Annotated Bibliography on the Teaching of Psychology: 1986

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

Berry K. A. Daniel R. S. (1985). Annotated bibliography on the teaching of psychology: 1984. Teaching of Psychology, 12, 231–236.

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

Daniel R. S. (1981b). Bibliography on the teaching of psychology, 1973–1979: Annotated and indexed. Catalog of Selected Documents in Psychology, 11, 72. (Ms. No. 2342).

Johnson M. Daniel R. S. (1974). Comprehensive annotated bibliography on the teaching of psychology at the undergraduate level through 1972. Catalog of Selected Documents in Psychology, 4, 108. (Ms. No. 735).

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

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

Wise P. S. Fulkerson F. E. (1986). Annotated bibliography on the teaching of psychology: 1985. Teaching of Psychology, 13, 223–227.

Abrams H. L. Dralle P. W. (1985). A miniworkshop method for teaching medical students' recognition of personality disorders. Journal of Medical Education, 60, 646–648. Examines the effectiveness of an experiential learning exercise for medical students.

Abramson C. I. (1986). Invertebrates in the classroom. Teaching of Psychology, 13, 24–29. The benefits and logistics of implementing an inexpensive classroom program using invertebrates are presented.

Ackil J. E. (1986). Physio pursuit: A trivia-type game for the classroom. Teaching of Psychology, 13, 91–93. Describes a classroom game to help students prepare for a physiological psychology exam.

Albou P. (1985–1986). Psychology in university institutes of technology. Bulletin de Psychologie, 39, 89–91. Describes the psychology curriculum and research emphases in universities oriented toward industrial arts and communication.

Balch W. R. (1986). The use of student-performed developmental exercises in the classroom. Teaching of Psychology, 13, 140–142. To promote understanding of developmental concepts, undergraduates tested children on a standardized set of exercises.

Banissoni M. (1981). Studies and research on the chairs of social psychology in the doctoral degree program in psychology at the University of Rome. Psicologia e Società, 3–4, 55–56. Research directions in one social psychology graduate program include authoritarianism, cognitive organization, and perceptions of deviance.

Barbero M. C. (1981). Developmental psychology in the Teachers' Seminary of the Faculty of Science of the University of Naples. Psicologia e Società, 3–4, 123 127. Research areas in one developmental psychology program include information transmission, motivation, and child adolescent development.

Barnett M. A. (1986). Commonsense and research findings in personality. Teaching of Psychology, 13, 62–64. High school and college students are often informally aware of research findings reported in personality textbooks.

Baxter P. M. (1986). The benefits of in-class bibliographic instruction. Teaching of Psychology, 13, 40–41. Bibliographic instruction introduces students to reference works, topic definition, and the librarian's role.

Been P. H. Brokker F. B. (1986). Categorization of statistical problems by beginners and experts. Tidschrift voor Onderwijsresearch, 11, 23–24. Compares the competence of first-year undergraduates with psychologists in solving applied statistical problems.

Beers S. E. (1986). Questioning and peer collaboration as techniques for thinking and writing about personality. Teaching of Psychology, 13, 75–77. Students wrote questions that were discussed and classified according to Bloom's taxonomy.

Bleach A. (1986). Assessing student learning. Bulletin of the British Psychological Society, 39, 17. Discusses Foster's 1985 article regarding the influence of academic politics on psychology department assessment procedures.

Bloomquist D. W. (1985). Teaching sensation and perception: Its ambiguous and subliminal aspects. In Rogers A. M. Scheirer C. J. (Eds.), G. Stanley Hall Lecture Series, (Vol. 5, pp. 157–203). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 5).

Boice R. Myers P. E. (1986). Stresses and satisfactions of chairing in psychology. Professional Psychology: Research and Practice, 17, 200–204. Surveyed 174 chairpersons in doctoral-level psychology departments, two thirds of whom would take the job again.

Boniface D. (1985). Candidates' use of notes and textbooks during an open-book examination. Educational Research, 27, 201–209. Thirty BS honors candidates in psychology voluntarily took an open-book examination in a design/analysis class.

Borgeat F. (1985). Teaching therapeutic skills of a psychological nature to future physicians. Canadian Journal of Psychiatry, 30, 445–449. Proposes specific learning objectives describing the psychological therapeutic skills needed by medical students and family physicians.

Bransford J. Sherwood R. Vye N. Riesio J. (1986). Teaching thinking and problem solving: Research foundations. American Psychologist, 41, 1078–1089. Reviews research on productive ways of viewing the processes underlying thinking and problem-solving abilities.

Brookshire M. Noland M. P. (1985). Teaching children about death. Elementary School Guidance and Counseling, 20, 74–79. Describes concepts and learning activities in teaching elementary school students about death.

Brophy J. (1986). Teacher influences on student achievement. American Psychologist, 41, 1069–1077. Reviews research that indicates that students achieve more when their teachers develop effective teaching behavior.

Bubelini J. (1985). Pupils' education in psychology and its relation to their professional development. Psychológia a Patopsychológia Dietata, 20, 447–458. Discusses deficiencies in psychological knowledge of secondary school students.

Buckalew L. W. Daly J. D. Coffield K. E. (1986). Relationship of initial class attendance and seating location to academic performance in psychology classes. Bulletin of the Psychonomic Society, 24, 63–64. Found that seating position was unrelated to performance whereas initial attendance was strongly related.

Butcher P. de Clive-Lowe S. (1985). Strategies for living: Teaching psychological self-help as adult education. British Journal of Medical Psychology, 58, 275–283. Describes a 12-week adult education course to teach self-help strategies for dealing with psychological problems.

Butler D. L. (1986). Interests in and barriers to using computers in instruction. Teaching of Psychology, 13, 20–23. Discusses faculty use of computers and concludes that computer-based instruction is increasing.

Cake L. G. Hostetter R. C. (1986). DATAGEN: A BASIC program for generating and analyzing data for use in statistics courses. Teaching of Psychology, 13, 210–211. Describes use of DATAGEN to demonstrate statistical concepts and encourage students to work independently.

Callahan M. T. (1986, September). Adopt-anadjunct program a hit. APA Monitor, p. 28. Describes a community college program in which senior faculty serve as mentors for adjunct faculty.

Carroll D. W. (1986). Use of the jigsaw technique in laboratory and discussion classes. Teaching of Psychology, 13, 208–209. Describes a method in which each student contributes a unique piece of a research project.

Carstens C. B. Beck H. P. (1986). The relationship of high school psychology and natural science courses to performance in a college introductory psychology class. Teaching of Psychology, 13, 116–118. Students with more background in natural sciences obtained higher final grades in introductory psychology courses.

Chalupa B. (1982). Activities, merits, and professional interests of students wishing to study psychology. Sbornik Prací Filosofické Fakulty Brnénské U., 31, 25–35. Students interested in studying psychology differ in their preferred activities and values.

Chamberlain K. (1986). Teaching the practical research course. Teaching of Psychology, 13, 204–208. Approaches the teaching of research through experiential orientation, focusing on specific exercises and research projects.

Charlesworth J. R. Jr. Slate J. R. (1986). Teaching about puberty: Learning to talk about sensitive topics. Teaching of Psychology, 13, 215–217. Students were asked to write letters to children explaining changes encountered during puberty.

Cole D. L. (1986). Attracting the best and brightest to teach psychology. Teaching of Psychology, 13, 107–110. Suggests ways to encourage promising psychology students to enter the teaching profession.

Connolly K. J. Smith P. K. (1986). What makes a “good” degree: Variations between different departments. Bulletin of the British Psychological Society, 39, 48–51. Examined differences among psychology departments at British universities in awarding degrees.

Coulter X. (1986). Academic value of research participation by undergraduates. American Psychologist, 41, 317. When research involved risks, subjects were more positive about their experiences than those in risk-free studies.

Crewdson F. (1986). A psychoanalytic teaching exercise. Journal of the American Academy of Psychoanalysis, 14, 385–393. Describes an exercise to introduce students to the psychoanalytic process and the concept of resistance.

Cronan-Hillix T. Gensheimer L. K. Cronan-Hillix W. A. Davidson W. S. (1986). Students' views of mentors in psychology graduate training. Teaching of Psychology, 13, 123–127. Mentors serve supportive functions and promote professional productivity.

D'Andrea F. F. Jezierski M. A. Constantino M. Mantovani H. T. (1985). Medical psychology reeducation by acting out. Jornal Brasileiro de Psiquiatria, 34, 385–388. Describes a method to help students experience and freely express emotions, opinions, and criticism.

Dana R. H. May W. T. (1986). Health care megatrends and health psychology. Professional Psychology: Research and Practice, 17, 251–255. Reviews literature for historical, educational, and health-care delivery system contributors to health psychology.

Daniels D. (1985). On Brian J. Fellows' “Hypnosis teaching and research in British psychology departments: Current practice, attitudes, and concerns.” British Journal of Experimental and Clinical Hypnosis, 2, 157–158. Describes training of psychology students in hypnotic induction and author's positive experience with teaching hypnosis.

Davies P. (1985). On Brian J. Fellows' “Hypnosis teaching and research in British psychology departments: Current practice, attitudes, and concerns.” British Journal of Experimental and Clinical Hypnosis, 2, 159–160. Discusses some ambiguities revealed in Fellows' paper on the teaching of hypnosis to undergraduates.

Davis H. (1985). Training professionals in behavior modification. British Journal of Medical Psychology, 58, 241–248. Discusses general issues concerning the training of nonpsychologists to use behavior modification in their work.

Davison M. L. Damarin F. Drasgow F. (1986). Psychometrics and graduate education. American Psychologist, 41, 584–586. Discusses concerns regarding the adequacy of graduate students' training in psychometric measurement.

Denmark F. D. (1983). Integrating the psychology of women into introductory psychology. In Scheirer C. J. Rogers A. M. (Eds.), G. Stanley Hall Lecture Series (Vol. 3, pp. 33–71). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 3).

Dickinson G. E. (1985). Changes in death education in U.S. medical schools during 1975–1985. Journal of Medical Education, 60, 942–943. An examination of courses offered to medical students related to social and psychological aspects of dying.

Diehl L. A. (1986). The paradox of G. Stanley Hall: Foe of coeducation and educator of women. American Psychologist, 41, 868–878. Examines Hall's 1900–1923 works for an understanding of the development of psychology's interest in sex differences.

Dittborn J. (1983). Basic currents in psychotherapy: Communication concerning the postgraduate curriculum. Terapia Psicológica, 2, 87–90. A psychotherapy course traces origins, techniques, and clinical efficacy of psychoanalysis, behavioral therapy, and humanistic psychotherapy.

Dodd D. K. (1986). Teaching behavioral selfchange: A course model. Teaching of Psychology, 13, 82–85. A behavioral self-change course and suggestions for its implementation are presented.

Doka K. J. (1985). The crumbling taboo: The rise of death education. New Directions for Student Services, 31, 85–95. Reviews expansion of death education in the university.

Dryden W. (1985). Teaching counselling skills to non-psychologists. British Journal of Medical Psychology, 58, 217–222. Discusses issues involved in teaching counseling skills to nonpsychologists, medical, and paramedical personnel.

Eamon D. B. Butler D. L. (1985). Instructional programs for psychology: A review and analysis. Behavior Research Methods, Instruments, & Computers, 17, 345–351. Presents observations about current software for psychology instruction with regard to availability, orientation, and documentation.

Embree M. C. (1986). Implicit personality theory in the classroom: An integrative approach. Teaching of Psychology, 13, 78–80. Students and faculty completed questionnaires about personality theories, taking the role of key figures in personality theory.

Fahrer R. D. (1983). The Balint group as a technique of psychological education of physicians. Psicologia Médica, 7, 59–65. Discusses the history and utility of seminars developed in the 1950s to improve doctor patient relationships.

Fellows B. J. (1985). Hypnosis teaching and research in British psychology departments: Current practice, attitudes, and concerns. British Journal of Experimental and Clinical Hypnosis, 2, 151–155. Presents survey results regarding attitudes and practice of hypnosis teaching and research.

Ferguson N. B. L. (1986). Encouraging responsibility, active participation, and critical thinking in general psychology students. Teaching of Psychology, 13, 217–218. Students wrote essay questions for exams, using the technique of Socratic dialogue and Bloom's taxonomy.

Förster J. (1985). On the history of Czech Herbartian psychology of the 1860's-1880's: II. Ceskoslovenska Psychologie, 29, 307–322. Surveys the development of psychology textbooks on “philosophical propedeutics” for use in secondary schools.

Fraley L. E. Vargas E. A. (1986). Separate disciplines: The study of behavior and the study of the psyche. Behavioral Analyst, 9, 47–59. Suggests that the study of behavior differs fundamentally from the study of the psyche.

Gardner R. M. Dalsing S. (1986). Misconceptions about psychology among college students. Teaching of Psychology, 13, 32–34. As students accumulate college credit hours, misconceptions about psychology decrease.

Gerson R. (1985). Teaching systems psychotherapy with microcomputers: A creative approach. Journal of Psychotherapy and the Family, 1, 179–190. A theoretical discussion of the advantages and disadvantages in using microcomputers to teach systems psychotherapy.

Menendez Gonzalez R. (1985). Dramatization and lecture: Their comparative utility in the teaching of personality disturbances. Revista del Hospital Psiquítri de La Habana, 26, 329–338. Studied the usefulness of dramatization and lecture techniques in teaching medical students about personality disturbances.

Goulston W. (1985). When the group is not working: How knowledge of Bion's group processes can aid the teacher in the classroom. College Student Journal, 19, 98–101. Suggests how teachers might recognize, understand, and take advantage of covert group dynamics in class.

Grác J. (1985). The role of suggestion in education in analyses by Soviet psychologists. Psychológia a Patopsychológia Dietata, 20, 459–468. Discusses Soviet psychologists' methodological approaches to the analysis of suggestion emphasizing students' psychological problems.

Echeverry Granada H. (1981). Some problems with the teaching of scientific research methodology. Revista de la Federación Colombiana de Psicología, 1, 45–61. Reviews curricular and extracurricular problems of teaching scientific research methods and methodological strategies.

Greeson L. E. (1986). Discussion of media influences and other selected issues in adolescent psychology texts. American Psychologist, 41, 1385–1386. Analyzed the content of 25 adolescent psychology textbooks.

Gregg V. H. (1985). Hypnosis teaching and research: Some comments concerning ethics. British Journal of Experimental and Clinical Hypnosis, 2, 165–167. Presents a review of ethical principles and research into sequelae to hypnosis.

de Perez Gutierrez E. (1981). University reform and its occurrence in psychology programs. Revista de la Federación Colombiana de Psicología, 1, 35–44. Discusses how reforms in higher education in Colombia have influenced psychology training programs.

Haland W. (1986). Students as psychotherapists. Tidsskrift for Norsk Psykologforening, 23, 365–376. Compared the therapeutic work of fourth and fifth year psychology students to that of experienced clinical psychologists.

Halgin R. P. (1986). Advising undergraduates who wish to become clinicians. Teaching of Psychology, 13, 7–12. Offers strategies to increase likelihood of admission to highly competitive clinical graduate programs.

Hammes M. Duryea E. J. (1985). Teaching verbal and cognitive resistance techniques to a sixth-grade population. Journal of Human Behavior and Learning, 2, 19–25. Investigated whether sixth-grade students trained in specific resistance to persuasion skills could identify those skills.

Handelsman M. M. (1986). Problems with ethics training by “osmosis.” Professional Psychology: Research and Practice, 17, 371–372. Refutes the widely held notion that ethics can best be taught in practica and internships.

Handelsman M. M. (1986). Ethics training at the master's level: A national survey. Professional Psychology: Research and Practice, 17, 24–26. Results of a survey of 289 terminal master's psychology programs showed that 87% taught ethics.

Hart J. J. (1986). A strategy for teaching the history and systems of psychology. Teaching of Psychology, 13, 67–69. Presents and evaluates a strategy for teaching the history and systems of psychology using Kuhn's framework.

Hegarty J. R. (1985). On Brian J. Fellows' “Hypnosis teaching and research in British psychology departments: Current practice, attitudes, and concerns.” British Journal of Experimental and Clinical Hypnosis, 2, 161–163. Presents author's experiences with hypnosis arguing that hypnosis teaching belongs in the undergraduate psychology curriculum.

Herzog H. A. Jr. (1986). The treatment of sociobiology in introductory psychology textbooks. Teaching of Psychology, 13, 12–15. Coverage of sociobiology concepts in introductory textbooks is superficial and interpretation of theory often incorrect.

Hines D. (1986). Admission criteria for ranking masters-level applications to clinical doctoral programs. Teaching of Psychology, 13, 64–67. Rated GRE scores, recommendations, and research involvement as the most important criteria for admission.

Hirtle S. C. Kallman H. J. (1985). An integrated approach to computer usage in the teaching of experimental psychology. Behavior Research Methods, Instruments, & Computers, 17, 359–362. Describes the development of laboratory modules for experimental psychology courses.

Hogan R. (1986). What every student should know about personality psychology. In Makosky V. P. Rogers A. M. (Eds.), G. Stanley Hall Lecture Series (Vol. 6, pp. 39–64). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 6), originally presented at the 1985 APA Convention.

Hollenbeck A. R. Small A. C. (1986). Fundamental research and research fundamentals: A response to Pasnak's comments. Teaching of Psychology, 13, 31–32. A point-by-point response to questions concerning a study regarding students' emotional states and instructor evaluation.

Holliman W. B. Anderson H. N. (1986). Proximity and student density as ecological variables in a college classroom. Teaching of Psychology, 13, 200–203. Students seated in the front rows received higher grades than those who sat farther back.

Holmes G. R. Smith M. E. Donald A. G. (1985). Behavioral science in medical education: A 1985 updated bibliography. Psychological Reports, 57, 895–899. An updated bibliography of behavioral science references relevant to medical education.

Hovancik J. R. (1986). Using microcomputers in the undergraduate laboratory. Teaching of Psychology, 13, 94–96. A computer-controlled experimental investigation examined aesthetic preference and reaction time in choosing colors.

Jacobs E. W. Gaines M. T. IV (1986). For Apple owners: A four-channel, computer-managed physiograph for $600. Teaching of Psychology, 13, 93–94. A flexible system for collecting physiological data used in classroom demonstrations, relaxation training, and research.

Jannarone R. J. (1986). Preparing incoming graduate students for statistics. Teaching of Psychology, 13, 156–157. Outlines procedures that may increase the quality of graduate statistical training and reduce first-year dropout rates.

Johnson D. E. (1986). Demonstrating the central limit theorem. Teaching of Psychology, 13, 155–156. Describes a demonstration to teach the central limit theorem for generating sampling distributions.

Jones J. W. Carducci B. J. (1986, May). Interns in the business sector. APA Monitor, p. 44. Describes a strategy for internship programs that integrates undergraduate psychology majors into the business community.

King D. W. Beehr T. A. King L. A. (1986). Doctoral student selection in one professional psychology program. Journal of Clinical Psychology, 42, 399–407. Investigated admissions procedures used to select applicants to a clinical PsyD program.

Knapper C. K. (1986). A survey of instructional practices in Canadian psychology departments. Canadian Psychology, 27, 51–62. Discusses survey results of 43 heads of Canadian psychology and educational psychology departments.

Kopelman M. D. (1986). Psychiatrists' education in psychology: Jackdaw or sponge? Psychological Medicine, 16, 13–17. Discusses conflicts between psychiatrists and psychologists, emphasizing the need for better understanding between the disciplines.

Lafitte R. G. Jr. (1986). Effects of topic order in introductory psychology on student achievement, interest, and perceived course difficulty. Teaching of Psychology, 13, 89–91. Differences in exam scores, student interest, and perceived difficulty were not related to topic order.

Leaf R. C. Fox S. P. Alington D. E. Herrmann L. (1985). Placebo-like effects of education about behavior therapy. Psychological Reports, 57, 571–585. Students learn about behavior therapy by treating self-selected personal problems.

Lecuyer R. (1985–1986). National survey of psychology students (enrolled in the first year and in the master's program in 1983). Bulletin de Psychologie, 39, 7–88. Surveyed students enrolled in their first year of undergraduate and graduate psychology training programs in French universities.

Lecuyer R. Petard J. (1983–1984). Why audiovisuals in teaching? Reflections on a colloquium. Bulletin de Psychologie, 37, 725–729. Using audio-visuals in teaching was discussed at a French Association of University Psychology Instructors conference.

Lewis L. K. (1986). Bibliographic computerized searching in psychology. Teaching of Psychology, 13, 38–40. Advantages and disadvantages of computerized searching are presented, and psychology databases are described.

Lipton J. P. (1986). A successful undergraduate psychology conference: Organized through a special course. Teaching of Psychology, 13, 111–115. Describes a two-term course devoted to planning, implementing, and evaluating an undergraduate psychology conference.

Lloyd M. E. Lloyd K. E. (1986). Has lightning struck twice? Use of PSI in college classroom. Teaching of Psychology, 13, 149–151. Fewer PSI courses are being taught and many depart from the original PSI format.

Lloyd M. A. Scruggs A. W. (1986, July). State association woos teachers. APA Monitor, p. 28. The Board of Academic and Scientific Affairs of the Massachusetts Psychological Association increased faculty participation.

Lunneborg P. W. (1986). Assessing students' career needs at a large state university. Teaching of Psychology, 13, 189–192. Student needs at the University of Washington are compared with those at Creighton University.

Lunneborg P. W. Baker E. C. (1986). Advising undergraduates in psychology: Exploring the neglected dimension. Teaching of Psychology, 13, 181–184. Presents a brief description and evaluation of three models for advising undergraduates in psychology departments.

Lutsky N. (1986). A negative attitude toward a classroom technique eliciting attitudes toward elderly persons. Teaching of Psychology, 13, 148–149. A review of gerontological literature refutes the existence of negative attitudes toward the elderly.

Lutsky N. (1986). Undergraduate research experience through the analysis of data sets in psychology courses. Teaching of Psychology, 13, 119–122. Describes an effective method for involving introductory psychology students as active researchers.

Magaz A. Abdala J. R. (1983). Teaching medical psychology to infirmary personnel. Psicologia Médica, 7, 67–73. Describes aspects of a program to teach medical psychology concepts to surgical nurses.

Makosky V. P. (1986, January). How to survive the information avalanche. APA Monitor, p. 47. The author suggests ways of dealing with the information explosion in psychology classes.

Makosky V. P. Rogers A. M. (Eds.). (1986). G Stanley Hall Lecture Series (Vol. 6). Washington, DC: American Psychological Association. Sixth of a planned series of lectures designed to help introductory psychology teachers keep up-to-date.

Marson S. M. (1985). Teaching crisis intervention at a university. Crisis Intervention, 14, 35–44. Stresses teaching crisis intervention skills as part of the professional training of human service workers.

Matthews J. R. Jacobs K. W. (1986). Teaching activities exchange: A regional report. Teaching of Psychology, 13, 88–89. A teaching activities exchange at a regional psychology convention is described.

Matthews J. R. Rogers A. M. Scheirer C. J. (1986). Selected resources for college teachers of psychology. Teaching of Psychology, 13, 3–7. Materials and organizations related to teaching and advising psychology students are reviewed.

McGovern T. V. Hawks B. K. (1986). The varieties of undergraduate experience. Teaching of Psychology, 13, 174–181. Results and discussion of an evaluation of an undergraduate psychology program.

McKeachie W. J. (1986). Teaching psychology: Research and experience. In Makosky V. P. (Ed.), G. Stanley Hall Lecture Series (Vol. 6, pp. 165–191). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 6), originally presented at the 1985 APA Convention.

McManus J. L. (1986). “Live” case study/journal record in adolescent psychology. Teaching of Psychology, 13, 70–74. Teaching adolescent psychology using “live” case studies and journal records nets positive outcomes for learners.

McManus J. L. (1986). Student composed case study in adolescent psychology. Teaching of Psychology, 13, 92–93. Students composed hypothetical cases, proposed solutions to problems, and surveyed other groups regarding adolescent issues.

Meschieri L. (1981). Ten years of existence of the Institute of Psychology of the University of Urbino (1970–1980). Psicologia e Società, 3–4, 7–16. Describes the activities at the Institute of Psychology of the University of Urbino during the 1970s.

Nida S. A. Braucht G. S. (1986, November). Program aims at EAPS careers. APA Monitor, p. 33. Describes an undergraduate program designed to prepare students for careers in Employee Assistance Programs.

Nield A. F. Wintre M. G. (1986). Multiplechoice questions with an option to comment: Student attitudes and use. Teaching of Psychology, 13, 196–199. Promotes a multiple-choice test format with the option to comment over a short-answer format.

Nudelman M. M. (1985). From experience with the organization of laboratory and practical studies in a course on psychology of the hearing impaired. Defektologiya, 3, 78–80. Suggests curricular requirements and emphases for a course on the psychology of the hearing impaired.

Olson S. K. Downing N. E. Heppner P. P. Pickney J. (1986). Is there life after graduate school? Coping with the transition to postdoctoral employment. Professional Psychology: Research and Practice, 17, 415–419. Suggests that psychology graduate programs do not typically provide adequate preparation for job entry.

Osberg T. M. (1986). Teaching psychology in a prison. Teaching of Psychology, 13, 15–19. Describes issues and reactions that result from teaching psychology to prison inmates.

Palladino J. J. (1986, March). Caring for inquiring minds. APA Monitor, p. 36. The author suggests ways of getting undergraduate psychology students involved in research.

Paludi M. A. (1986). Teaching the psychology of gender roles: Some life-stage considerations. Teaching of Psychology, 13, 133–138. Instructors of courses in the psychology of gender roles must address students' life-stage concerns.

Pasnak R. (1986). Research fundamentals and interrelation of emotions, grades, and evaluations. Teaching of Psychology, 13, 30–31. Examines the effect of students' emotional states and grades on instructor evaluation.

Peden B. F. Steinhauer G. D. (1986). FACES in the lab and faces in the crowd: Integrating microcomputers into the psychology course. Teaching of Psychology, 13, 85–87. Describes an exercise that teaches students about methodological issues in behavioral observations.

Perez E. L. Russell J. (1985). Extent of teaching of psychosocial medicine in Canadian medical schools. Psychosomatics, 26, 820–822. Investigates the extent to which psychosocial phenomena are currently taught in Canadian medical schools.

Phillips M. S. Daubman K. A. Wilmoth D. (1986). A graduate student orientation program. Journal of College Student Personnel, 27, 280–281. Describes a network intervention designed to alleviate stress among first-year psychology graduate students.

Gonzalez Pilar Valcarcel M. (1983). Concepts and contents of social psychology from the students' perspective. Psicologica, 4, 251–260. Interviewed psychology students at the University of Valencia, Spain, regarding concepts and contents of social psychology.

Piotrowski C. Perdue B. (1986). On-line literature retrieval: An alternative research strategy. Teaching of Psychology, 13, 153–154. On-line literature retrieval involving psychological topics should include comprehensive database strategies.

Polyson J. Lash S. Evans K. (1986). Human sexuality courses: Where and how many? Teaching of Psychology, 13, 221–222. Human sexuality courses are offered by 41% of colleges surveyed, often in psychology departments.

Poole D. A. (1986). Laboratories and demonstrations in child development with unedited videotapes. Teaching of Psychology, 13, 212–214. Describes the use of unedited videotapes to teach language development and infant development.

Punches A. Viney W. (1986). A note on the historical literacy of first-year graduate students in psychology. Journal of the History of Behavioral Sciences, 22, 64–65. Tested first-year graduate students for their familiarity with 76 eminent psychologists and 13 research sources.

Rainey D. W. (1986). A gender difference in acceptance of sport aggression: A classroom activity. Teaching of Psychology, 13, 138–140. Presents a demonstration of gender difference in accepting aggressive behavior during sport competition.

Rasmussen J. L. (1986). Strategies for debugging control language of statistical software packages. Teaching of Psychology, 13, 36–38. Presents methods for preventing and correcting errors in control language.

Reese E. P. (1986). Learning about teaching from learning about learning: Presenting behavioral analysis in an introductory survey course. In Makosky V. P. (Ed.), G. Stanley Hall Lecture Series (Vol. 6, pp. 65–127). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 6), originally presented at the 1985 APA convention.

Rogers R. L. (1986). Preparing course materials with an outline processor. Teaching of Psychology, 13, 154–155. Describes a microcomputer program for creating and modifying outlines, including uses of an outline processor.

Ruble R. (1986). Ambiguous psychological misconceptions. Teaching of Psychology, 13, 34–36. True/false test questions used to identify misconceptions about psychology do not measure students' understanding.

Scarr S. (1984). Intelligence: What an introductory psychology student might want to know. In Rogers A. M. Scheirer C. J. (Eds.), G. Stanley Hall Lecture Series (Vol. 4, pp. 59–99). Washington, DC: American Psychological Association. Chapter in G. Stanley Hall Lecture Series (Vol. 4).

Schneider P. (1983). Psychological training for physicians. Psicologia Medica, 7, 45–57. Discusses the need for and methods of teaching psychological concepts and techniques to physicians.

Diaz Seva A. (1984–85). Training in mental health areas. Comuniacion Psiquiátrica, 12, 49–59. Discusses incorporating ideas on teaching mental health into medical psychology and psychiatry courses.

Sholley B. K. (1986). Value of book discussions in a psychology of women course. Teaching of Psychology, 13, 151–153. Achieving goals of a psychology of women course through discussion of feminist literature.

Sigmon S. B. (1985). Does assisting in a psychological experiment help the young college student? College Student Journal, 19, 131–132. Compared self-esteem in students who did or did not volunteer for a “nonthreatening” psychological experiment.

Silverman N. N. Corsini R. J. (1986). What psychology students are “learning” about individual psychology: A study of textbooks. Journal of Adlerian Theory, Research, & Practice, 42, 96–106. Presents results of a survey of 57 textbooks published between 1974 and 1982.

Standing L. Gorassini D. (1986). An evaluation of the cloze procedure as a test for plagiarism. Teaching of Psychology, 13, 130–132. Two experiments suggest that the cloze test appears helpful in detecting plagiarism.

Stein M. I. (1984). A minority of one, a crackpot (?), in an introductory psychology textbook. Perceptual & Motor Skills, 59, 730. Discusses problems and errors about Asch's (1956) lines experiment that appeared in an introductory psychology textbook.

Stiefvater K. Kurdek L. A. Allik J. (1986). Effectiveness of a short-term social problem-solving program for popular, rejected, neglected, and average fourth-grade children. Journal of Applied Developmental Psychology, 7, 33–43. Examines a 5-week social problem-solving program for popular, rejected, neglected, and average fourth graders.

Suter W. N. Frank P. (1986). Using scholarly journals in undergraduate experimental methodology courses. Teaching of Psychology, 13, 219–221. Describes implementation of experiments from journals in teaching an experimental methodology course.

Taney S. (1986). Directory of introductory psychology texts in print: 1986. Teaching of Psychology, 13, 42–45. Presents a complete revision of previous bibliographies published in Teaching of Psychology, including book reviews.

Tapia L. L. (1983). Historical review of the antecedents of Faculty of Psychology of NAUM: An interpretative analysis of the main processes of change. Enseñanza e Investigación en Psicología, 9, 162–183. Reviews the creation of the Faculty of Psychology of the National Autonomous University of Mexico.

Thompson A. P. (1986). Changes in counseling skills during graduate and undergraduate study. Journal of Counseling Psychology, 33, 65–72. Both graduate and undergraduate psychology students improved their verbal responses based on pre- and posttests.

van Pragg H. M. (1986). On teaching learning theory and behavior therapy to psychiatrists. American Journal of Psychiatry, 143, 804. Argues for increased instruction of behavior and learning theory and practice in psychiatric residency programs.

Ventis D. G. (1986). Recycling poster sessions for colloquium series. Teaching of Psychology, 13, 222. Presents advantages of faculty poster presentations as an alternative to traditional graduate colloquia.

Vollmer F. (1986). Expectancy and motivation in real life achievement situations. British Journal of Educational Psychology, 56, 190–196. Investigated expectancy as a determiner of independent thinking and grades among undergraduates taking a psychology test.

Walfish S. Polifka J. A. Stenmark D. E. (1986). The job search in community psychology: A survey of recent graduates. American Journal of Community Psychology, 14, 237–240. Graduates of master's and doctoral programs were able to find satisfying positions with respectable salaries.

Ward R. A. Grasha A. F. (1986). Using astrology to teach research methods to introductory psychology students. Teaching of Psychology, 13, 143–145. Presents a classroom demonstration to illustrate differences between science and nonscience.

Ware M. E. (1986). Assessing students' career needs at a small private university. Teaching of Psychology, 13, 185–188. Describes and assesses a program of career development at Creighton University.

Webb L. (1984–1985). Interpersonal communication and aging: Components for an instructional unit. Gerontology & Geriatrics Education, 5, 25–35. Presents a unit on interpersonal communication and aging for gerontology and communication courses.

Weiss A. R. (1986). Teaching counseling and psychotherapy skills without access to a clinical population: The short interview method. Teaching of Psychology, 13, 145–147. Describes how to teach verbal helping skills using open-ended interviews as the primary training device.

Wesp R. (1986). Reducing procrastination through required course involvement. Teaching of Psychology, 13, 128–130. Required daily quizzing may be more effective in reducing procrastination than self-initiated quizzing.

West J. D. Dann L. K. (1985). Children's stories for psychological self-understanding. Individual Psychology: Journal of Adlerian Theory, Research, and Practice, 41, 461–470. Demonstrates how children's stories can be used in the classroom to increase psychological self-understanding.

Williams K. G. Kolupke J. (1986). Psychology and literature: An interdisciplinary approach to the liberal curriculum. Teaching of Psychology, 13, 59–61. Uses literature to analyze human behavior and improve the psychological interpretation of literary works.

Windholz G. Lamal P. A. (1986). Priority in the classical conditioning of children. Teaching of Psychology, 13, 192–195. Suggests that Watson and Rayner's (1920) study of Little Albert was preceded by similar studies.

Wosinski M. (1985). The psychological training of teachers is an open question. Psychologia Wychowaweza, 28, 315–320. Describes the proceedings of a 1984 Polish conference relevant to professional psychological educators.

Zeren A. S. Makosky V. P. (1986). Teaching observational methods: Time sampling, event sampling, and trait rating techniques. Teaching of Psychology, 13, 80–81. Uses behavior simulated on television to teach and compare observational methods.