Annotated Bibliography on the Teaching of Psychology 1979

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.

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

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

Daniel R. S. Annotated bibliography on the teaching of psychology 1976. Teaching of Psychology, 1977, 4, 210–214.

Knight D. Martin P. Annotated bibliography on the teaching of psychology 1977. Teaching of Psychology, 1978, 5, 231–234.

Daniel R. S. Annotated bibliography on the teaching of psychology 1978. Teaching of Psychology, 1979, 6, 249–253.

Ainsworth L. L. Self-paced instruction: An innovation that failed. Teaching of Psychology, 1979, 6, 42–46. Stresses lack of student preparation and motivation in failure of a PSI-type course.

Allen N. M. Enriching child psychology through the mini-lab. Teaching of Psychology, 1979, 6, 119–121. Teams of 2 students learn observation and quantification methods with preschool children.

Anonymous. Reading readability formulae. Teaching of Psychology, 1977, 4, 49–50. Critique of the use of readability scores in evaluating texts.

Arbuthnot J. Error in self-assessment of moral judgment stages. Journal of Social Psychology, 1979, 107, 289–290. After training, psychology majors were only 17% successful in determining their own stage of development.

Arkin R. M. Maruyama G. M. Attribution, affect, and college exam performance. Journal of Educational Psychology, 1979, 71, 85–93. Experimental demonstration that successful students listed internal, and unsuccessful listed external, factors as causes of performance in introductory psychology.

Aversano F. M. Feldhusen J. F. Factor analysis of student ratings in a novel instructional format. Teaching of Psychology, 1979, 6, 88–91. Two instruments yielded traditional factors when used in a Purdue 3-stage model educational psychology course.

Barnette J. J. Did Mark Twain ever hear of Sir Ronald Fisher?. CEDR Quarterly, 1978, 11, 8–10. Selections from Twain's works can reduce anxiety in a research and statistics course.

Barres E. [On the effectiveness of training seminars in educational psychology.] Psychologie in Erziehung und Unterricht, 1977, 4, 154–163. A training seminar was found superior to a theory oriented course.

Bartlett N. Sometimes, when you talk to prospective majors, they listen. Teaching of Psychology, 1979, 6, 186. Uses an incident from the early 1920 make the point that career advising is hazardous.

Bell P. “Psychology is good”: True/False?. Australian Psychologist, 1978, 13, 211–218. Highly critical paper of the use of objective test items in psychology courses.

Benjamin L. T. Jr. Instructional strategies in the history of psychology. Teaching of Psychology, 1979, 6, 15–17. Use of readings, visual aids, papers, displays to achieve stated goals for the course.

Berg B. Panel discussions in the classroom. Teaching of Psychology, 1979, 6, 242–243. Guidelines for use of this technique to get cooperative rather than competitive atmosphere.

Bernstein D. J. Reliability and fairness of grading in a mastery program. Teaching of Psychology, 1979, 6, 104–107. Grader training, checking, and appeal system enhance acceptability of grading in introductory psychology.

Berthold H. C. Psychology and the introductory text: The view from the section. Teaching of Psychology, 1977, 4, 36–39. Analysis of citations to articles shows relation to journal importance.

Best J. B. Item difficulty and answer changing. Teaching of Psychology, 1979, 6, 228–230. Changing usually helps, but there is an interaction between difficulty and ability that requires different advice for different students.

Bibace R. Crider C. Dimick J. Friemuth M. The clinicians “world of action” as an approach to teaching abnormal psychology. Teaching of Psychology, 1979, 6, 152–155. Description and evaluation of a course that emphasizes experiential learning and integration with theory.

Blank T. O. Adulthood and aging in social psychology texts. Teaching of Psychology, 1979, 6, 145–148. Author suggests supplements to cover the topic after showing texts are deficient in attention to it.

Bock F. A. Student expectations of course content affect faculty evaluations in an abnormal psychology course. Teaching of Psychology, 1979, 6, 167–169. Assessment was considerably higher from students whose expectations were met in the course.

Boice R. Heroes and teachers. Teaching of Psychology, 1977, 4, 55–58. Advocates and illustrates the use of biographical materials in teaching psychology.

Bolton B. Bonge D. Marr J. Ratings of instruction, examination performance, and subsequent enrollment in psychology courses. Teaching of Psychology, 1979, 6, 82–85. The rating/performance relation was confirmed and relation to continued interest in psychology was found in an introductory course.

Bowd A. Professional characteristics of Canadian educational psychologists. Alberta Journal of Educational Research, 1978, 24, 223–229. Survey of 187 teachers for data on training, professional activities and identity.

Bradley D. R. An interactive, data generating and answer correcting system for problems in statistics. Behavior Research Methods and Instrumentation, 1978, 10, 218–227. Describes a system for student drill and feedback on problems using computer simulated data.

Britton B. K. Ethical and educational aspects of participating as a subject in psychological experiments. Teaching of Psychology, 1979, 6, 195–201. Survey shows that from the students' viewpoint ethical problems are minor, but the educational values are less than desirable.

Brown D. R. The teaching of the history of psychology. Teaching of Psychology, 1979, 6, 3. Brief introduction to a centennial section of the journal. (See items 1415, 1436, 1548, 1552.).

Brown E. T. Engram P. S. Reciprocal learning: A supplemental tutoring program for introductory psychology. Teaching of Psychology, 1979, 6, 234–235. Describes a program for non-traditional students where both the tutor and the tutee profit.

Caffrey B. Berger L. Cole S. Marx D. Senn D. Integrating professional programs in a traditional undergraduate psychology program. Teaching of Psychology, 1977, 4, 7–13. Describes several programs to prepare for careers without sacrifice of traditional requirements.

Calhoun L. G. Selby J. W. Writing in psychology: A separate course?. Teaching of Psychology, 1979, 6, 232. Defends the need for a course on writing and library skills for majors.

Calvert W. C. Textbook abuse. Teaching of Psychology, 1977, 4, 46. Comment on questionable practices in textbook writing.

Carroll J. G. Senter R. J. Test administration in large lectures: An alternative to the paper chase. Teaching of Psychology, 1979, 6, 233–234. Describes a method of alternative-form tests via items on slides.

Carsrud A. L. Undergraduate tutors: Are they useful?. Teaching of Psychology, 1979, 6, 46–49. Presents data to cast doubt on tutors contribution to test performance.

Carter K. R. Student criterion grading: An attempt to reduce some common grading problems. Teaching of Psychology, 1977, 4, 59–62. Methods to make the grading process more rigorous and exact.

Caudle F. M. Using “demonstrations, class experiments and the projection lantern” in the history of psychology course. Teaching of Psychology, 1979, 6, 7–11. A collection of demonstrations and projects to help make the course exciting.

Chandler T. A. Cosner T. Spies C. A. Anxiety and attribution as predictors of non-completion of a course. Psychological Reports, 1979, 45, 413–414. State (but not trait) anxiety scores were higher for drop-outs from a PSI introductory course.

Clair M. S. Snyder C. R. Effects of instructor-delivered sequential evaluative feedback upon students subsequent classroom-related performance and instructor ratings. Journal of Educational Psychology, 1979, 71, 50–57. Positive feedback improves both dependent variables in an introductory course.

Clance P. R. Matthews T. U. Joesting J. Body-cathexis and self-cathexis in an interactional awareness training class. Perceptual and Motor Skills, 1979, 48, 221–222. Students in a personal adjustment course improved more in acceptance of self than did control groups.

Cole D. High School psychology from the college student's perspective. Teaching of Psychology, 1977, 4, 149–150. Data indicate the high school experience is more worthwhile than it was 15 years earlier.

Cole D. L. Plus ca change, plus c'est meme chose. Teaching of Psychology, 1979, 6, 58. Comparison of survey results on undergraduate curricula with a similar study 21 years earlier. (See item 1443.).

Cole D. L. Undergraduate preparation for admission to professional schools of psychology. Teaching of Psychology, 1979, 6, 179–180. Survey shows schools look for traditional and substantial qualifications, plus more emphasis on field experience.

Cole D. Van Krevelen A. Psychology departments in small liberal arts colleges: Results of a survey. Teaching of Psychology, 1977, 4, 163–167. Traditional patterns of emphasis characterize these 53 liberal arts schools.

Colle H. A. Vestewig R. E. Baird R. R. Testing the test files: What do you ask of the publisher?. Teaching of Psychology, 1977, 4, 31–35. A detailed consideration of what we should have in test files from text publishers.

Collins F. L. Jr. Huhn I. F. Jr. King G. D. Variables affecting subjects' ethical ratings of proposed experiments. Psychological Reports, 1979, 44, 155–164. Students are less concerned than are faculty to deception in experiments.

Cowles M. P. Literary statistics and the teaching of ANOVA. Psychology Teaching, 1979, 7, 123–129. Use of the computer and word-count analysis in statistics course.

Croll W. Moskaluk S. Should Flesch counts count?. Teaching of Psychology, 1977, 4, 48–49. Relates Flesch scores to student ratings of introductory texts.

Culler R. E. A naturalistic study of coping, situational factors, and test anxiety. Dissertation Abstracts International, 1979, 39A, 4135. Study habits modify the anxiety-performance relationship in introductory students.

Dailey A. L. Teaching psychology to physically handicapped students. Teaching of Psychology, 1979, 6, 219–222. Timely suggestions from a professional on how the teacher should provide for these students.

Daniels C. E. Should a psychology student have a brain of clay?. Teaching of Psychology, 1979, 6, 175–177. Students construct a brain model with inexpensive materials for better motivation in learning.

Dansereau D. F. Development and evaluation of a learning strategy training program. Journal of Educational Psychology, 1979, 71, 64–73. Strategies useful in a course on study habits, learning skills.

Davidson W. B. Physique-personality relationships: Classroom demonstration of Sheldon's “constitutional” psychology. Teaching of Psychology, 1979, 6, 123–125. Exercise involving judgment of friends improves test performance.

Davis G. A. Bull K. S. Strengthening affective components of creativity in a college course. Journal of Educational Psychology, 1978, 70, 833–836. Found improvement in affective components of creativity as a result of the course.

Dearth P. B. Cassell C. Comparing attitudes of male and female university students before and after a course on human sexuality. Journal of School Health, 1976, 46, 593–598. Both sexes moved to more liberal attitudes, but males were slightly less liberal.

Deni R. A basic program for objective item test construction and test item management. Teaching of Psychology, 1979, 6, 241–242. Full control and efficient management of testing program by use of a computer.

Dennehy R. F. A symposium on conceptual models of field work in psychology. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 45 (MS 1868). Contributions of six teachers toward development of a theoretical framework.

Des Lauriers M. P. Learner characteristics and performance effects in self-paced instruction for junior college students. Dissertation Abstracts International, 1979, 39A, 4135. PSI-type course showed no advantage in performance, and was less preferred by students.

Dixon P. N. Judd W. A. A comparison of computer managed instruction and lecture mode for teaching basic statistics. Journal of Computer Based Instruction, 1977, 4, 22–25. Neither performance nor attitude measures showed differences by mode in an educational psychology course.

Dollinger S. Brown D. F. Simulated parent-child interaction in an undergraduate child psychology course. Teaching of Psychology, 1979, 6, 180–181. Analyzed observations on triads of students role-playing parent-child discipline situations.

Eposito R. P. McAdoo H. Scher L. The Johari Window as an evaluative instrument for group process. Interpersonal Development, 1975–76, 6, 25–37. A human potential course is shown to produce growth in self actualization.

Evans J. D. Peeler L. Personalized comments on returned tests improve test performance in introductory psychology. Teaching of Psychology, 1979, 6, 57. Small but important grade increments resulted from personal feedback.

Feldstein J. H. Reading ease and human interest scores of thirty-two recent child and developmental texts. Teaching of Psychology, 1977, 4, 43–44. Found wide range among texts on both of the Flesch scales.

Fischer K. W. Lazerson A. Managing a book vs plagiarizing it. Teaching of Psychology, 1977, 4, 198–199. Extension and different viewpoint on the managed book problem. (See item 1525.).

Ford W. F. Richard J. T. Moore H. L. Giving psychology away: A new look. Teaching of Psychology, 1979, 6, 181–183. Life-skills curriculum is designed to develop ability to cope with personal problems in the two-year college.

Fremouw W. J. Millard W. J. Donahoe J. W. Learning-through-teaching: Knowledge changes in undergraduate teaching assistants. Teaching of Psychology, 1979, 6, 30–32. An experimental demonstration of academic gains in TAs.

Gibson H. B. The British Study of Values: I. Prediction of dropout from a psychology degree course. British Journal of Social and Clinical Psychology, 1979, 18, 29–34. “Tender-minded” students of either sex, and extreme scorers among males are more likely to drop out.

Gibson H. B. The British Study of Values: II. The effects of “test taking” and of maturation on a psychology degree course. British Journal of Social and Clinical Psychology, 1979, 18, 35–39. Before and after 3-year program shows the test is useless for screening if faking takes place.

Gillen B. Kendall P. C. Finch A. J. Jr. Reading ease and human interest scores: A comparison of Flesch scores and subjective ratings. Teaching of Psychology, 1977, 4, 39–41. Shows acceptable agreement of the two methods for assessment of social psychology texts.

Glenwick D. S. Good fences make bad neighbors: A community-oriented course in psychology and criminal justice. College Student Journal, 1978, 12, 197–201. Description and evaluation of a multidisciplinary course using field work and role playing.

Gnagey W. J. Peer leadership of small research teams in two introductory psychology classes. Teaching of Psychology, 1979, 6, 80–82. Studies on lab team leaders indicate some helpful and harmful effectiveness/personality correlates.

Godow A. G. LaFave F. E. The impact of a college course in human sexuality upon sexual attitudes and behavior. Teaching of Psychology, 1979, 6, 164–167. Male and female students showed significant (and similar) attitude shifts, but little change in sex behavior.

Goethals G. R. Demorest A. P. The risky shift is a sure bet. Teaching of Psychology, 1979, 6, 177–179. Student project for social psychology gives highly reliable results and stimulating discussion.

Goldberg S. D. Teaching about schizophrenia in a contemporary psychology course. Teaching of Psychology, 1979, 6, 238–240. Uses this topic as a theme around which historical trends are tied together.

Gonzalez J. M. [Design of a sexology program for a psychology school.] Revista Latinoamericana de Psicologia, 1977, 9, 129–135. Description of a sexuality course in a Colombian University.

Gregory R. J. Introduction to computer data generators. Teaching of Psychology, 1977, 4, 63–67. Description of programs to facilitate teaching research design and statistics.

Gross R. B. Small A. C. A survey of faculty opinion about student evaluations of instructors. Teaching of Psychology, 1979, 6, 216–219. Teachers favor being evaluated, but question interpretation and use of results.

Grosslight J. H. The teaching apprentice: A community college-university program. Teaching of Psychology, 1979, 6, 111–112. Description of a cooperative program to place students in teaching roles in nearby colleges during graduate training.

Gutman A. Misconceptions of psychology and performance in the introductory course. Teaching of Psychology, 1979, 6, 159–161. Although beliefs change very little, better students have fewer misbeliefs and change more than poorer students.

Harper G. F. Introducing Piagetian concepts through the use of familiar and novel illustrations. Teaching of Psychology, 1979, 6, 58–59. A class project to demonstrate schema development in child psychology.

Harris R. J. The teacher as actor. Teaching of Psychology, 1977, 4, 185–187. Suggests that stage techniques be applied to teaching for more effective results.

Hartley A. A. Smith D. G. Vitamin C and the common cold: A simulation for teaching methods of research. Teaching of Psychology, 1979, 6, 235–237. Using research data as input, this computer-based simulation motivates students by relevancy.

Heiney W. F. Jr. “Practicing what you preach”: A plan for helping Freshman psychology majors get off to a good start. Teaching of Psychology, 1977, 4, 73–76. Seniors assist new students while gaining helping experience in a field project.

Hicks L. H. Ridley S. E. Black studies in psychology. American Psychologist, 1979, 34, 597–602. Reports an increase in frequency of offering the course, but it is offered less in the psychology department than in Black Studies.

Higbee K. L. How credible are psychological researchers to college students?. Journal of Psychology, 1978, 99, 129–133. Studies showed that with more course work in psychology students perceived psychologists to be less truthful.

Hoffman C. D. Students learn more from better teachers. Teaching of Psychology, 1979, 6, 186. Presents an alternative interpretation to results of teacher ratings study (see #1287).

Hummel J. H. A teacher must understand the language of the student. Teaching of Psychology, 1979, 6, 183. Humorous incident illustrating need to word exam items at student level.

Husa H. E. Self actualization in an educational psychology course for college freshman honors students. Psychological Reports, 1978, 42, 1333–1334. Description of course and evaluation by improvement on the Personal Orientation Inventory.

Jeger A. M. McClure G. The attitudinal effects of undergraduate behavior training. Teaching of Psychology, 1979, 6, 226–228. A course, but not practical experience, produced more favorable attitudes about behavior modification.

Johnson M. Directory of introductory psychology texts in print. Teaching of Psychology, 1977, 4, 15–20. Lists 147 available texts and references to reviews.

Johnson M. Wertheimer M. (Eds.). Psychology teacher's resource book: First Course. Washington, D. C.: American Psychological Association, 1979. A resource guide useful for planning the introductory course at the high school or college level.

Johnston J. J. Exam taking speed and grades. Teaching of Psychology, 1977, 4, 148–149. Found a systematic, but complex relationship in two psychology courses.

Kagal'nyak A. I. [Consideration of the student's major in teaching psychology in teachers colleges.] Voprosy Psikhologii, 1977, 3, 135–139. How to use examples from the student's major for better understanding.

Kasschau R. A. A review of book reviews: How to do them well. Teaching of Psychology, 1977, 4, 41–43. A revisit to Boring's plea for good reviewing and an application to reviewing of texts.

Katz A. N. Demonstrating semantic memory in the teaching laboratory with a paper-and-pencil task. Teaching of Psychology, 1979, 6, 173–175. Verbal learning materials used to demonstrate network and attribute models.

Keller P. A. Identifying goals for undergraduate internships. Teaching of Psychology, 1979, 6, 240–241. Describes a system of developing individual goals to fit each student's needs.

Kittler U. [Psychology teaching.] Rheinstetten-Nev, W. Germany: Schindele Verlag, 1979. Extensive coverage of the subject in Germany, with some attention to England and the US.

Koele P. Vorst H. C. Individualized system of instruction in statistics. Tijdschrift voor Onderwijs Research, 1978, 3, 97–105. Description and evaluation of the course.

Krenz P. L. Lund N. L. A dilemma of play therapy: Termination anxiety in the therapist. Teaching of Psychology, 1979, 6, 108–110. How to handle anxiety in the student upon completion of a field experience.

Kruger M. W. Involvement in choice can improve performance. Psychological Reports, 1978, 43, 147–150. Students who elect to change sections of introductory psychology had better grades.

Kulik J. A. Kulik C-L. Cohen P. A. A meta-analysis of outcome studies of Keller's Personalized System of Instruction American Psychologist, 1979 34, 307–318. From many research reports, authors assess success of PSI in psychology and other disciplines.

Laham S. L. Self grading with proctor assistance: An analysis of student performance and preference in a PSI course. Dissertation Abstracts International, 1979, 39A, 6655. Students in introductory psychology showed no performance difference, but preferred assistance.

Laham S. L. Caldwell E. C. Pre-quiz discussion differentially affects student performance. Teaching of Psychology, 1979, 6, 213–216. Providing self-assessment opportunity with practice quizzes resulted in fewer drop outs.

Lamal P. A. College students' common beliefs about psychology. Teaching of Psychology, 1979, 6, 155–158. Student preconceptions about human nature are changed little by the introductory course.

Lamberth J. Kosteski D. Mastery teaching with and without positive incentives. Teaching of Psychology, 1979, 6, 71–74. Two management systems were experimentally compared in an introductory course.

Lane S. Teacher as scholar. Teaching of Psychology, 1977, 4, 84. Commentary on the need for teaching to be rewarded and nurtured.

Langer P. Maintaining stability of achievement in an individualized instruction system. Psychological Reports, 1979, 45, 211–214. Describes an adolescent/educational course using study guides, feedback and frequent tests.

Langer P. Some general evaluation strategies for assessing and modifying individualized instruction at the university level. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 32 (MS #1848). Description of techniques to assess and modify a course in educational/adolescent psychology.

Larkin J. C. Pineo H. A. Julian J. W. Science, psychology and self: A demonstration experiment for introductory psychology. Teaching of Psychology, 1979, 6, 237–238. Utilizes observation of fellow students in the classroom to test hypotheses and show methodology.

Leavy R. L. An alternative source of information on a popular topic: A course on drinking. Teaching of Psychology, 1979, 6, 97–100. Development and evaluation of a course for which the laboratory already exists on most campuses.

LeBlanc A. A study of psychology of music instruction. Journal of Music Therapy, 1978, 15, 185–198. Extensive survey of 64 respondents concerned with a variety of details in teaching the course.

Lee M. M. McLean J. E. A comparison of achievement and attitudes among three methods of teaching educational psychology. Journal of Educational Research, 1978, 72, 86–90. Students taught by a modified mastery learning system achieved more and had better attitudes.

Leviton D. Fritz B. Effects of death education on fear of death and attitude toward death and life. Omega: Journal of Death and Dying. 1979, 9, 267–277. Course in thanatology produced change toward more acceptable attitudes.

Lowman K. D. Directory of introductory psychology texts in print 1979. Teaching of Psychology, 1979, 6, 49–54. Lists 145 books and many reviews for aid in text adoptions.

Mack R. D. On five men all grabbing the same part of the elephant: A method for establishing inter-grader reliability on subjective examinations. Teaching of Psychology, 1979, 6, 110–111. Describes a system of training TAs to grade term papers in a large abnormal class.

Madsen C. K. Theory vs practice: A psychology of music survey. Journal of Music Therapy, 1978, 15, 2–8. Results support the need for reexamination of the curriculum for training in this specialty.

Malin J. T. A psychology curriculum of alternative major theoretical perspectives. Teaching of Psychology, 1979, 6, 199–201. A unique plan for course offerings based upon six current theoretical viewpoints of the nature of behavior.

Malin J. T. Timmreck C. Student goals and the undergraduate curriculum. Teaching of Psychology, 1979, 6, 136–139. Empirical data on the discrepancy between student goals and curricular offerings.

Mankelius M. V. Restrepo A. H. Influence of academic consolidation within the National University on the development of the psychology department. Revista de Psicologia, 1973–75, 18–20, 7–15. Historical review of the department.

Matsuyama Y. A visit with Chinese psychologists at Beijing University. Psychologia: An International Journal of Psychology in the Orient, 1978, 21, 177–178. Course offerings and orientation described for two institutions.

Matthews J. R. Undergraduate field placements: Surveys and issues. Teaching of Psychology, 1979, 6, 148–151. Reports from 29 LA colleges show field placement is widely offered, but plans are not standardized.

Mazzotta L. M. The effects of review questions and review concepts on retention in a PSI class. Dissertation Abstracts International, 1979, 40A, 762. No performance differences found among control and two review groups in educational psychology.

McCallum L. W. Experiences for understanding exceptional children. Teaching of Psychology, 1979, 6, 118–119. Participative simulation demonstrations are described and evaluated.

McGovern T. V. Development of a career planning program for undergraduate psychology majors. Teaching of Psychology, 1979, 6, 183–184. Program of workshops and student needs assessment to prepare students for post AB goals.

McKeachie W. J. Lin Y. Mendelson C. N. A small study assessing teacher effectiveness: Does learning last?. Contemporary Educational Psychology, 1978, 3, 352–357. Retests after one year gave positive correlations with original tests.

McMahon F. The psychology textbook network. Teaching of Psychology, 1977, 4, 196–198. Commentary with examples of “managed” texts and other questionable practices. (See item 1463.).

McPherson M. W. Different approaches to teaching the history of psychology: Exerpts from a 1977 APA Symposium. Psychological Record, 1979, 29, 65–70. Selected quotations from participants classified under 8 issues.

Meck D. S. Bell J. D. Teaching adjunctive coping skills in a personality adjustment course. Teaching of Psychology, 1979, 6, 185–186. Students evaluated a commercially available relaxation training program for experiential learning.

Meier R. S. Feldhusen J. F. Another look at Dr. Fox: Effect of stated purpose for evaluation, lecturer expressiveness, and density of lecture content on student ratings. Journal of Educational Psychology, 1979, 71, 339–345. Purpose had no effect, but expressiveness and density did modify ratings in educational psychology course.

Michaels G. Y. Stellak G. E. Messé L. A. Interpersonal perceptual style and a course on effective child caregiving. Teaching of Psychology, 1979, 6, 36–38. Students were initially more sensitive than controls and gained more during this field-type course.

Miller J. N. The relationship between college students' values and classroom activities in introductory psychology. Dissertation Abstracts International, 1979, 40A, 2559, Used control and four experimental groups to show that value systems can be altered.

Moore S. Paikowsky J. Psychology: Using it to teach it. Ontario Psychologist, 1978, 10, 25–29. Suggests making tests less aversive, using student feedback, and keeping a sense of humor.

Morris C. J. Choosing a text for the introductory course. Teaching of Psychology, 1977, 4, 21–24. Suggests procedures in terms of course objectives, outcomes, and student considerations.

Nish W. W. A psychology technician training program. Teaching of Psychology, 1979, 6, 206–209. Description of an applied curriculum integrated with a traditional one.

Nissim-Sabat D. The teaching of abnormal psychology through the cinema. Teaching of Psychology, 1979, 6, 121–123. Explains and evaluates the use of commercial motion pictures to produce vivid teaching.

Older J. Improving the introductory psychology course. Teaching of Psychology, 1979, 6, 75–77. A teacher describes dramatic incidents used to stimulate interest and learning.

Park Y. P. The effect of the amount of underlining on comprehension and retention of textbook prose material. Dissertation Abstracts International, 1979, 39A, 4148. Underlining per se found to be of little value for educational psychology students.

Parr V. H. Online information retrieval and the undergraduate. Teaching of Psychology, 1979, 6, 61–62. Stresses need for student guidance in use of data bases and role of librarian in teaching these skills.

Pasen R. M. Frey P. W. Menges R. J. Roth G. J. Different administrative directions and student ratings of instruction: Cognitive vs affective effects. Research in Higher Education, 1978, 9, 161–167. When students believe ratings influence the welfare of the teacher, they rate affective items higher, but not cognitive items in introductory psychology.

Pearlman D. Rear-end analysis: The uses of social psychology textbook citation data. Teaching of Psychology, 1979, 6, 101–104. Bibliometrics as a technique for text evaluation, teaching, personnel decisions, and other purposes.

Perry R. P. Abrami P. C. Leventhal L. Educational seduction: The effect of instructor expressiveness and lecture content on student ratings and achievement. Journal of Educational Psychology, 1979, 71, 107–116. Found several significant interactions showing the complexity of causal relationships in introductory psychology.

Peterson P. Aptitude X treatment interaction effects on teacher structuring and student participation in college instruction. Journal of Educational Psychology, 1979, 71, 521–533. Several interactions were found in an educational psychology course.

Phillips H. J. Powers R. B. The college seminar: Participation under instructor-led and student-led discussion groups. Teaching of Psychology, 1979, 6, 67–70. Experimental demonstration of a way to increase class participation.

Powers S. M. Powers W. A. Instructor-prepared notes and achievement in introductory psychology. Journal of Experimental Education, 1978, 47, 37–41. In a reversed treatment design, students who went from notes to no-notes performed less well.

Prytula R. E. Oster G. D. Davis S. F. The “rat-rabbit” problem: What did John B. Watson really do?. Teaching of Psychology, 1977, 4, 44–46. Analysis of inaccuracies of treatment of the classic study in introductory texts.

Quereshi M. Y. Sex differences in evaluating an undergraduate psychology curriculum. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 2–3 (MS #1800). Analysis of results from a survey of AB psychology major graduates and implications for curriculum planning.

Quereshi M. Y. Buchkoski J. E. Logical versus empirical estimates of readability and human interest of general psychology textbooks. Teaching of Psychology, 1979, 6, 202–205. Flesch index values were correlated with various ratings of 61 texts by students.

Quereshi M. Y. Sackett P. R. An updated content analysis of introductory psychology textbooks. Teaching of Psychology, 1977, 4, 25–30. Cross validation and extension of a previous study (see #994) toward an objective method of text selection.

Raphelson A. C. The unique role of the history of psychology in undergraduate education. Teaching of Psychology, 1979, 6, 12–14. How the course is taught in terms of persons, society and culture.

Reynolds D. V. Students who haven't seen a film on sexuality and communication prefer it to a lecture on history they haven't heard: Some implications for the university. Teaching of Psychology, 1977, 4, 82–83. Humorous treatment of a course evaluation problem.

Rice R. W. Neider L. L. A classroom motivation scale illustrating the VIE theory of motivation. Teaching of Psychology, 1979, 6, 94–97. Describes and evaluates a project for an organizational behavior course.

Riger S. On teaching the psychology of women. Teaching of Psychology, 1979, 6, 113–114. Use of research projects, a climate of trust, and an interdisciplinary approach are featured in this course.

Robinson D. N. The history of psychology and the ends of instruction. Teaching of Psychology, 1979, 6, 4–6. Essay emphasizing the need for critical understanding in teaching the history course.

Robyak J. E. Downey R. G. Effectiveness of a study skills course for students of different academic achievement levels and personality types. Journal of Counseling Psychology, 1978, 25, 544–550. Various relationships of personality to achievement were found and course effectiveness was supported.

Roeser T. D. The effects of field dependence on college student ratings of instruction. Dissertation Abstracts International, 1979, 39A, 6036. Field dependence scores did not influence ratings with female students in an educational psychology course.

Rose D. Vinegrad M. Physiological psychology texts: Readability and human interest scores. Psychology Teaching, 1979, 7, 33–37. Flesch scoring of 11 texts and comparison with reported scores for texts for other courses.

Rossi A. S. A symposium on teaching the psychology of values and religion. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 21–22 (MS #1829). Theoretical and practical issues presented in a 1978 APA symposium by 5 teachers.

Rossi A. S. A symposium on innovations in teaching child and adolescent psychology. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 44 (MS #1867). Papers from six teachers presented at the 1978 APA convention.

Roweton W. E. Plants as “children” in introductory child psychology. Psychological Reports, 1979, 45, 768–770. Growing seedlings during the course was a “provocative” substitute for observing human growth.

Rozin P. Jonides J. Mass reaction time measurement of the speed of the nerve impulse and the duration of mental processes in class. Teaching of Psychology, 1977, 4, 91–94. Effective class or lab projects with simple equipment.

Sadava S. W. Teaching social psychology: A Canadian dilemma. Canadian Psychological Review, 1978, 19, 145–151. Criticism of social psychology texts because much of the content is not applicable to Canadian culture.

Saeger W. Literature and learning: The art of the state. Psychology Teaching, 1979, 7, 3–12. Critically reviews three science-fiction psychology readers and discusses uses for that kind of literature in our courses.

Schuh A. J. Personality correlates of achievement in a personnel evaluation course. Educational and Psychological Measurement, 1979, 38, 1189–1191. Course achievement showed a correlation with tests of emotional stability and personal relations.

Seiler L. H. Weybright L. D. Stang D. J. How useful are published evaluation ratings to students selecting courses and instructors?. Teaching of Psychology, 1977, 4, 174–177. Cross-year correlation analysis suggests caution in this use of teacher evaluations.

Sell J. M. Extraversion, neuroticism, and choosing to write autobiographies. Teaching of Psychology, 1977, 4, 180–182. Neuroticism found to be related to choice of project, but extraversion was not.

Semb G. Glick D. M. Spencer R. E. Student withdrawals and delayed work patterns in self-paced psychology courses. Teaching of Psychology, 1979, 6, 23–25. Review of the drop out and procrastination problem in PSI courses, with suggested solutions.

Shima F. New classics and new classicists in psychology. Teaching of Psychology, 1977, 4, 46–48. Identification of the articles most frequently reproduced in books of readings.

Silvestro J. R. Use of video-cassette summaries of childhood in teaching developmental psychology. Teaching of Psychology, 1979, 6, 171–172. Locally made tapes of child-parent interactions were evaluated as successful by students.

Singleton R. , Effects of grade inflation on satisfaction with final grade. A case of relative deprivation. Journal of Social Psychology, 1978, 105, 37–41. In a social psychology class, the “easy” or “hard” reputation of the teacher modified satisfaction with final grades.

Smith H. A. A modified Keller plan for teaching educational psychology. Ontario Psychologist, 1978, 10, 48–55. Student evaluations of a course (that provided choice of modules) was positive.

Sohn D. The rationale for the practice of randomly assigning subjects to groups: Its treatment in text books in experimental psychology and some suggestions. Teaching of Psychology, 1977, 4, 87–88. Critique of texts and a commentary on what randomization really means.

Solomon P. R. Science and television commercials: Adding relevance to the research methodology course. Teaching of Psychology, 1979, 6, 26–30. Describes the use of promotional claims of products to design in-course experiments.

Solomon P. R. The two-point system: A method for encouraging students to read assigned material before class. Teaching of Psychology, 1979, 6, 77–80. Random pop quiz over reading, rewarded by points, gives significant improvement in keeping up in a learning course.

Stachnik T. J. Simons R. C. Effects of a comprehensive final examination avoidance contingency. Journal of Medical Education, 1978, 53, 599–601. Reorganized the quiz schedule to avoid a comprehensive final exam and reduced failure rate in an abnormal psychology class.

Vande Kemp H. The case study method as a pedagogical tool in the teaching of psychology. JSAS Catalog of Selected Documents in Psychology, 1979, 9, 79. (MS # 1931). The history and full instructions for using this method and an example from a history of psychology course.

Vande Kemp H. On seeing yourself through another's eyes: Response to Wagner and Struzynski. Teaching of Psychology, 1979, 6, 143–145. Rebuttal to item # 1580 about psychology of religion courses.

Vasta R. Sarmiento R. F. Liberal grading improves evaluations but not performance. Journal of Educational Psychology, 1979, 71, 207–211. Experimental study obtained results stated in title in a developmental psychology course.

Vaughan E. D. Misconceptions about psychology among introductory psychology students. Teaching of Psychology, 1977, 4, 138–141. They are distressingly resistant to change by text or discussion.

Vine I. What we teach—and don't teach—to psychology students. Bulletin of the British Psychological Society, 1977, 30, 376–377. Critique of exams which emphasize the traditional, mechanical, behavioral.

Vorst H. C. Rate of study, changes in training program, and student characteristics. Tijdschrift voor Onderwijs Research, 1978, 3, 241–256. The effect of making first year more rigorous and second year more structured in a psychology program.

Wagner C. Struzynski A. On the autonomy of psychology in psychology/religion courses: An optimistic view. Teaching of Psychology, 1979, 6, 140–143. Take exception to an earlier paper (see # 1130) and develop their own thesis around six affirmations. (See rebuttal #1575).

Wagner R. V. Teaching in South America: Some generalities. Teaching of Psychology, 1979, 6, 131–135. An account of psychology departments, faculty, students, and courses in ten broad concerns.

Ware M. E. Beischel M. L. Career development: Evaluating a new frontierfor teaching and research. Teaching of Psychology, 1979, 6, 210–213. A course in career development is described and evaluated.

Waters J. E. The family environment scale as an instructional aid for studying the family. Teaching of Psychology, 1979, 6, 162–164. Describes and evaluates use of the instrument to get students involved in a family and marriage course.

Webb W. B. Continuing education: Refereeing journal articles. Teaching of Psychology, 1979, 6, 59–60. The referee as a teacher and a proposal for reducing redundant work.

White K. M. Marcuella H. Oresick R. Psychology in the high schools. Teaching of Psychology, 1979, 6, 39–42. Survey of teachers stresses the need for their better training.

Wilkins S. A. A study of the effects of various teaching-testing frequencies on cognitive gains. Dissertation Abstracts International, 1979, 40A, 1977. Weekly-quiz and three-test groups performed better than final-exam-only group in introductory psychology.

Woods P. J. (Ed.). The psychology major. Washington, DC: American Psychological Association, 1979. Chapters on preparing for employment, job prospects, surveys, models, problems, and appendix.

Worthington A. G. Wong P. T. P. Effects of earned and assigned grades on student evaluations of an instructor. Journal of Educational Psychology, 1979, 71, 764–775. Used true and false grades to show that course ratings are modified by grading standards and grade inflation.

Worthington E. L. Jr. Behavioral self-control and the contract problem. Teaching of Psychology, 1979, 6, 91–94. In personal adjustment course, changing of behaviors is maintained, accurately reported, and lasting.

Yoder J. Teaching students to do interviewing. Teaching of Psychology, 1979, 6, 170. Method involves use of a film and participation to give a skill widely useful.

Yoder J. Teaching students to do research. Teaching of Psychology, 1979, 6, 85–88. Research goals were distributed over different projects in a research methods course.