Annotated Bibliography on the Teaching of Psychology: 1984

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

Daniel R. S. (1981). Bibliography on the teaching of psychology, 1973–1979: Annotated and indexed. Catalog of Selected Documents in Psychology, 11, 72, MS 2342.

Daniel R. S. (1981). Annotated bibliography on the teaching of psychology: 1980. Teaching of Psychology, 8, 249–253.

Mosley C. E. Daniel R. S. (1982). Annotated bibliography on the teaching of psychology: 1981. Teaching of Psychology, 9, 250–254.

Morgan L. Daniel R. S. (1983). Annotated bibliography on the teaching of psychology: 1982. Teaching of Psychology, 10, 248–253.

Berry K. A. Daniel R. S. (1984). Annotated bibliography on the teaching of psychology: 1983. Teaching of Psychology, 11, 248–253.

Allen G. J. (1984). Using a personalized system of instruction to improve the writing skills of undergraduates. Teaching of Psychology, 11, 95–98. Comparing first to last papers, significant improvement was found in 12 of 18 criteria of student writing style and clarity.

Anderson W. P. Krauskopf C. J. Rogers M. E. Neal G. W. (1984). Reasons for comprehensive examinations: A re-evaluation. Teaching of Psychology, 11, 78–82. Faculty and PhD candidates suggest a system and a rationale for this high-anxiety step for which there are few published guidelines.

Anderson D. D. Stein D. K. (1984). Organization and administration of the psychology practicum: Meeting student, agency and program goals. Teaching of Psychology, 11, 178–179. Academic and placement contracts spell out the terms of student work in outside agencies.

Anderson J. E. (1984). Frequency of quizzes in a behavioral science course: An attempt to increase medical student study behavior. Teaching of Psychology, 11, 34. This experiment found studying to be positively correlated with frequency of quizzes.

Archer R. P. Peake T. H. (1984). Learning and teaching psychotherapy: Signposts and growth stages. Clinical Supervisor, 2, 61–74. Describes developmental stages in becoming a competent practitioner followed by a discussion of stressors, supervision, and goals.

Back K. W. (1984). Teaching social psychology as the human adventure. Teaching Sociology, 11, 117–126. A social psychology course should progress from boundaries of the self to interpersonal relations and communication to leadership and power.

Ball B. Bourner T. (1984). The employment of psychology graduates. Bulletin of the British Psychological Society, 37, 39–40. Presents data on how British graduates use their qualifications in fields related and unrelated to psychology.

Balsam P. Fifer W. Sacks S. Siler R. (1983). Microcomputers in psychology laboratory courses. Behavior Research Methods, Instruments, and Computers, 16, 150–152. Curriculum implementation is described and analyzed in terms of general guidelines, including needs analysis, choice of systems, and pedagogical considerations.

Banziger G. (1984). A problem-solving workshop: The Middle East comes to a social psychology class. Teaching of Psychology, 11, 36–38. Reports that the Middle East symposium was highly challenging and informative for the potential contribution of psychology in resolving international conflict.

Barabash V. I. (1984). Structure of a course on the psychology of work safety. Voprosy Psikholgii, 1, 67–70. Describes the content of a course in the psychology of work safety offered at the Leningrad Polytechnical Institute.

Beins B. (1984). The use of slides in psychology classes: Do they help or are they an invitation to sleep? Teaching of Psychology, 11, 229–230. The use of slides in a sensation and perception class was well-received and allowed coverage of more material.

Benjamin L.T. Jr. Cavell T. A. Shallenberger W.R. (1984). Staying with initial answers on objective tests: Is it a myth? Teaching of Psychology, 11, 133–141. The common advice to not change answers appears to be a mistake, but before that is certain, additional information is needed.

Berg M. R. (1984). Teaching psychological testing to psychiatric residents. Professional Psychology, 15, 343–352. Advocates. teaching psychiatric residents to be sophisticated consumers of the psychologist's consultive service rather than test practitioners themselves.

Biaggio M. K. Gasparikova-Krasnec M. Bauer L. (1983). Evaluation of clinical psychology graduate students: The problem of the unsuitable student. Professional Practice of Psychology, 4, 9–20. Nationwide survey of program directors regarding evaluation and dismissal of unsuitable students suggests systematic evaluation is necessary.

Boice R. (1984). The relevance of faculty development for teachers of psychology. Teaching of Psychology, 11, 3–8. Psychologists' expertise in experimental design, objective analysis, and innovation can help make faculty development successful.

Boice R. (1984). Teaching interviewing skills: A procedural account of measuring students' progress. Teaching of Psychology, 11, 110–111. An attempt to provide standardization of training for an interviewing skills rating scale, the Matarazzo Checklist.

Bouton C. (1982). On teaching concepts. Papers in the Social Sciences, 2, 1–9. Presents a social science teaching method in which concepts are understood as instruments of thinking, rather than being reified.

Bowman D. Ware M. E. (1984). Strategies to assess performance in experiential activities in a personal development course. Teaching of Psychology, 11, 107–108. Student evaluations of a course and their own performance in experiential activities were used to assess grading techniques.

Brothen T. J. (1984). Three computer-assisted laboratory exercises for introductory psychology. Teaching of Psychology, 11, 105–107. Describes CAL packages that complement course objectives, require written responses, and do not overlap inefficiently with texts.

Brown L. T. (1984). Misconceptions about psychology aren't always what they seem. Teaching of Psychology, 11, 75–78. These nine often researched misconceptions appear to be candidates for qualification or at least a caution in interpretation.

Bulatao J. (1979). Oh, that terrible task of teachers to teach psychology in the Philippines. Philippine Joumal of Psychology, 12, 33–37. Proposes that psychology education in the Philippines lacks cultural relevance; includes suggestions for improvement.

Carlson S. (1984). The treatment of industrial/organizational psychology in introductory psychology textbooks. Teaching of Psychology, 11, 243–244. Survey of 31 texts found only 8 had a section on I/O psychology and 8 contained no mention of it.

Carsrud A. L. (1984). Undergraduate psychology research conferences: Goals, policies, procedures. Teaching of Psychology, 11, 141–145. Conferences such as described here can make a vital contribution to the educational process of AB and graduate bound majors.

Carsrud A. L. (1984). Graduate student supervision of undergraduate research: Increasing research opportunities. Teaching of Psychology, 11, 203–205. The author describes a supervision program that was a bit more valuable to the undergraduate, but beneficial to both groups.

Cleghorn J. M. Bellissimo A. Will D. (1983). Teaching some principles of individual psychodynamics through an introductory guide to formulations. Canadian Journal of Psychiatry, 28, 162–172. Presents a framework by which student therapists can understand the individual psychodynamics of patients.

Cogan D. Cogan R. (1984). Classical salivary conditioning: An easy demonstration. Teaching of Psychology, 11, 170–171. Demonstration of classical conditioning can be experienced by each class member with minimal time and equipment requirements.

Cohen M. W. (1984). Enhancing motivation in educational psychology. Teaching of Psychology, 11, 214–217. Enjoying learning and wanting to pursue knowledge is accomplished best within an atmosphere that sustains motivation.

Collyer C. E. (1984). Using computers in the teaching of psychology: Five things that seem to work. Teaching of Psychology, 11, 206–209. Describes methods of teaching thinking skills with computers, including programming, simulating specialized procedures, and posing problems for analysis.

Cook A. S. Oltjenbruns K. A. Lagoni L. (1984). The “ripple effect” of a university sponsored death and dying symposium. Omega: Journal of Death and Dying, 15, 185–190. Survey of students and faculty suggest a declining taboo regarding the discussion of death education.

Costin F. (1984, August). Courage in the classroom. Paper presented at the annual meeting of the APA, Toronto, August, 1984 (ERIC Document Reproduction Service No. ED 253 188). Discusses a number of teaching techniques, including the dealing with student apathy.

Couch R. W. Ober B. R. Merrill M. H. (1984). Where have all the proctors gone? A technology for ensuring staff attendance. Teaching of Psychology, 11, 226–228. A replacement option noticeably reduces proctor absences, but addition of an incentive nearly eliminates the problem.

Cumming G. (1984). Self-selection of student groups in a group Keller course. Teaching of Psychology, 11, 181–182. Students who self-selected their own small mixed-ability groups performed successfully.

Cupchik G. C. Klainer F. Riley D. (1984). Undergraduate attitude toward psychology in the 1980s. Teaching of Psychology, 11, 195–198. Students become more abstract in their thinking about psychology as they advance, while retaining a humanistic orientation.

Dahlstrom W. G. Moreland K. L. (1983). Teaching the MMPI: APA-approved clinical internships. Professional Psychology: Research and Practice, 14, 563–569. Survey of internships suggests that most offer teaching and training in the MMPI, and in over half interns receive research experience with the MMPI.

Dalton J. H. (1984). Discussing ethical issues in practicum courses. Teaching of Psychology, 11, 186–188. Discusses ethical issues and dilemmas encountered in student practice settings and suggests a systematic discussion of them.

Davidson W. B. House W. J. Boyd T. L. (1984). A test-retest policy for introductory psychology courses. Teaching of Psychology, 11, 182–184. Retesting using equivalent objective test forms helps reduce student anxiety, increase understanding of evaluation standards, and enhances mastery.

Demski R. Bierhoss H. W. Hildebrandt-Hetz I. (1984). Social distance and the readiness to help offenders: A comparison of law and psychology students. Zeitschrift fur Experimentelle und Angewandte Psychologie, 31, 1–18. Compares male and female law and psychology students' willingness to help offenders.

Diekhoff G. M. (1984). True-false tests that measure and promote structural understanding. Teaching of Psychology, 11, 99–101. Presents and investigates a method of both teaching and testing knowledge of interrelationships between ideas.

Erdwins C.J. Buffardi L. C. (1983). Employment of recent MAs in psychology: A middle rung on the career ladder. Professional Psychology: Research and Practice, 14, 112–117. Survey of both clinical and industrial/experimental master's program graduates concerning employment and education.

Fairchild H. H. (1984). Teaching black psychology. Western Journal of Black Studies, 8, 55–60. Describes the organization of graduate and undergraduate seminars as well as incorporating black psychology into undergraduate general psychology courses.

Fantuzzo J. W. Sisemore T. A. Spradlin W. H. (1983). A competency-based model for teaching skills in the administration of intelligence tests. Professional Psychology: Research and Practice, 14, 224–231. Introduces an instrument for assessing and teaching competence in WISC-R administration.

Fenton G. W. O'Gorman E. C. (1983). Teaching human sexuality at Queen's University of Belfast. Irish Journal of Psychotherapy, 2, 55–58. Course content includes psychosexual disorders, organic diseases, and counseling skills, including desensitization to clinical tasks.

Fertziger A. P. (1983). Right- and left-brain approaches to death education. Death Education, 7, 33–38. Discusses the importance of right- and left-brain cognitive styles to learning about death. A “holistic” approach to death education is proposed.

Fingeret A. L. (1984). Teaching an introductory psychology course in traditional and in nontraditional settings. Psychological Reports, 54, 591–594. Except for a higher drop out rate, performance of inner-city students was nearly identical to students in a traditional college setting.

Fox D. R. (1984). Alternative perspectives on the pressure to publish. Teaching of Psychology, 11, 239–241. Response to Heesacker (see item 2295). Defends position that pressure on students to publish for the sake of getting published corrupts education.

Fox R. A. Lopuch W. R. Fisher E. (1984). Using volunteer work to teach undergraduates about exceptional children. Teaching of Psychology, 11, 113–115. Study showed that student anxiety decreases and favorable attitudes increase after direct contact with exceptional children.

Fox R. Falkner D. A. Lopuch W. R. (1984). Graduate students' effectiveness at training others in progressive relaxation training. Teaching of Psychology, 11, 51–52. Found graduate students to be effective at reducing trainees' anxiety and improving the favorability of self-descriptions.

France K. (1984). Peer trainers in an interviewing techniques course. Teaching of Psychology, 11, 171–173. A role play program that facilitates learning interviewing skills in several ways within the context of a limited time frame.

Gabinet L. Patterson M. B. Friedson W. (1984). Teaching psychology to medical students on a consultation-liaison psychiatry service. Teaching of Psychology, 11, 28–31. Suggestions include interviewing skills, integration of assessment and interventions, interpersonal factors on wards, and integrating goals with treatment teams.

Gandy G. L. (1983). Graduates of an undergraduate rehabilitation curriculum. Rehabilitation Counseling Bulletin, 26, 357–359. Survey of BAs in rehabilitation counseling concerning employment and curriculum preferences.

Gartner A. F. (1984). The psychopathology of adolescence: Proposal for an undergraduate course. Teaching of Psychology, 11, 241–242. Instructor describes an advanced undergraduate seminar in adolescent psychopathology which aims at facilitating student self-understanding.

Garcia Garza G. R. (1982). The laboratory as an option for teaching psychology to the master's level. Esenanza e Investigacion en Psicologia, 8, 188–192. Describes the principles and organization of a graduate level laboratory course.

Gleitman H. (1984). Introducing psychology. American Psychologist, 39, 421–427. Discusses a wide range of aspects of teaching introductory psychology, including overall aims, instruction in interdisciplinary links, and moral issues.

Gorman M. E. (1984). Using the Eden Express to teach introductory psychology. Teaching of Psychology, 11, 39–40. Students enjoyed a writing assignment based on the autobiographical writings of a schizophrenic.

Grabe M. Petros T. Mann S. (1984). Development of computer-controlled study management systems. Teaching of Psychology, 11, 179–181. A pool of practice test items provides solutions to the challenge of enhancing study skills in large lecture courses.

Greer B. Semrau G. (1984). Investigating psychology students' conceptual problems in mathematics in relation to learning statistics. Bulletin of the British Psychological Society, 37, 123–125. Examined the misconceptions and conceptual gaps in the mathematical thinking of two groups of psychology students.

Griesinger W. S. Klene R. R. (1984). Readability of introductory psychology textbooks: Flesch versus student ratings. Teaching of Psychology, 11, 90–91. Paired-comparison measure by students, after being normalized, did not agree very well with Flesch reading ease scores.

Guillec G. (1983–1984). First-year psychology students' perceptions of psychology and psychologists. Bulletin de Psychologie, 37, 907–928. Questionnaire elicited information on knowledge about and attitudes toward psychology as a discipline and as a profession.

Halgin R. P. Halgin L. F. (1984). An advising system for a large psychology department. Teaching of Psychology, 11, 67–70. Addresses the serious problems a large psychology department must face in providing adequate advising for its majors.

Handelsman M. M. Friedlander B. L. (1984). The use of an experiential exercise to teach about assertiveness. Teaching of Psychology, 11, 54–56. Discusses student reactions to, and issues involved in, an exercise in which they had the option to behave assertively.

Harari H. Jacobson A. (1984). Teaching psychology in the 1980s: A content analysis of leading introductory psychology textbooks. Teaching of Psychology, 11, 236–237. Examined 10 content areas of 14 widely-used texts for space allocation, documentation, and currency.

Heesacker M. (1984). From one without tenure: A response to Fox. Teaching of Psychology, 11, 238–239. Discusses benefits of the pressure on graduate and undergraduate students to produce publishable research. (See item 2121.).

Hovancik J. R. (1984). Individualized assignments in an experimental psychology class. Teaching of Psychology, 11, 52–54. Performance of undergraduates given individualized assignments was superior to that of students given standardized assignments.

Howard G. S. Engelhardt J. L. (1984). Teaching rival hypotheses in experimental psychology. Teaching of Psychology, 11, 44–45. Describes class activities for teaching research, designs, analysis, interpretation, reporting, and critiquing.

Howard G. S. (1984). Thoughts on assumptions in “exploring some pitfalls in student evaluation of teaching.” Teaching of Psychology, 11, 184–185. Correlation between teacher evaluations and grades does not necessarily imply contamination of the former. (See item 1951.).

Hudak M. A. Anderson E. W. (1984). Teaching style and student ratings. Teaching of Psychology, 11, 177–178. Assessed student reactions to didactic, heuristic, and philetic teaching styles based on Broudy's (1982) theory.

Hughes R. L. (1984). Teaching concepts of personal adjustment using popular music. Teaching of Psychology, 11, 115. Students self-disclosed more affect and reported better understanding when popular music was used in instruction on healthy personality.

Hunt D. M. Bolen D. S. (1984). More rigorous case studies for teaching: Why and how. Case Analysis, 2, 57–73. Reviews the current advocacy and need for rigorous and realistic case studies and suggests ways of attaining this goal.

Jouning V. Lajoie G. Williams R. Over R. (1984). The perceived competencies of psychology graduates. Australian Psychologist, 19, 25–27. Graduates in psychology were perceived by employers, faculty, and students as having a narrower range of skills relative to students in three other fields.

Kaczkowski H. (1984). The critical incident as a source of structured experiences for group therapy courses. Teaching of Psychology, 11, 233–235. Students generate written solutions to group concerns presented on videotape.

Keller J. W. Piotrowski C. (1984). Psychiatric psychopathology: A practicum approach. Teaching of Psychology, 11, 185–186. Experience in psychiatric work in the community, along with didactics, fosters student understanding of psychopathology, treatment, and professional role differences.

Kellogg R. L. (1984). Conan Doyle and graphology. Teaching of Psychology, 11, 112–113. A review of the Sherlock Holmes stories suggests that Doyle was influential in popularizing graphology in the 1900s.

Kierniesky N. C. (1984). Undergraduate research in small psychology departments. Teaching of Psychology, 11, 15–19. Although research is valued as preparation for graduate school, it is believed by many to contribute to liberal education goals.

Klingman A. (1983). Simulation and simulation games as a strategy for death education. Death Education, 7, 339–352. Examines avoidance of death education and presents role playing and simulation games as techniques to decrease this avoidance.

Korn J. H. (1984). Coverage of research ethics in introductory and social psychology textbooks. Teaching of Psychology, 11, 146–149. Author maintains that students who are likely to be research participants should know more about their rights.

Kottle J. L. (1984). Organizational development, instructor evaluations and feedback. Teaching of Psychology, 11, 118–119. Describes procedures that enhance the application of results of company attitude surveys and teacher evaluations.

Kottle J. L. (1984). Assessing instructor performance: A classroom project for an industrial/organizational psychology class. Teaching of Psychology, 11, 231–233. Students constructed performance appraisal instruments with which they provided feedback regarding teaching effectiveness.

Kouliutkin Y. N. (1983). Psychological knowledge and the teacher. Voprosy Psikhologii, 3, 51–61. Discusses ways to increase the applicability of psychological knowledge acquired by Soviet teachers in training.

Laffitte R. G. Jr. (1984). Effects of item order on achievement test scores and students' perception of test difficulty. Teaching of Psychology, 11, 212–214. Students are undisturbed by different item orders in classroom tests, and perceive no difference in difficulty.

Lamal P. A. (1984). Interest in PSI across sixteen years. Teaching of Psychology, 11, 237–238. Charting presentations at APA and ABA meetings reveals interest in PSI has declined.

Langosch I. (1984). Introduction to psychology for beginners (teachers and students). Psychologie in Erziehung und Unterricht, 31, 231–236. Describes a course that aligns content with students' notions of altruism and self-development.

Lemkau J. P. Merkel W. T. McNamara K. M. Purdy R. (1984). Infiltrating the house of God: Teaching psychology to family practice physicians. Teaching of Psychology, 11, 19–26. Covers innovative approaches, including peer tutoring, supervision methods, family systems workshops and case conferences, and a systems approach to instruction.

LeUnes A. (1984). The institutional tour: Some reflections. Teaching of Psychology, 11, 42–43. Discusses the benefits of providing out-of-class educational experiences for psychology students.

Levine J. R. (1984). When colleagues judge colleagues. Teaching of Psychology, 11, 38–39. Even moderate individual differences in the use of teacher evaluation scales must lead us to question the validity of colleague observations.

Lichtenberg J. W. (1985). On teaching counseling and personality theories. Journal of Counseling and Development, 63, 526–527. Expresses doubts about teaching counseling and personality theories when outdated and unsupported.

Lin Y. McKeachie W. J. Tucker D. G. (1984). The use of student ratings in promotion decisions. Journal of Higher Education, 55, 583–589. Examined role of research and student- evaluated teaching ability on promotion and salary decisions by senior faculty members.

Little J. K. Barser G. W. (1984). The introductory social psychology course: Syllabi and related materials. Resource materials for teaching (ERIC Document Reproduction Service No. ED 249 163). Contains a variety of materials to help plan and organize the introductory social psychology course.

Lupo J. V. Ware M. E. (1984). Continuing education in micro-computers for academic and practicing psychologists. Teaching of Psychology, 11, 40–41. Describes and evaluates a workshop in which the needs and interests of academic and practicing psychologists were shared.

Lyons M. J. Bradley C. White J. (1984). Videotaping and abnormal psychology: Dramatized clinical interviews. Teaching of Psychology, 11, 41–42. Found advantages of having students act out interviews as opposed to using tapes of actual patients.

Magnello M. E. Spies C. J. (1984). Using organizing concepts to facilitate the teaching of statistics. Teaching of Psychology, 11, 220–223. Multidimensional scaling was used to reveal how students organize various statistical concepts for receptive learning.

McArthur J. Kenney P. (1983). Researching a paper in the library. A programmed text: Psychology version (ERIC Document Reproduction Service No. ED 244 646). One of a set of programmed texts specifically designed for college upperclassmen doing research for term papers, this text focuses on psychology related topics.

McDaniel C. R. (1983). Some ideas for beginners on using a microcomputer in an introductory psychology class. Behavior Research Methods, Instruments, and Computers, 16, 153. This workshop presented word processing, grade management, and demonstrations for large classes with limited equipment.

McGovern T. V. Hawks B. K. (1984). Transition and renewal of an undergraduate program in psychology. Teaching of Psychology, 11, 70–74. Presents a case study of a 3-year comprehensive review and renewal of undergraduate education at Virginia Commonwealth University.

McKeachie W. J. (1984). Teaching learning strategies. Paper presented at the Annual Meeting of the American Psychological Association (ERIC Document Reproduction Service No. ED 255 141). Conducted an evaluation of an introductory cognitive psychology course that focuses on both the concepts of cognitive psychology and their application to learning strategies.

McKelvie S. J. (1984). Left-wing rhetoric in introductory psychology textbooks: The case of mental illness. Psychological Reports, 54, 375–380. Examination of 23 textbooks suggests most are not biased in favor of a leftist political ideology.

Markowitsch H. J. (1983). What is physiological psychology? Psychologische Rundschau, 34, 86–94. Compares the content of courses in physiological psychology, psychophysiology, and neuropsychology.

Marwit S. J. (1983). Doctoral candidates' attitudes toward models of professional training. Professional Psychology: Research and Practice, 14, 105–111. Found positive attitudes toward their training among students in most Boulder model and professional schools.

Morgan J. D. (1984). Death education as a liberal art. Death Education, 8, 289–297. Death education deals not only with what students might see as abstract questions, but also with the fundamental problems of human life.

Morris S. B. Haas L. J. (1984). Evaluating undergraduate field placement: An empirical approach. Teaching of Psychology, 11, 166–168. Achievement of personal goals in field placement is not related to supervision quality, but apparently to structuredness.

Noble A. C. (1984). Colleague rating of teaching effectiveness by educational psychology professors at three central United States universities. Dissertation Abstracts International, 44, 2380A. Explored a method of evaluating effectiveness by assessing course materials and investigated the most important elements in this evaluation.

O'Brian R. M. Sperduto W. A. Goff A. B. (1984). An undergraduate practicum in organizational behavior management: Course description and project outcomes. Teaching of Psychology, 11, 149–153. Students learn behavior analysis and strategies of experimentation to aid them in becoming more marketable in business.

Palladino J. J. Carducci B. J. (1984). Students' knowledge of sleep and dreams. Teaching of Psychology, 11, 189–191. The Sleep and Dreams Information Questionnaire helps identify misconceptions and provides students an interesting introduction to the topic.

Panek P. E. (1984). A classroom technique for demonstrating negative attitudes toward aging. Teaching of Psychology, 11, 173–174. Uses a frequency count of descriptions of the elderly, along with student evaluation and discussion.

Paolis P. Lorenzi-Cioldi F. Maria L. (1983). The work of the psychologist: The image of a group of psychology students. Giomale Italiano di Psicologia, 10, 143–161. Compared graduate students' and professional psychologists' conceptualizations of the work of psychologists.

Percival E. (1984). Sex bias in introductory psychology textbooks: Five years later. Canadian Psychology, 25, 35–42. The eight textbooks most used in Canadian universities were rated low in overall sex bias.

Phillis B. N. (1983). Law-related training in school psychology: A national survey of doctoral programs. Journal of School Psychology, 21, 253–259. Survey of program directors concerning promotion of training at the interface of law, psychology, and education.

Phye G. D. (1984). Student performance and the evaluation of teaching effectiveness. Teaching of Psychology, 11, 92–95. The intended use of evaluations, for feedback or administrative decisions, should dictate data analysis methods.

Pikunas J. (1984). Issues in teaching life-span psychology. Academic Psychology Bulletin, 6, 171–175. Suggestions for a developmental life-span course, including selection of unifying themes and adequate attention to adulthood and senescence.

Pinkard C. M. Gross P. (1984). Modification of locus of control among rehabilitation counseling graduate students. Rehabilitation Counseling Bulletin, 28, 39–45. Found that experiential trained rehabilitation counseling students had significantly more internal loci of control than didactically trained geriatric students.

Piotrowski C. Keller J. W. (1984). Psychological testing: Trends in masters-level counseling psychology programs. Teaching of Psychology, 11, 244–245. Although program coordinators feel students should be familiar with projectives, few advocate required training.

Polyson J. (1984). Students' peak experiences: Yes, psychology deals with happiness, too. Paper presented at: the Annual Meeting of the American Psychological Association (ERIC Document Reproduction Service ED No. 251 370). A written description of a personal “peak experience” by general psychology students encouraged integration of affect and intellect.

Prerost F. J. Reich M. J. (1984). Factors affecting evaluation of undergraduate job applicants: Urban versus rural human service delivery systems. Teaching of Psychology, 11, 218–220. The locale of an agency does make a difference in the preferred academic preparation of AB job applicants.

Prescott S. (1984). An evolutionary model applied to teaching. Teaching of Psychology, 11, 198–202. Teachers are not passive actors, but they are actively involved in fashioning the discipline by selecting that which is taught.

Przeorek J. Rubin J. Sanchez R. Deni R. (1984). TRS-80 BASIC programs to control experiments involving paired associate verbal learning procedures. Teaching of Psychology, 11, 119–120. Describes programs designed to control and execute standard methods for paired associate learning, suitable for classroom use.

Rakos R.F. Grodek M. V. (1984). An empirical evaluation of a behavioral self-management course in a college setting. Teaching of Psychology, 11, 157–162. In a controlled evaluation, efficacy and cost-effectiveness were found, but an expectation/therapeutic result was odd.

Randolph D. L. Magee J. W. Rectanus E. F. Hicks-Jimenez K. (1984). Teaching consultant interview skills: Measuring student progress. Teaching of Psychology, 11, 242–243. Questionnaire presents consulter statements followed by multiple-choice responses describing critical elements in the consultation situation.

Reed J. G. (1984). Career planning and exploration: An exercise for use in industrial psychology courses. Teaching of Psychology, 11, 174–175. This exercise exposes students to a variety of activities and sources of information relevant to career planning.

Ricateau M. (1983–1984). Perceptions of psychology students and academic accomplishments. Bulletin de Psychologie, 37, 929–956. Studied the role that educational and professional plans played in students' decisions to enroll in a psychology program.

Richardson B. K. Quinn B. J. (1983). Counseling psychologists' attitudes and practices in continuing professional education: A national study. Counseling Psychologist, 11, 97–99. Seventy percent of a sample of Division 17 Fellows reported spending at least 10 hr per week in continuing education.

Rime B. Parmentier B. King S. Limet A. (1983–1984). Teaching experimental research methodology in psychology: A didactic formula and its evaluation. Bulletin de Psychologie, 37, 393–399. Describes a procedure for teaching research design involving six basic concepts.

Rogers A. Bowie J. A. (1984). Directory of introductory psychology texts in print: 1984. Teaching of Psychology, 11, 59–62. Listing of available introductory psychology textbooks and reviews.

Rosenkoetter J. S. (1984). Teaching psychology to large classes: Videotapes, PSI and lecturing. Teaching of Psychology, 11, 85–87. Techniques to enhance student interest by urging the teacher to share personal self with students.

Rosenthal N. R. (1983). Death education and suicide potentiality. Death Education, 7, 39–51. Comparison of death attitudes and suicide potentiality of students in a death course to those of students in a teaching course.

Ross S. (1984). The undergraduate program in psychology: 1980s. Psychological Reports, 54, 579–582. Examines the development of undergraduate psychology education, recent pressures and technological influences on it, and goals and interests of undergraduates in psychology.

Rowland D. L. Jordan D. K. Olson M. (1984). On the use of chicks as experimental laboratory subjects. Teaching of Psychology, 11, 45–46. Discusses the advantages of the use of chicks in a course on animal learning.

Sebastian C. S. Nathan R. G. Hunter R. J. (1984). The necessity of teaching psychological principles to medical students in a clinical setting: A pilot study of subsequent patient visits. Teaching of Psychology, 11, 26–28. Training in physician/patient interaction skills was followed by reduced patient “no shows” but acceptance was disappointing.

Seefeldt D. (1983). Are participants in basic psychotherapeutic courses neurotic? Psychiatrie, Neurologie und medizinische Psychologie, 35, 27–30. Questionnaire results suggested neurotic tendencies among a small number of students in a psychotherapy course.

Schonover S. C. Bassuk E. L. Smith R. Gaskill D. (1983). The use of videotape programs to teach interpersonal skills. Journal of Medical Education, 58, 804–810. Reviews the nature of interpersonal skills and the current status of visual aids for teaching human relations.

Shapiro S. I. (1983). The academic psychologist. Psychological Reports, 53, 1131–1134. Bibliography of articles aimed at increasing the success of graduate students both pre- and postgraduation.

Shimamura A. P. (1984). A guide for teaching mnemonic skills. Teaching of Psychology, 11, 162–166. Cognitive and educational psychology have much to offer in developing strategies for efficient learning and memory.

Silverman N. N. Corsini R. J. (1984). Is it true what they say about Adler's individual psychology? Teaching of Psychology, 11, 188–189. Two studies demonstrated ignorance and distortion of Adlerian ideas in introductory psychology texts.

Somerville A. W. Allen A. R. Noble B. A. Sedgwick D. L. (1984). Effect of a stress-management class: One year later. Teaching of Psychology, 11, 82–85. Students showed a reduction in anxiety during a 16-week course, and this effect was still seen in a follow-up study.

Sprenkle D. H. Piercy F. P. (1984). Research in family therapy: A graduate level course. Journal of Marital and Family Therapy, 10, 225–240. Describes content of a research-oriented course in family therapy, including research methodology and evaluation, literature, reviews, assessment, and their epistemologies.

Stagner B. H. (1984). Techniques for teaching projective assessment. Teaching of Psychology, 11, 103–105. Innovations that expedite instruction in projective techniques without sacrificing substance.

Stefan E. S. Brucklacher M. A. (1984). Putting the pieces back into the whole: An experiential course on holistic health. Teaching of Psychology, 11, 117–118. Students accepted the holistic model, increased their discussion of health, and took more responsibility for their health.

Stejskal L. (1981). On the didactic aspect of the psychologists's educational activity. Psychologie v Ekonomicke Praxi, 16, 163–173. Discusses traditional and more recent didactic methods of teaching psychology, with attention to optimal levels of didactics and the need for qualified instructors.

Taub-Bynum E. B. House J. J. (1983). The teaching of hypnosis: Outline and method. Journal of American College Health, 32, 82–85. Describes training program on clinical hypnosis for professionals and paraprofessionals.

Tauber R. T. (1984). INSTA-EXAM: A card based exam preparation system that eliminates repeated typing and proofreading. Teaching of Psychology, 11, 48–49. Describes a system of exam preparation that decreases preparation time, proofreading, and secretarial time.

Terry W.S. (1984). A “forgetting journal” for memory courses. Teaching of Psychology, 11, 111–112. A technique in which students monitor and record instances of forgetting to be used for later analysis.

Thieman T. J. (1984). A classroom demonstration of encoding specificity. Teaching of Psychology, 11, 101–102. A classroom experiment that can provide an opportunity to demonstrate encoding specificity, note its limitations, and discuss its cause and importance.

Torney-Purta J. (1984). Annotated bibliography of materials for adding an international dimension to undergraduate courses in developmental and social psychology. American Psychologist, 39, 1032–1042. Presents an annotated bibliography of materials on cross-cultural psychology directed toward undergraduate classes.

Trnavsky P. Willey D. L. (1984). Developing instructional videotapes. Teaching of Psychology, 11, 169–170. The production of videotapes of infant development for use in developmental or child psychology courses is outlined.

VandeCreek L. Fleischer M. (1984). The role of practicum in the undergraduate psychology curriculum. Teaching of Psychology, 11, 9–14. Although practicum is frequently available to majors, variety in nature and quality is striking, and it seems to lack a mission.

Wapner S. (1984). A first year seminar on theory and method: Toward optimizing the transition into a PhD program. Teaching of Psychology, 11, 154–157. Although most graduate departments provide an orientation seminar, this one has some unique features.

Ward E. F. (1984). Statistics mastery: A novel approach. Teaching of Psychology, 11, 223–225. Advocates giving students an overview or a “feel” of statistics at the beginning of the course to relieve general anxiety.

Ware M. E. (1984). Helping students to evaluate areas of graduate study in psychology. College Student Journal, 18, 2–11. Information comparing APA approved versus non-approved and doctoral versus masters programs.

Watkins C. E. (1983). Counseling psychology versus clinical psychology: Further explorations on a theme or once more around the “identity” may pole with gusto. Counseling Psychologist, 11, 76–92. Compares clinical and counseling psychology along a number of dimensions, including training experiences.

Warren W. G. (1983). Personal construct psychology: Broadening death research and death education. Death Education, 7, 267–280. Explores theoretical aspects of death education and how they are illuminated and accommodated by person construct theory.

Weinman J. (1984). Priorities in psychology teaching in medicine. Annual conference of the Hong Kong psychological society: Psychology and medicine (1983, Shatin, Hong Kong). Bulletin of the Hong Kong Psychological Society, 13, 17–21. Proposes a range of key components of teaching psychology to medical students, including interview observation, instruction in patient variables, and curricular follow-up.

Wellman P. J. (1984). Brown adipose tissue thermogenesis: A simple and inexpensive laboratory exercise in physiological psychology. Teaching of Psychology, 11, 115–116. Advocates use of BAT due to ease of preparation and temperature recording, robust effects, wide applicability, and generation of class discussion.

Winter D. G. (1984). Restructuring introductory psychology. New Directions for Teaching and Learning, 20, 77–88. Describes a course that avoids the technical, preprofessional, and emphasizes the human nature aspects.

Wright D. C. Kausler D. H. (1984). Commentary: Advising students about graduate work. Teaching of Psychology, 11, 191. Undergraduate advisement may help increase the declining quality of applicants to graduate programs in experimental psychology.