Chang, C., & Chang, L. (2001). Theory into practice: Cases as illustrations of developmental theories. Teaching of Psychology, 28, 48–50. Described a technique using short stories about individuals to reinforce students’ knowledge of developmental theories; these vignettes may be used as lecture tools, homework assignments, or exam questions. 5103. McIntyre, J. G., Grout, L. A., Jennings, S., & Poppei, J. E. (2001). A framework for teaching human development. Teaching of Psychology, 28, 206–209. Offered guidelines for framing human development courses for nonpsychology majors and psychology majors. 5104. Whitbourne, S. K., Collins, K. J., & Skultety, D. M. (2001). Formative reflections on service-learning in a course on the psychology of aging. Educational Gerontology, 27, 105–115. Evaluated the efficacy of a service learning component in a psychology of aging course and found that volunteer experiences generally enhanced the perceptions of the course by both faculty and students. 5105. Yanowitz, K. L. (2001). Looking to the future: Students’ evaluations of generating lifelines. Teaching of Psychology, 28, 209–210. Described an activity in which students in a developmental psychology course generated lifelines, discussed the lifelines with other students, and compared their lifeline to another one generated later in the semester. 5106. Zablotsky, D. (2001). Why do I have to learn this if I’m not going to graduate school? Teaching research methods in a social psychology of aging course. Educational Gerontology, 27, 609–622. Described a social psychology of aging course in which research methods were incorporated into most course components. Graduate Training Issues 5107. Belter, R. W., & Piotrowski, C. (2001). Current status of doctoral-level training in psychological testing. Journal of Clinical Psychology, 57, 717–726. Surveyed APA-accredited clinical psychology program directors and found a small decline in the emphasis on assessment, particularly using projective techniques. Vol. 29, No. 4, 2002
5108. Burgess, C., Conley, P., Decker, C., & Devitto, Z. (2001). The psychology graduate applicant’s portal. Behavior Research Methods, Instruments & Computers, 33, 263–266. Presented a Web-based clearinghouse of information on the process of applying to graduate school in psychology. 5109. Daw, J. (2001, May). Academic medicine welcomes psychology. Monitor on Psychology, 32, 54. Reported ways that academic psychologists gained a greater voice in medical education. 5110. Grote, C. L., Robiner, W. N., & Haut, A. (2001). Disclosure of negative information in letters of recommendation: Writers’ intentions and readers’ experiences. Professional Psychology: Research & Practice, 32, 655–661. A survey showed that writers of letters of recommendation for internship candidates acknowledge writing about negative characteristics of the candidates, but readers of recent letters of recommendation indicated that very little negative information is conveyed. 5111. LeJuez, D. W., Read, J. P., Gollan, J. K., & Zvolensky, M. J. (2001). Identifying, obtaining, and completing a predoctoral psychology internship: Research considerations. Professional Psychology: Research & Practice, 32, 650–654. Discussed issues related to training in behavioral research during the predoctoral internship in applied areas. 5112. Lopez, S. J., Draper, K., & Reynolds, S. C. (2001). What happens to unplaced internship applicants in psychology? Psychological Reports, 88, 595–605. Surveyed psychology graduate students who did not secure an internship offer by Uniform Notification Day and suggested some ways to improve the selection process. 5113. O’Halloran, M. S., & O’Halloran, T. (2001). Secondary traumatic stress in the classroom: Ameliorating stress in graduate students. Teaching of Psychology, 28, 92–97. Discussed the importance of anticipating and addressing the emotional difficulties students experience in graduate-level courses on trauma and violence; included the importance of self-care for instructors of these classes. 5114. Olson, K. R. (2001). Computerized psychological test usage in APA-accredited training programs. Journal of Clinical Psychology, 57, 727–736. Found that even though the use of computerized psychological testing has increased, training programs have not increased their use of this method during the decade of the 1990s. 5115. Smith, D. (2001, July/August). Making the grade. Monitor on Psychology, 32, 80–82. Illustrated the process by which APA’s Committee on Accreditation determines whether graduate programs meet quality standards. 5116. Stedman, J. M., Hatch, J. P., & Schoenfeld, L. S. (2001). The current status of psychological assessment training in graduate and professional schools. Journal of Personality Assessment, 77, 398–407. Found that a large proportion of graduate students in clinical and counseling psychology lack adequate preparation in test-based assessment techniques. 5117. Walker, K. L., Wright, G., & Hanley, J. H. (2001). The professional preparation of African American graduate students: A student perspective. Professional Psychology: Research & Practice, 32, 581–584. Discussed ways that African American mentors outside traditional educational settings can support the development of African American graduate students. 339
5118. Yalof, J., & Brabender, V. (2001). Ethical dilemmas in personality assessment courses: Using the classroom for in vivo training. Journal of Personality Assessment, 77, 203–213. Encouraged specific training in graduate assessment courses to introduce students to the ways that assessment problems are ethically addressed and resolved. High School 5119. Bristol, A. S., & Gillis, J. M. (2001). Recent developments in high school psychology education: An extension of Hakala (1999). Teaching of Psychology, 28, 62–64. Discussed recent developments in high school psychology education: the initiation of the Psychology Partnership Project, the creation of national teaching standards, and the increased usefulness of the Internet and other computer technology. 5120. Chamberlin, J. (2001, July/August). The first-ever high school psychology convention. Monitor on Psychology, 32, 86–87. Described how eight Advanced Placement high school students planned and organized a psychology conference. 5121. Johnston, D. (2001, November/December). Using a WebQuest for a research project. Psychology Teacher Network, 11, 10–11. Outlined the use of a structured activity in which students used the Internet to answer questions posed by the teacher. 5122. Lloyd, M. A. (2001, September/October). Looking for an undergraduate psychology program: Points to consider. Psychology Teacher Network, 11, 1, 6. Outlined strategies high school students can use to help them select a compatible undergraduate psychology program. 5123. Park, D. (2001, November/December). Internet research activity & psychology newsletter project. Psychology Teacher Network, 11, 13. Described a project in which high school students investigated psychological disorders and demonstrated their knowledge in the publication of a newsletter. 5124. Whitlock, K. H. (2001, March/April). Reviewing for the AP Psychology Exam. Psychology Teacher Network, 11, 3, 6, 8. Presented specific strategies from several high school teachers for preparing students for the Advanced Placement test. Introductory Psychology 5125. Bacon, S. F., & Jakovich, J. A. (2001). Instructional television versus traditional teaching of an introductory psychology course. Teaching of Psychology, 28, 88–92. Compared the effectiveness of an introductory psychology course delivered through instructional television with the same course taught in a traditional classroom. 5126. Balch, W. R. (2001). Study tips: How helpful do introductory psychology students find them? Teaching of Psychology, 28, 272–274. Reported an attempt to help introductory psychology students with study skills. 5127. Gaultney, J. F., & Cann, A. (2001). Grade expectations. Teaching of Psychology, 28, 84–87. Investigated how students in introductory psychology classes preferred to be graded and assessed student subgroup differences in these preferences, which may pay off in reduced attrition rates. 5128. Keith, K. D. (2001, January/February). Letters home: Writing for understanding in introductory psychology. Psychology Teacher Network, 11, 12–13. Described a technique in 340
which students wrote letters to a relative or acquaintance explaining course content. 5129. Koschmann, N., & Wesp, R. (2001). Using a dining facility as an introductory psychology research laboratory. Teaching of Psychology, 28, 105–108. Described the advantages of using the college dining facility as a real-life laboratory where students can apply research skills. 5130. Kretchmar, M. D. (2001). Service learning in a general psychology class: Description, preliminary evaluation, and recommendations. Teaching of Psychology, 28, 5–10. Described the mechanics of an introductory psychology course including the logistics of developing and managing a service-learning component and concerns inherent in placing students in community agencies. 5131. Maki, W. S., & Maki, R. H. (2001). Mastery quizzes on the Web: Results of a Web-based introductory psychology course. Behavior Research Methods, Instruments & Computers, 33, 212–216. Described the use and efficacy of a Web-based program that allows online quizzing of students. 5132. McCann, L. I., Perlman, B., & De Both, T. L. (2001). Instructor evaluations of introductory psychology teaching techniques. Teaching of Psychology, 28, 274–276. Gathered data from introductory psychology teachers on frequency of use and perceived effectiveness of 22 methods used to improve student performance. 5133. Rudmann, D. S. (2001, January/February). Using classic studies in an introductory psychology course. Psychology Teacher Network, 11, 3–4, 6. Described the use of important studies in psychology that are accessible to introductory psychology students and provide a basis for classroom discussion. 5134. Scialfa, C., Legare, C., Wenger, L., & Dingley, L. (2001). Difficulty and discriminability of introductory psychology test items. Teaching of Psychology, 28, 11–15. Analyzed multiple-choice questions provided in test banks for introductory psychology textbooks and made recommendations for instructors who want to improve the mulitple-choice exams they use. 5135. Shimoff, E., & Catania, A. C. (2001). Effects of recording attendance on grades in introductory psychology. Teaching of Psychology, 28, 192–195. Found that recording class attendance, without awarding course credit for attendance, increased both attendance and overall academic performance. Research Methods 5136. Eamon, D. B. (2001). Using on-line and CD–ROM database archives as an adjunct to teaching survey research methods. Behavior Research Methods, Instruments & Computers, 33, 141–148. Discussed the pros and cons of using readily available databases in a survey research course as opposed to having students conduct studies in which data are collected directly from participants. 5137. MacWhinney, B., St. James, J., Schunn, C., Li, P., & Schneider, W. (2001). STEP—A system for teaching experimental psychology using E-Prime. Behavior Research Methods, Instruments & Computers, 33, 287–296. Described STEP (System for the Teaching of Experimental Psychology), a system that allows development of Web-based resources constructed with E-Prime. 5138. Pohl, E. W., & Kipp, K. (2001, November/December). Dear editor: A psychology exercise to evaluate the MoTeaching of Psychology
zart Effect. Psychology Teacher Network, 11, 4. Outlined an activity in which students learn about the Mozart Effect and compose editorial letters about the topic that would be suitable for newspapers. 5139. Proctor, R. W., & Capaldi, E. J. (2001). Improving the science education of psychology students: Better teaching of methodology. Teaching of Psychology, 28, 173–181. Detailed the inadequacies of current methodological texts with respect to their treatment of science and described a more currently acceptable conception of science; included recommendations for improving the science education of psychology students. 5140. Pury, C. L. S. (2001). Use of in-class lab groups to enrich independent research projects. Teaching of Psychology, 28, 280–282. Suggested that the independent project required by methodology courses can be profitably combined with a lab group model; students benefit from in-depth exposure to their peer group members’ projects. 5141. Smith, G. E., & Eggleston, T. J. (2001). Comprehending APA style through manuscript analysis. Teaching of Psychology, 28, 108–110. Investigated the effectiveness of a teaching activity designed to enhance students’ understanding of APA style. 5142. Steele, K. M. (2001, November/December). The “Mozart Effect”: An example of the scientific method in operation. Psychology Teacher Network, 11, 2–3, 5. Illustrated how solid research methods led to dispelling claims associated with the Mozart Effect. Social, Cultural, Ethnic, Sexuality, and Gender Issues 5143. Albrecht, T. L., & Nelson, C. E. (2001). Teaching the Holocaust as an interdisciplinary course in psychology. Teaching of Psychology, 28, 289–291. Presented a rationale for teaching a course titled The Holocaust, Social Prejudice, and Morality. 5144. Bleske-Rechek, A. L. (2001). Obedience, conformity, and social roles: Active learning in a large introductory psychology class. Teaching of Psychology, 28, 260–262. Described a small-group activity designed to help students apply the findings from classic studies of conformity, obedience, and social roles; students preferred the activity to a lecture. 5145. Fernald, C. D. (2001). A summer undergraduate psychology internship in Scotland. Teaching of Psychology, 28, 60–61. Described a program that combined a summer psychology internship with study abroad, provided students with hands-on experience with people with disabilities, and expanded their global perspectives. 5146. Ganske, K. H., & Hebl, M. R. (2001). Once upon a time there was a math contest: Gender stereotyping and memory. Teaching of Psychology, 28, 266–268. Outlined an exercise that helped students learn about memory processes and the influences of gender stereotyping on behavior. 5147. Giuliano, T. A. (2001). Student presentations of the life and work of prominent social psychologists. Teaching of Psychology, 28, 269–271. Described an exercise designed to foster a richer understanding of concepts, theories, and experiments in social psychology. 5148. Hammer, E. Y., & Giordano, P. J. (2001). Dual-gender team-teaching human sexuality: Pedagogical and practiVol. 29, No. 4, 2002
cal issues. Teaching of Psychology, 28, 132–133. Discussed the benefits of a dual-gender team-taught course, including how to set up a team-taught course, how to manage classroom dynamics, and how to deal with grading issues. 5149. Hartlaub, M. G., & Dreznick, M. T. (2001). Human sexuality textbooks: A critical look at the visual presentation of sexually explicit material. Teaching of Psychology, 28, 219–221. Investigated the use of photographs and drawings to illustrate human sexuality textbooks and discussed the possible effects the types of illustrations may have on students’ perceptions. 5150. Hull, D. B. (2001). Teaching students about international psychology. Teaching of Psychology, 28, 29–32. Presented a method for assessing student attitudes toward studying international psychology and for acquainting them with broad issues in international psychology and with specific knowledge of the practice of psychology in one country. 5151. Junn, E. N., Grier, L. K., & Behrens, D. P. (2001). Playing “Sherlock Holmes”: Enhancing students’ understanding of prejudice and stereotyping. Teaching of Psychology, 28, 121–124. Described a simple, innovative classroom exercise designed to heighten students’ understanding of stereotyping and prejudice. 5152. Madson, L. (2001). A classroom activity exploring the complexity of sexual orientation. Teaching of Psychology, 28, 32–35. Described a classroom activity that requires students to apply various criteria to categorize the sexual orientation of 10 fictional people and in the process to realize how difficult it is to define rigid and consistent categories of sexual orientation. 5153. McGovern, T. V. (2001). A multicultural autobiographies interdisciplinary course. Teaching of Psychology, 28, 215–217. Described an integration of psychology and literature in an interdisciplinary course on multicultural autobiographies; students are challenged by the task of integrating readings from multiple authors and the perspectives of literature and psychology. 5154. Miller, J. L., Dzindolet, M. T., Weinstein, L., Xie, X., & Stones, C. R. (2001). Faculty and students’ views of teaching effectiveness in the United States, China, and South Africa. Teaching of Psychology, 28, 138–142. Examined the definition of teaching effectiveness cross-culturally and the issue of differences between traditional and nontraditional students’ views of teaching effectiveness in three countries. 5155. Moradi, B., & Yoder, J. D. (2001). Demonstrating social constructionism in psychology courses: The “Who am I?” exercise. Teaching of Psychology, 28, 201–203. Described a class exercise aimed at facilitating students’ understanding of social constructionism and initiating discussion about the meaning of gender. 5156. Riniolo, T. C., Torrez, L. I., & Schmidt, L. A. (2001). Who would survive the Titanic today? A classroom exercise. Teaching of Psychology, 28, 46–48. Described a classroom exercise that emphasizes the subjectivity and complexity associated with generalizing psychological knowledge to different points in time. 5157. Roskos-Ewoldsen, D. R., & Roskos-Ewoldsen, B. (2001). Using video clips to teach social psychology. Teaching of Psychology, 28, 212–215. Explored the pedagogical effectiveness of using short video clips from feature films to highlight theoretical concepts when teaching social psychology. 5158. Stewart, T. L. (2001). The “small talk” activity: An interactive, applied learning technique. Teaching of Psychol341
ogy, 28, 52–54. Demonstrated the use of a classroom “small talk” activity similar to that of social gatherings to help students gain a comprehensive overview of course material and to apply course content to situations outside the classroom. 5159. Van Wallendael, L. R. (2001). Psychology of women and the potential for influencing students’ lives: An interview with Margaret W. Matlin. Teaching of Psychology, 28, 150–154. Matlin discussed the variety of courses she has taught, especially courses in the psychology of women. 5160. Waterman, A. D., Reid, J. D., Garfield, L. D., & Hoy, S. J. (2001). From curiosity to care: Heterosexual student interest in sexual diversity classes. Teaching of Psychology, 28, 21–26. Examined the impact of the Psychology of Homosexuality course on heterosexual students’ attitudes toward and knowledge about sexual minorities; included the most effective teaching strategies and additional recommendations. Statistics 5161. Bartz, A. E., & Sabolik, M. A. (2001). Computer and software use in teaching the beginning statistics course. Teaching of Psychology, 28, 147–149. Reported results of a survey examining computer-assisted data analysis in undergraduate psychology departments and discussed suggestions for future research. 5162. Dolinsky, B. (2001). An active learning approach to teaching statistics. Teaching of Psychology, 28, 55–56. Provided practical suggestions on creating a collaborative environment in which to use active learning strategies as the primary method to teach statistics. 5163. Hurlburt, R. T. (2001). “Lectlets” deliver content at a distance: Introductory statistics as a case study. Teaching of Psychology, 28, 15–20. Compared lectlet-based (Web streamed-audio lecture synchronized to an interactive text-graphics display) distance education to traditional education. 5164. Malloy, T. E. (2001). Difference to inference: Teaching logical and statistical reasoning through online interactivity. Behavior Research Methods, Instruments & Computers, 33, 270–273. Presented Difference to Inference, a JAVA-based program that presents challenges of choosing appropriate methodological and statistical techniques in a game format. 5165. Malloy, T. E., & Jensen, G. C. (2001). Utah virtual lab: JAVA interactivity for teaching science and statistics online. Behavior Research Methods, Instruments & Computers, 33, 282–286. Described a comprehensive online system that allows instructors to manage an online course and promotes communication between students in that course. 5166. Morgan, B. L. (2001). Statistically lively uses for obituaries. Teaching of Psychology, 28, 56–58. Described the benefits of using a real data set comprised of local obituaries to illustrate a variety of research issues, such as missing data, outliers, comparing means, and hypothesis testing. 5167. Peden, B. F. (2001). Correlational analysis and interpretation: Graphs prevent gaffes. Teaching of Psychology, 28, 129–131. Described an activity in which students computed Pearson correlation coefficients from data sets, drew scatter graphs of the data, and wrote short paragraphs about their results.
342
5168. Perkins, D. V., & Saris, R. N. (2001). A “jigsaw classroom” technique for undergraduate statistics courses. Teaching of Psychology, 28, 111–113. Described the “jigsaw classroom” technique, in which a worksheet is divided into two to four complementary steps that are distributed to different groups of students who then collaborate with students working on the other steps. 5169. Warner, C. B., & Meehan, A. M. (2001). Microsoft Excel© as a tool for teaching basic statistics. Teaching of Psychology, 28, 295–298. Suggested Microsoft Excel as an alternative to specialized statistical packages for teaching basic statistics. Testing 5170. Kellum, K. K., Carr, J. E., & Dozier, C. L. (2001). Response-card instruction and student learning in a college classroom. Teaching of Psychology, 28, 101–104. Assessed the effects of in-class review questions on learning and participation in a community college classroom; the use of response cards resulted in greater student participation. 5171. Kottke, J. L. (2001). Students’ reactions to written test item rebuttals. Journal of Instructional Psychology, 28, 256–258. Outlined a method that allowed students to give the instructor written feedback on why they chose specific alternatives on multiple-choice exams. 5172. Ruscio, J. (2001). Administering quizzes at random to increase students’ reading. Teaching of Psychology, 28, 204–206. Described a system involving randomly administered quizzes, presented data in support of its effectiveness, and offered suggestions for its implementation in classes of any size. 5173. Stalder, D. R. (2001). The use of discrimination indexes in constructing course exams: A question of assumptions. Teaching of Psychology, 28, 278–280. Examined the problems associated with using a discrimination index as a way of assessing the reliability of exams. Textbook Issues 5174. Griggs, R. A., & Marek, P. (2001). Similarity of introductory psychology textbooks: Reality or illusion? Teaching of Psychology, 28, 254–256. Examined whether the perception of extensive similarity in introductory psychology textbooks is accurate and explained why this perception is important in the textbook selection process. 5175. Griggs, R. A., & Koenig, C. S. (2001). Brief introductory psychology textbooks: A current analysis. Teaching of Psychology, 28, 36–40. Analyzed 15 brief introductory psychology textbooks, comparing their length, pedagogical aids, and topic coverage. 5176. Jackson, S. L., Lugo, S. M., & Griggs, R. A. (2001). Research methods textbooks: An objective analysis. Teaching of Psychology, 28, 282–288. Compared 26 methods textbooks published between 1995 and 1999 to help teachers find the text that best suits their preferences and needs. 5177. Wong, F. Y., Harper, G. W., Duffy, K. G., Faulring, C., & Eggleston, B. (2001). A content analysis of HIV/AIDS information in psychology textbooks: Implications for educa-
Teaching of Psychology
tion, training, and practice. AIDS Education & Prevention, 13, 561–570. Analyzed the treatment of HIV/AIDS issues in psychology texts from a variety of content areas and found that most texts cover HIV/AIDS, but do so in perfunctory ways. Undergraduate Training Issues 5178. Benjamin, L. T., Jr. (2001). American psychology’s struggles with its curriculum: Should a thousand flowers bloom? American Psychologist, 56, 735–742. Reviewed the history of the debate over whether undergraduate psychology should have a prescribed core curriculum. 5179. Briihl, D. S. (2001). Life after college: Psychology students’ perceptions of salary, business hiring criteria, and graduate admission criteria. North American Journal of Psychology, 3, 321–330. Found that students tend to be unaware of the value of graduate admissions criteria beyond GPA and GRE scores and they overestimated the starting salaries of psychologists with graduate degrees. 5180. Cerbin, W. (2001, April). The course portfolio. APS Observer, 14, 16–17, 30–31. Described the procedures, advantages, and some helpful hints for developing teaching portfolios. 5181. Chamberlin, J. (2001, July/August). Discover psychology all over again. Monitor on Psychology, 32, 26–27. Described the production of new modules for Zimbardo’s (1989) Discovering Psychology video series. 5182. Chamberlin, J. (2001, April). Turning students into advocates. Monitor on Psychology, 32, 82–85. Discussed ways that faculty members teach students the relationships between psychology and policy-making. 5183. Kaufman, J. C., & Bristol, A. S. (2001). When Allport met Freud: Using anecdotes in the teaching of psychology. Teaching of Psychology, 28, 44–46. Showed that using relevant anecdotes made a lecture more enjoyable and helped students learn and remember the information. 5184. Kruger, D. J., & Zechmeister, E. B. (2001). A skills-experience inventory for the undergraduate psychology major. Teaching of Psychology, 28, 249–253. Presented results of two studies using a skills-experience inventory to assess academic skills of psychology majors. 5185. Lammers, W. J. (2001). An informal seminar to prepare the best undergraduates for doctoral programs in psychology. Teaching of Psychology, 28, 58–59. Described a seminar to prepare quality undergraduates for application to and success in graduate school, with particular emphasis on doctoral programs. 5186. Mullins, P. A. (2001, October). Using outside speakers in the classroom. APS Observer, 14, 23–24, 41. Provided a rationale for using special speakers in classes and tips for integrating their presentations into the flow of the course. 5187. Norcross, J. C., Slotterback, C. S., & Krebs, P. M. (2001). Senior advice: Graduating seniors write to psychology freshmen. Teaching of Psychology, 28, 27–29. Described an assignment in which graduating psychology majors provided written advice via letters to incoming psychology freshmen within the same department. 5188. Rosenthal, G. T., McKnight, R. R., & Price, A. W. (2001). Who, what, how, and where the typical psychologist is … the Profession of Psychology Scale. Journal of Instruc-
Vol. 29, No. 4, 2002
tional Psychology, 28, 220–224. Described the results of an inventory for assessing public attitudes and perceptions of psychologists and found many misperceptions. 5189. Saville, B. K. (2001). Reminiscences, reasons, and recommendations: An interview with Charles L. Brewer. Teaching of Psychology, 28, 231–234. Brewer shared anecdotes from his teaching experience and his years as editor of ToP and offered advice for those interested in improving their classroom performance. 5190. Sleigh, M. J., & Ritzer, D. R. (2001, November). Encouraging student attendance. APS Observer, 14, 19–20, 32–33. Discussed a variety of methods instructors may consider to promote student attendance. 5191. Wilson, J. H., & Taylor, K. W. (2001). Professor immediacy as behaviors associated with liking students. Teaching of Psychology, 28, 136–138. Examined the relations among immediacy behaviors and students’ perceptions of the instructor’s attitudes toward them. 5192. Zechmeister, E. B., & Helkowski, C. (2001). A career course and fair. Teaching of Psychology, 28, 276–278. Implemented a psychology careers course focused on opportunities with a master’s degree that culminated in a student-run career fair. 5193. Zlokovich, M. S. (2001, January). Grading for optimal student learning. APS Observer, 14, 12–13, 20–21. Discussed procedures for choosing grading procedures and ways to articulate the rationale of those procedures to students. Miscellaneous 5194. Butler, A., Phillmann, K., & Smart, L. (2001). Active learning within a lecture: Assessing the impact of short, in-class writing exercises. Teaching of Psychology, 28, 257–259. Described an in-class writing exercise that appears to be an easy and effective way to enhance a lecture and stimulate active learning during class. 5195. Carroll, D. W. (2001). Using ignorance questions to promote thinking skills. Teaching of Psychology, 28, 98–100. Explored the educational value of students writing questions on what they do not know about course content to teach them to recognize omissions in textbooks. 5196. Fenster, A., Markus, K. A., Wiedemann, C. F., Brackett, M. A., & Fernandez, J. (2001). Selecting tomorrow’s forensic psychologists: A fresh look at some familiar predictors. Educational & Psychological Measurement, 61, 336–348. Examined several measures of student abilities to predict their long-term performance in a master’s degree program in forensic psychology. 5197. 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. Discussed the importance of courses in science and pseudoscience to undergraduate education in psychology and provided suggestions for course materials. 5198. McCarthy-Tucker, S. (2001). Developing student critical thinking skills through teaching psychology: An interview with Claudio S. Hutz. Teaching of Psychology, 28, 72–76. McCarthy-Tucker interviewed Hutz about his interest in teaching critical thinking skills, developing interactive
343
methods of teaching using the Internet, and the differences between teaching psychology in Brazil and the United States. 5199. Paddock, J. R., Terranova, S., & Giles, L. (2001). SASB goes Hollywood: Teaching personality theories through movies. Teaching of Psychology, 28, 117–121. Described a technique for teaching personality theories to undergraduate psychology students using segments from feature films that illustrate key concepts. 5200. Prieto, L. R. (2001). The archives of the history of American psychology: An interview with David B. Baker. Teaching of Psychology, 28, 299–302. Baker discussed his interest in the history of psychology and his role as director of the Archives of the History of American Psychology. 5201. Smith, E. W., & McIntosh, W. D. (2001). Offering a course in humanistic and transpersonal psychology in a traditional psychology department. Teaching of Psychology, 28, 64–66. Outlined a course in humanistic and transpersonal
344
psychology, which brings the ideas from many ancient traditions into a psychological language and scientific framework. 5202. Trahan, W. A., & McAllister, H. A. (2001). Master’s level training in industrial/organizational psychology: Does it meet the SIOP guidelines? Journal of Business & Psychology, 16, 457–465. Surveyed recent graduates of 38 I/O terminal master’s degree programs and found that the programs generally comply with the guidelines established by the Society for Industrial and Organizational Psychology.
Note Send correspondence concerning this article to David E. Johnson, Department of Psychology, John Brown University, Siloam Springs, AR 72761; e-mail:
[email protected].
Teaching of Psychology
