Annotated Bibliography on the Teaching of Psychology 1976

Daniel R. S. Lux D. Knowlan L. A. Annotated bibliography on the teaching of psychology 1975. Teaching of Psychology, 1976, 3, 193–196.

Dresser R. F. Jones C. S. Daniel R. S. Annotated bibliography on the teaching of psychology 1974. Teaching of Psychology, 1975, 2, 188–191.

Johnson M. Daniel R. S. Comprehensive annotated bibliography on the teaching of psychology at the undergraduate level through 1972 JSAS Catalog of Selected Documents in Psychology, 1974, 4, 108 (MS #735).

Jones C. S. Saff J. L. Daniel R. S. Annotated bibliography on the teaching of psychology 1973. Teaching of Psychology, 1974, 1, 75–79.

Acker L. E. Goldwater B. C. Mastery performance or PSI: A goad by any other name… Teaching of Psychology, 1976, 3, 91. Author's clarification of a previous article (see #944).

Andrews D. A. Gendreau P. Undergraduate training and correctional service. Professional Psychology, 1976, 7, 21–30. Outlines several roles useful in training and describes selection, pretraining, and supervision required.

Austin J. D. An experimental study of the effects of three instructional methods in basic probability and statistics. Journal for Research in Mathematics Education, 1974, 5, 146–154. Experimental demonstration of the value of using figures, diagrams, graphs in teaching statistics.

Ballard M. Rearden J. Nelson L. Student and peer rating of faculty. Teaching of Psychology, 1976, 3, 88–90. Two types of student ratings and a peer rating showed good student-peer relations and evidence that ratings are valid.

Barrera M. Jr. Glasgow R. E. Design and evaluation of a personalized instruction course in behavioral self-control. Teaching of Psychology, 1976, 3, 81–84. Low withdrawal rate and student success in modifying behaviors characterized this application of PSI.

Batson C. D. Johnson A. Arousing intrinsic motivation as a goal for introductory classes: A case study. Teaching of Psychology, 1976, 3, 155–159. Construction, administration and evaluation of a course in social psychology which aroused interest and supported the use of undergraduate TAs.

Bedard R. R. Effects of two structured modes of student response to lecture material (University of Arizona, 1975). Dissertation Abstracts International, 1975, 36A, 2015 (#75–22,384). Efficacy of the lecture method is affected by various methods of structuring student response modes in a development course.

Benjamin L. Jr. Perceptual demonstrations—or what to do with an equipment budget of $75. Teaching of Psychology, 1976, 3, 37–39. Description of six inexpensive apparati useful for demonstration and laboratory.

Benjamin L. T. Heider K. L. History of psychology in biography: A bibliography. JSAS Catalog of Selected Documents in Psychology, 1976, 6, 61 (MS #1276). Sources for over 200 biographies useful as teaching material in history and other courses.

Bijou S. W. Morris E. K. Parsons J. A. A PSI course in child development with a procedure for reducing student procrastination. Journal of Personalized Instruction, 1976, 1, 36–40. A weekly point system for units completed resulted in more even pacing without undesirable side effects.

Blampied N. M. Black W. A. M. Training in behavior therapy and behavior modification in colleges and universities: A bibliography. Teaching of Psychology, 1976, 3, 90–91. Thirty-six items and explanatory comments.

Bluestein V. Notes and observations on teaching “the psychology of death.” Teaching of Psychology, 1976, 3, 115–118. Description of a thanatology course with emphasis on the stages of development students exhibit through the term.

Boeding C. H. Vattano F. J. Undergraduates as teaching assistants: A comparison of two discussion methods. Teaching of Psychology, 1976, 3, 55–59. Evidence for the value of undergraduate TAs and for each of two discussion methods depending upon criteria.

Braswell M. C. The effects of eclectic human relations training upon graduate and undergraduate students enrolled in a counseling and guidance curriculum (University of Southern Mississippi, 1975). Dissertation Abstracts International, 1975, 36A, 2016 (75-22,491). Graduates progressed more than undergraduates and intensive short-term training was more effective than the extended phase.

Brickman P. Publication as a model for teacher and student evaluation. Teaching of Psychology, 1976, 3, 31–32. Describes a plan of publishing successful courses as a basis for proper evaluation of faculty.

Buys C. J. Freud in introductory psychology texts. Teaching of Psychology, 1976, 3, 160–167. Historical review shows authors' position on Freud reflects empirical vs non-empirical leanings.

Caffrey B. Lile S. Similarity of attitudes toward science on the part of psychology and physics students. Teaching of Psychology, 1976, 3, 24–26. Results suggest that psychology is still knocking on the door of science, but older sciences are not answering.

Calhoun J. F. The combination of elements in the personalized system of instruction. Teaching of Psychology, 1976, 3, 73–76. An experiment that showed each of the four major features of PSI to be desirable for success in a personality course.

Cashen V. M. Leicht K. L. Ramseyer G. C. Effects of temporal sequencing of student study and teacher presentation on examination performance. Journal of Psychology, 1975, 91, 11–14. Reading an assignment before, vs reading after teacher discussion showed no difference on tests in introductory psychology.

Cayton T. G. A comparison of three methods of teaching child psychology (Florida State University). Dissertation Abstracts International, 1975, 35B, 4622 (75–6309). Contingency managed instruction with eight dependent variables gave fewer advantages than is usually found.

Chandler T. A. Utilization of contract options in teaching educational psychology. Teaching of Psychology, 1976, 3, 26–28. How the contract grading system can be used to integrate and enrich a course.

Change Magazine. A look at: Change Magazine, 1976, 8(2), 62–64. Brief description of six unusual courses and formats: behavior modification, guest telelectures, ageing, filmed lectures, death, and science fiction.

Clarke D. E. The effects of feedback and motivation on persistence, performance and satisfaction in an introductory psychology course. New Zealand Psychologist, 1976, 5, 2–10. Feedback influenced satisfaction and interacted with motivation to influence grades.

Cohen L. H. Sechrest L. B. The APA evaluation of Teaching of Psychology. Teaching of Psychology, 1976, 3, 130–134. How APA evaluates a new publication venture and a report that ToP is serving the need for communication among teachers.

Coldeway D. C. A comparison of a high and a low avoidance contingency used in a programmed, instructor paced course in psychology (University of Illinois, Chicago, 1974). Dissertation Abstracts International, 1975, 35B, 3607–3608 (#75–1795). Student ratings favored low contingency, but other measures showed no difference in introductory psychology.

Costin F. Difficulty and homogeneity of three-choice versus four-choice objective test items when matched for content of stem. Teaching of Psychology, 1976, 3, 144–145. Tests for introductory psychology with 3-choice items are as good as 4-choice by tests of difficulty and homogeneity.

Croft R. G. F. Johnson W. G. Berger J. Zlotlow S. F. The influence of monitoring on PSI performance. Journal of Personalized Instruction, 1976, 1, 28–31. Various monitoring systems led to earlier completion but not to differential scores in a personality course.

Daniel R. S. Loveland E. H. Report on the status of ToP. Teaching of Psychology, 1976, 3, 129–130. Details of the plan to continue the journal under Division Two auspices.

Davison J. H. Effects of small group discussions on personal learning and personality in an educational psychology course (University of Waterloo, 1974). Dissertation Abstracts International, 1974, 35B, 2401. Shows personal learning outcomes were better from a small group than from large lecture classes.

Derner G. I. The education for the profession of clinical psychology and psychology technician. Clinical Psychologist, 1976, 29, 1–2; 13. Suggests technical training at the AB level with elimination of the clinical MA degree.

DeVoge S. Varble D. L. The joint use of experiential and cognitive learning in the classroom: Teaching with personal relevance. Teaching of Psychology, 1976, 3, 168–171. Courses in personality and in counseling were developed around an integration of the two methods to effect learning improvement.

Dimond R. E. Senter R. J. An organizational framework for the teaching of basic psychology. Teaching of Psychology, 1976, 3, 181–182. A scheme to subsume topics under a limited number of psychological processes.

Domino G. Wechter V. T. Joint teaching of undergraduate courses in creativity. Teaching of Psychology, 1976, 3, 123–127. Description of a psychology course, an art course, their integration, and an assessment of the union.

Edwards J. Words vs records: A practical behavior recording exercise for psychology courses. Teaching of Psychology, 1976, 3, 35–37. A training method for precision in observing rates of emission of specific behaviors and comparisons with predictions of those rates.

Egerton J. Teaching learning while learning to teach. Change Magazine, 1976, 8(2), 58–61. Description of Jernstedt's course in learning at Dartmouth featuring performance based evaluations and vigorous participation.

Ehlers T. Geyer M. Geisen H. [On the predictability of study success of students of psychology at the University of Marburg.] Psychologische Beitrage, 1975, 17, 418–444. Longitudinal study to discover factors in undergraduate performance prediction.

Entin E. E. Some strategies for textbook rating. Journal of Biological Psychology, 1976, 18, 18–22. Description of a method for obtaining ratings of texts by students in introductory psychology.

Federici L. Schuerger J. High school psychology students versus non-high school psychology students in a college introductory class. Teaching of Psychology, 1976, 3, 172–174. Research study which shows students do not seem to transfer high school course learning to the college course.

Feldhusen J. F. Careers in educational psychology: I. The educational psychologist as a university professor. Educational Psychologist, 1976, 12, 83–90. Research, teaching and outside activities of educational psychology teachers.

Fenster C. A. Litwack T. R. Symonds M. A model for a Doctor of Psychology program in forensic psychology: Curriculum and rationale. Teaching of Psychology, 1976, 3, 84–87. Course and fieldwork requirements, guidelines, objectives, and sequential steps in a proposed degree program.

Frederiksen L. W. Bezel H. Controlling effects of course credit in a college population. Psychological Record, 1976, 26, 79–85. Contingent credit on weekly quizzes gave higher performance from a controlled experiment in introductory psychology.

Fricke L. R. A study of the perceptions of three groups regarding the preparation of community college psychology teachers in Florida and Texas (East Texas State University, 1974). Dissertation Abstracts International, 1975, 35B, 3554 (#75–1579). Deans, chairpersons, and teachers differ on several issues of preparation, but agree that teachers need more psychological training.

Gardner J. M. The myth of mental illness game: Sick is just a four letter word. Teaching of Psychology, 1976, 3, 141–142. Instructions for a classroom game to dramatize misconceptions about mental illness.

Gaynor J. Millham J. Student performance and evaluation under variant teaching and testing methods in a large college course. Journal of Educational Psychology, 1976, 68, 312–317. Three teaching methods and two testing schedules show achievement differences in introductory psychology.

Giambra L. M. Mathematical background and grade-point average as predictors of course grade in an undergraduate behavioral statistics course: A replication. Teaching of Psychology, 1976, 3, 184–185. Verification and extension of results found earlier.

Giesen H. Ehlers T. Geyer M. [Anxiety and performance: An investigation of the prediction of predictability.] Zeitschrift fur Experimentelle und Angewandte Psychologie, 1976, 23, 175–189. Confirmed the U-shaped curve of anxiety and performance in a group of psychology college students and in high school students.

Glenwick D. S. Burka A. A. Relevance rides again: Enhancing the attractiveness of undergraduate research experience. Teaching of Psychology, 1976, 3, 137–138. Use of a class in development as assistants in field research to enhance understanding of its worth to contemporary life.

Gormally J. Hill C. E. Gulanick N. McGovern T. The persistence of communications skills for undergraduate and graduate trainees. Journal of Clinical Psychology, 1975, 31, 369–372. Interview skills taught in a personality course persisted over long periods.

Guest S. J. Personality factors and attitudes toward mental illness in a college companionship therapy program (Auburn University, 1974). Dissertation Abstracts International, 1975, 35B, 3580 (#74-19,381). Race, mentally ill kin, and sex were interrelated with attitudes after an 8-week hospital segment in an abnormal psychology course.

Hanna G. S. Newhouse R. C. Hudson W. L. Kalb A. W. An attempt to match students with instructors. Psychological Reports, 1976, 39, 367–370. Failed to find an effect from the manipulation in two sections of an educational psychology course.

Harper R. S. Where is CAMAS for GPIPs now that we need one?. Teaching of Psychology, 1976, 3, 134–136. Experiences and arguments supporting the need for a standardized graduate school application process.

Heaton M. E. The effect of grade contingency and two modes of feedback on achievement in peer teaching in the college classroom (University of Georgia, 1974). Dissertation Abstracts International, 1975, 35A, 6512 (#75–8151). Students' performance determined their peer teachers' grades in three ways and demonstrated excellent teaching from student TAs.

Henneberry J. K. Initial progress rates as related to performance in a personalized system of instruction. Teaching of Psychology, 1976, 3, 178–181. Students in an introductory PSI course who are fast starters tend to earn higher grades.

Hess A. K. The parts party as a method of teaching personality theory and dynamics. Teaching of Psychology, 1976, 3, 32–33. Role playing of personality constructs used as a didactic device.

Hettich P. The journal: An autobiographical approach to learning. Teaching of Psychology, 1976, 3, 60–63. Description and evaluation of a daily log to involve students in taking their learning outside of the classroom.

Hulicka I. M. Morganti J. B. An undergraduate concentration in the psychology of aging: Approach, program, and evaluation. Educational Gerontology, 1976, 1, 107–118. Describes the program, including objectives, curriculum, field experience, advisement, within the psychology major.

Hurley G. Intradepartmental transfer of graduate students: A note to undergraduate and graduate advisors. Teaching of Psychology, 1976, 3, 185–186. Survey shows that graduate students do change programs for good cause, but it is not a valid plan for easier admission.

Hurt B. L. Psychological education for college students: A cognitive developmental curriculum (University of Minnesota, 1974). Dissertation Abstracts International, 1975, 35A, 5119–5120 (#75–2107). Manipulated empathy training and practical experience in an educational psychology course to show that both features contributed to growth.

Irion A. L. A survey of the introductory course in psychology. Teaching of Psychology, 1976, 3, 3–8. Author's sabbatical year spent in 43 site visits plus 193 questionnaires to get an overview of the state of the art.

Janssen P. With a little help from their friends. Change Magazine, 1976, 8(2), 50–53. Description of Maas' use of undergraduate SAs in introductory psychology at Cornell.

Johnson K. R. Sulzer-Azaroff B. Maass C. A. The effects of internal proctoring upon examination performance in a personalized instruction course. Journal of Personalized Instruction, 1976, 1, 113–117. Students enrolled in an educational psychology course served as proctors to other students and then scored higher on units they proctored.

King D. J. Rated teaching ability and theoretical orientation. Teaching of Psychology, 1976, 3, 30–31. The scale, “environmental determinism” was found to correlate with students' evaluation of teaching.

Klos D. S. Students as case writers. Teaching of Psychology, 1976, 3, 63–66. Description and evaluation of a method of teaching interview and reporting skills for the learning of developmental psychology.

Knox R. E. Comprehension of textbook vocabulary by first year students. Psychological Reports, 1976, 38, 388–390. Freshmen students could define no more than 55% of a group of non-technical terms from an introductory text.

Kooker E. W. Changes in grade distributions associated with changes in class attendance policies. Psychology, 1976, 13, 56–57. A change from required to voluntary attendance resulted in poorer grades in an experimental psychology class.

Korn P. R. The effect of experienced-based learning on students' cognitive and personal growth (University of Connecticut, 1975). Dissertation Abstracts International, 1975, 35A, 7182–7183 (#75-10,636). Technique failed to show improvement in results in a personality course.

Langer P. Phase IV: A modularized individualized multimedia educational adolescent psychology course. JSAS Catalog of Selected Documents in Psychology, 1976, 6, 76 (MS #1303). The fourth in a series reporting development of a tested course of 55 structured instructional sequences.

Leventhal L. Abrami P. C. Perry R. P. Do teacher rating forms reveal as much about students as about teachers?. Journal of Educational Psychology, 1976, 68, 441–445. Introductory psychology students who chose a class section based on the reputation of the teacher rated that teacher higher than did others.

Leventhal L. Abrami P. C. Perry R. P. Breen L. J. Section selection in multi-section courses: Implications for the validation and use of teacher rating forms. Educational and Psychological Measurement, 1975, 35, 885–895. Evidence that section choice in multi-sectioned psychology courses is not random, and sections are not equivalent.

Lincoln C. E. Everyman as psychologist. Change Magazine, 1976, 8(2), 54–57. Description of Ladd's mental hygiene course at Eastern Illinois stressing skills in self-help.

Longstreth L. E. Jones D. Some longitudinal data on grading practices at one university. Teaching of Psychology, 1976, 3, 78–81. Analysis of grades awarded suggests a balancing effect between older and younger staff members which was upset by events in 1972.

Lu P. H. Teaching human growth and development by the personalized system of instruction. Teaching of Psychology, 1976, 3, 127–128. PSI section students scored better on a 5-week post semester test than did the control group.

Lumsden E. A. A laboratory exercise demonstrating the relation of projected size to distance. Teaching of Psychology, 1976, 3, 143–144. Detailed description of a vivid demonstration leading to better understanding of perceptual constancy.

Lundy J. R. Increasing personal relevance as a means of enhancing academic performance: An empirical study (Michigan State University, 1974). Dissertation Abstracts International, 1974, 35B, 3089 (#74-27,442). Utilization of student scores on instruments pertinent to course topics increased performance in a social psychology course.

Mabry N. K. Research involvement for undergraduate students in educational psychology. College Student Journal, 1975, 9, 284–286. Describes the introduction of student research projects integrated with course content.

Mao-Cohen D. Lanson R. N. Effects of the PSI experience beyond the classroom. Journal of Personalized Instruction, 1976, 1, 76–79. Grades in courses concurrent to a PSI introductory psychology course and those in subsequent semesters are higher than for control class.

Malamuth N. M. Shure G. H. Johnston S. A. Teaching research methods with a computer-based model of group-induced shifts. Journal of Computer-Based Instruction, 1975, 2, 1–10. Description of a method of data simulation in a social psychology course.

McBurney D. H. ESP in the psychology curriculum. Teaching of Psychology, 1976, 3, 66–69. Description and evaluation of the course designed to achieve student appeal and also teach in the liberal arts tradition.

McGaghie W. C. Menges R. J. Dobroski B. J. Self-modification in a college course: Outcomes and correlates. Journal of Counseling Psychology, 1976, 23, 178–182. Found only a marginal relationship between behavior modification success and personality traits in an educational psychology course.

McKeachie W. J. Textbooks: Problems of publishers and professors. Teaching of Psychology, 1976, 3, 29–30. Unethical practices in the publishing, promotion, and adoption of texts in psychology, and solutions for correction.

Miller J. Understanding the total process. Change Magazine, 1976, 8(2), 46–49. Description of EXPER SIM, the simulation method of teaching experimental design as used at Michigan State.

Miller J. G. Psychology today and tomorrow: A brown bag course. Teaching of Psychology, 1976, 3, 121–123. An introductory course deliberately scheduled and administered to attract employed adults.

Morris R. L. The responsibilities of instructors in parapsychology. Parapsychology Review, 1976, 7, 1–5. Description of a course and discussion of problems in teaching the subject.

Mudd S. A. Spiral omnibus undergraduate curriculum planning model. JSAS Catalog of Selected Documents in Psychology, 1976, 6, 29 (MS #1221). System for organizing science-oriented program with a small staff, yet recognizing student needs.

Murray R. E. Walsh R. P. Personality differences between levels of psychology majors. Psychological Reports, 1976, 39, 215–220. Identified trait differences between graduate students and applicant pool which may be helpful in selecting students to encourage for graduate school.

Nadelman L. Morse W. Hagen J. Developmental research in educational settings: Description of a seminar/practicum. Teaching of Psychology, 1976, 3, 21–24. Cooperative research effort of a psychology class and local schools; problems, successes, and evaluation.

Nation J. R. LeUnes A. D. Gray M. Student evaluations of teachers of psychology as a function of academic rank. Teaching of Psychology, 1976, 3, 186–187. Students' prior exposure had more effect than did rank per se.

Nazzaro J. R. Identity crisis in psychology. Change Magazine, 1976, 8(2), 44–45. Survey of trends in content and teaching methodology, with an analysis of the interest in methodology.

O'Neill W. W. Johnston J. M. An analysis of test item types as a determinant of student academic performance and study behavior. Journal of Personalized Instruction, 1976, 1. 123–127. Multiple-choice items gave higher scores or less study time than did fill-in items in a behavior modification course.

Park L. I. Marx D. J. The effects of contingency vs no contingency on a final examination in an instructor-paced PSI course. Journal of Personalized Instruction, 1976, 1, 128–129. Introductory psychology final examination scores were higher when that examination did not influence course grade than when it counted 30%.

Pope B. Nudler S. Norden J. S. McGee J. P. Changes in nonprofessional (novice) interviewers over a 3-year training period. Journal of Consulting and Clinical Psychology, 1976, 44, 819–825. Second year psychology students showed up well and gave a good account of themselves as paraprofessionals.

Queiroz L. S. Guilhardi H. J. Guedes Carmo M. Martin G. L. A university program in Brazil to develop psychologists with specialization in behavior modification. Psychological Record, 1976, 26, 181–189. Details of history and curriculum of 5-year undergraduate program producing practicing professionals.

Reidel R. C. Harney B. LaFief W. Unit test scores in PSI versus traditional classes in beginning psychology. Teaching of Psychology, 1976, 3, 76–78. Under controlled conditions, PSI students performed better even on the initial taking of a unit test.

Robinson P. W. The effects of teaching methods, experimental procedures, grading, and exam frequency on the academic performance of students in higher education (Utah State University, 1973). Dissertation Abstracts International, 1974, 34B, 6249–6250 (#74-13,257). Examined different examination schedules and mastery vs lecture methods. Latter was inferior at end of semester and on six-month retention test in introductory psychology.

Santogrossi D. A. Colussy S. A. A methodology for systematic evaluation of the components of instructional units. Journal of Personalized Instruction, 1976, 1, 45–46. Demonstration of a method to evaluate the effectiveness of new study questions in a child psychology course.

Schaefer B. H. Teaching the concept of interaction and sensitizing students to its implications. Teaching of Psychology, 1976, 3, 103–114. Author's method of instruction for the statistical and conceptual mastery of a subject which is difficult for many.

Scott W. C. Whiteside H. Johnson C. A study of pacing rate and course evaluation in a PSI social psychology course. Teaching of Psychology, 1976, 3, 9–14. Experimental investigation of relation between rate of progress and level of achievement, showing importance of motivational factors.

Shemberg K. Keeley S. Training undergraduates as subprofessional community mental health workers. Teaching of Psychology, 1976, 3, 118–121. A description of an extensive and intensive field experience which emphasizes the integration of the academic and the applied.

Shepard W. O. Popp A. PSI—problems in practice. Psychological Reports, 1976, 38, 297–298. Author's experience with PSI in introductory psychology reveals problems in motivation, test security, and proctor effectiveness.

Shikiar R. Student and faculty perceptions of teacher characteristics. Journal of Psychology, 1976, 92, 215–218. Students in introductory psychology had the same perception of teachers' traits as did a group of teachers.

Sorenson J. L. Increasing the relevance of the media to psychology courses. Teaching of Psychology, 1976, 3, 140–141. Students monitor one popular mass medium for one week, then analyze course-relevant items for accuracy and value.

Spiers P. A. Pihl R. O. The effect of study habits, personality and order of presentation on success in an open-book objective examination. Teaching of Psychology, 1976, 3, 33–34. Systematic study habits was the only variable which related to success in the author's abnormal psychology class.

Stahl R. J. The need for standardized studies of high school psychology. Teaching of Psychology, 1976, 3, 136–137. Criticism of continuing state-by-state surveys which cannot be compared, and the history of efforts to effect standardization.

Stang D. J. Solomon R. Predicting student ratings of social psychology texts. Teaching of Psychology, 1976, 3, 138–139. Analysis of 20 parameters which may influence students' ratings of texts.

Stephenson L. A. An exploratory training program for undergraduate counseling students (University of Oregon, 1974). Dissertation Abstracts International, 1974, 35A, 3437 (#74-26,567). Intensive 12-week program brought significant changes in personality measures and skills.

Stefan E. S. An experiential education in depersonalization. Teaching of Psychology, 1976, 3, 19–21. Class visits to institutions and a courtroom and a realistic “arrest” were used to increase learning impact in a personality course.

Steininger M. Voegtlin K. Personality variables and beliefs about psychological issues. Teaching of Psychology, 1976, 3, 51–54. Some beliefs and attitudes do change between the high school and senior college level for psychology students.

Tasto D. L. On the teaching of a self-modification course. Teaching of Psychology, 1976, 3, 174–177. Problems and solutions experienced by this teacher in introducing the new course.

Thornburg H. D. Careers in educational psychology: III. The educational psychologist who is chiefly a teacher in a college or university. Educational Psychologist, 1976, 12, 86–87. Describes the role and duties of the teacher.

Tracy R. J. A computer-aided procedure for producing interesting assignments for students of applied statistics. Behavior Research Methods & Instrumentation, 1976, 8, 413. Describes GEN computer program to increase interest of students in statistics by use of real data.

Tyson R. Grade super inflation. Teaching of Psychology, 1976, 3, 137. Brief humorous comment on grading.

Vande Kemp H. Teaching psychology/religion in the seventies: Monopoly or cooperation?. Teaching of Psychology, 1976, 3, 15–18. Survey data on the nature of the psychology of religion course and an appeal to psychologists to bolster their concern for religious behavior.

Walters W. M. An analysis of proctor behaviors and students' academic performance in a behaviorally taught undergraduate psychology course (Georgia State University, 1974). Dissertation Abstracts International, 1975, 35A, 5141 (#75-3715). Found no differences on performance according to the type of assistance given by the TA in an abnormal course.

Weir C. Interviews as an aid to selection of psychology undergraduates. British Journal of Educational Psychology, 1976, 46, 88–93. Presents evidence for the value of interviews in the selection of undergraduate majors in England.

White W. F. de la Serna M. Students' ratings of their instructors and the instructors' ratings of students in educational psychology. Journal of Psychology, 1976, 92, 195–198. A factor analysis study shows that the two groups' ratings represent two different systems.

Widick C. A. An evaluation of developmental instruction in a university setting (University of Minnesota, 1975). Dissertation Abstracts International, 1975, 36A, 2041 (#75-21,101). Study of attribute/treatment interactions in a literature/psychology course suggests that developmental stages might be an important attribute dimension.

Wolfgang D. G. The psychology teacher and undergraduate field experience courses: The problem of supervision. Teaching of Psychology, 1976, 3, 183–184. Analysis of the purposes of supervision and a discussion of demands on the supervisor.

Wortman C. B. Hillis J. W. Undergraduate-taught “minicourses” in conjunction with an introductory lecture course. Teaching of Psychology, 1976, 3, 69–72. Insertion of a brief topical segment was highly acceptable to students and student TAs.

Wright D. Tests for psychology vocabulary should not be vocabulary tests. Teaching of Psychology, 1976, 3, 187. An appeal for avoiding unfamiliar general terms in test construction.

Zimbardo P. G. Reducing the agony of writing letters of recommendation. Teaching of Psychology, 1976, 3, 187–188. Format and procedure used to assist students in applying to graduate school.