This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We also continued the cumulative numbering practice of previous bibliographies. We included a number of pre-1989 citations not listed in previous bibliographies, because we continue to terminate our search in June. A noteworthy observation about this year's bibliography concerns the increase in the number of cognitive psychology articles, many of which are difficult to separate from the teaching of psychology.
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References
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CushingS. (1989). Mind and machines: Computers and cognition in a liberal arts context. Behavior Research Methods, Instruments, & Computers, 21, 155–158A course demonstrates that mental phenomena are real, can be studied experimentally, and can be modeled.
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DeffenbacherJ. L.ShepardJ. M. (1989). Evaluating a seminar on stress management. Teaching of Psychology, 16, 79–81The classroom was found to be a practical medium for teaching stress management.
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DenmarkF. L. (1989). Back to the future in the education and training of psychologists. American Psychologist, 44, 725–730Issues regarding all levels of psychology education are presented and modifications are suggested.
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DescutnerC. J.ThelenM. H. (1989). Graduate student and faculty perspectives about graduate school. Teaching of Psychology, 16, 58–61Perceptions of the student role among entering clinical graduate students and faculty were investigated.
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DorselT. N.BaumA. (1989). Undergraduate health psychology: Another challenge for an ambitious field. Psychology and Health, 3, 87–92Approaches to teaching undergraduate health psychology are discussed in light of a 1986 survey.
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DunnD. S. (1989). Demonstrating a self-serving bias. Teaching of Psychology, 16, 21–22A classroom exercise demonstrating a self-serving attributional bias is described.
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EamonD. B.ButlerD. L. (1987). Writing programs on the Apple for the student psychology laboratory: Routines, subroutines, and sources of information. Behavior Research Methods, Instruments, & Computers, 19, 88–98Suggests several potential solutions to problems and provides additional sources of information.
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EvansR. D.EvansG. E. (1989). Cognitive mechanisms in learning from metaphors. Journal of Experimental Education, 58, 5–19Examines ways in which metaphors can be used in teaching statistics.
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FairchildH. H. (1984). Teaching Black psychology. Western Journal of Black Studies, 8, 55–60Two strategies for the teaching of Black psychology are described.
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FantuzzoJ. W.DimeffL. A.FoxS. L. (1989). Reciprocal peer tutoring: A multimodal assessment of effectiveness with college students. Teaching of Psychology, 16, 133–135The effect of reciprocal peer tutoring on the academic performance of college students is assessed.
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FernaldL. D. (1989). Tales in a textbook: Learning in the traditional and narrative modes. Teaching of Psychology, 16, 121–124Undergraduate preference and performance indicated narrative textbook organization was more enjoyable and useful than traditional.
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FinneyP.SnellW.Jr.SebbyR. (1989). Assessment of academic, personal, and career development of alumni from Southeast Missouri State University. Teaching of Psychology, 16, 173–177Alumni from psychology and other majors evaluated their undergraduate education.
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FoosP. W. (1989). Effects of student-written questions on student test performance. Teaching of Psychology, 16, 77–78Question writing as a study technique is evaluated.
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FordJ. G.MaasS. (1989). On actualizing person-centered theory: A critique of textbook treatments of Rogers's motivational constructs. Teaching of Psychology, 16, 30–31Introductory textbooks were found lacking in presentation of Rogers's motivational constructs.
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FreemanS. T. (1989). Issues in training therapists to deal with clients' sexual performance problems. Teaching of Psychology, 16, 24–26Describes a class designed to teach graduate students how to deal with clients' sexual performance problems.
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FurumotoL. (1989). The new history of psychology. In CohenI. S. (Ed.), G. Stanley Hall Lecture Series (Vol. 9, pp. 5–34). Washington, DC: American Psychological Association. G. Stanley Hall Lecture Series chapter designed to enhance material taught in undergraduate psychology classes.
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GalottiK. M. (1989). Describing the development of a developmental psychologist: An alternative term paper assignment. Teaching of Psychology, 16, 18–20Students were asked to choose a developmental psychologist and trace that person's professional development.
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Geisler-BrensteinE.BrensteinR. J. (1989). The potential of HyperCard for psychological research and instruction: A general discussion and description of two research applications. Behavior Research Methods, Instruments, & Computers, 21, 307–311A general overview of the HyperCard program and its Surveyor and Question programs is presented.
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GordonR. A. (1989). Stereotype measurement and the “kernel of truth” hypothesis. Teaching of Psychology, 16, 209–211A demonstration provides a starting point for the discussion of stereotypes and their measurement.
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GortellJ.DowningH. (1989). Effects of computer-simulated behavior analysis on pre-service teachers' problem solving. Journal of Educational Computing Research, 5, 335–347A computer simulation group performed better than a control group in applied problem solving.
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GreesonL. E. (1986). Effects of individualized, nontest-oriented teaching on nontraditional college student learning. Journal of Humanistic Education and Development, 25, 50–57For nontraditional students a nontest-oriented approach to college teaching can be as effective as traditional instruction.
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GriggsR. A.JacksonS. L. (1989). The introductory psychology textbook market: Perceptions of authors and editors. Teaching of Psychology, 16, 61–64Findings are described from a survey of introductory textbook authors and editors.
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GriggsR. A.JacksonS. L.MeyerM. E. (1989). High school and college psychology: Two different worlds. Teaching of Psychology, 16, 118–120High school psychology classes have a more personality—developmental focus than science-oriented college courses.
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GrobeM.PetrosT.SawlerB. (1989). An evaluation of computer assisted study in controlled and free access settings. Journal of Computer-Based Instruction, 16, 110–116Three studies evaluated the impact of computer assisted study on examination performance of introductory psychology students.
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HalcombC. G.ChatfieldD. C.StewartB. E.StokesM. T.CruseB. H.WeimerJ. (1989). A computer-based instructional management system for general psychology. Teaching of Psychology, 16, 148–151Describes development and impact of a minicomputer-based instructional management system for a general psychology program.
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HammondR. B.WestA. J. (1989). Biofeedback technician training program for undergraduate and graduate students. Teaching of Psychology, 16, 22–24Discusses selection and training of participants, equipment, and benefits of a biofeedback technician training program.
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HammondsB. (1989, September). CE program has three main services. APA Monitor, p. 29. APA's Continuing Education Program provides direct delivery, reviews CE organizations, and collects and synthesizes CE information.
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HanleyG. L.CollinsV. L. (1989). Metamemory judgments of the origin and content of course information: Comparing text and lecture materials. Journal of Educational Psychology, 81, 3–8Examined knowledge of course content knowledge and confidence about the origin of the material.
86.
HarcumE. R. (1988). A classroom demonstration of determinism, prediction, and control of human behavior. Psychology: A Journal of Human Behavior, 25, 41–43Psychology undergraduates were shown that human behavior is partially determined by the environment.
87.
HarcumE. R. (1989). Demonstrating that an ability does not exist. Teaching of Psychology, 16, 85–86Describes a demonstration exercise for teaching the error of using an inappropriate test of ability.
88.
HattenJ. L.HattenA. D. (1989). Implementing an undergraduate research apprenticeship with the Macintosh computer. Behavior Research Methods, Instruments, & Computers, 21, 142–147Discusses use of Macintosh computers, experiment building software, and Excel worksheet in an undergraduate research apprenticeship.
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HettichP.Lema-SternS. (1989). Professional development opportunities in small colleges. Teaching of Psychology, 16, 12–15The professional activities psychologists perform for advancement at small, undergraduate colleges are examined.
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HewettT. T. (1986). When every student has a computer: A new perspective on courseware and its development. Behavior Research Methods, Instruments, & Computers, 18, 188–195Institutional and curricular implications for courseware of 100% student access to personal computing are explored.
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HornerK. L.MurrayH. G.RushtonJ. P. (1989). Relation between aging and rated teaching effectiveness of academic psychologists. Psychology of Aging, 4, 226–229Cross-sectional and longitudinal analyses showed student-rated teaching effectiveness in university professors declined with age.
95.
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99.
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100.
JudyD. H.SchmittR. (1989). The Institute of Transpersonal Psychology. Humanistic Psychologist, 17, 294–297Describes residential graduate programs designed to bring together the best of Eastern and Western psychologies.
101.
JunnE. N. (1989). “Dear Mom and Dad”: Using personal letters to enhance students' understanding of developmental issues. Teaching of Psychology, 16, 135–139An exercise is described in which students write semi-autobiographical letters to address developmental issues.
102.
KallmanH. J. (1986). A Commodore 64-based experimental psychology laboratory. Behavior Research Methods, Instruments, & Computers, 18, 222–227With a 6522 interface board, the Commodore can control and precisely time externally generated stimuli.
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KendlerH. (1989). The Iowa tradition. American Psychologist, 44, 1124–1132The history of psychology at the University of Iowa is traced through four stages.
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KowalewskiD.HolsteinE.SchneiderV. (1989). The validity of selected correlates of unexcused absences in a four-year private college. Educational and Psychological Measurement, 49, 985–991Bar attendance and marijuana use were the most valid indicators or classroom absences.
105.
LamalP. A. (1989). Attending to parapsychology. Teaching of Psychology, 16, 28–30The use of relevant literature and exercises in teaching parapsychology is discussed.
106.
LambertM. E.LenthallG. (1989). Effects of psychology courseware on computer anxiety in students. Computers in Human Behavior, 5, 207–214Examines impact of use of computer-based learning programs by 33 computer anxious undergraduates.
107.
LamwersL. L.JazwinskiC. H. (1989). A comparison of three strategies to reduce student procrastination in PSI. Teaching of Psychology, 16, 8–12Contracting, doomsday, and doomsday with tokens as course contingencies were compared in reducing student procrastination.
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LandersS. (1989, June). Panel set out learning core for social science. APA Monitor, p. 32. Reviews recommendations by Social and Behavioral Science Panel on teaching psychological processes in high school.
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111.
LeeJ. (1989). “Our hearts are collectively breaking”: Teaching survivors of violence. Gender and Society, 3, 541–548A women's studies course provided survivors of violence with outlets to express their experiences and feelings.
112.
Lee-SammonsW. H.WollenK. (1989). Computerized practice tests and effects on in-class exams. Behavior Research Methods, Instruments, & Computers, 21, 189–194Multiple-choice practice tests with feedback led to improved performance of low-level but not high-level introductory psychology students.
113.
LeFevreJ. A.DixonP. (1986). Do written instructions need examples?Cognition and Instruction, 3, 1–30Introductory psychology students found examples more effective than written instructions in inductive reasoning tasks.
114.
LehmanD. R.LempertR. O.NisbettR. E. (1988). The effects of graduate training on reasoning: Formal discipline and thinking about everyday-life events. American Psychologist, 43, 431–442Psychology graduate training produced positive effects on statistical and methodological reasoning and on problem-solving abilities.
115.
LehrE.SpilkaB. (1989). Religion in the introductory psychology textbook: A comparison of three decades. Journal for the Scientific Study of Religion, 28, 366–371Examines and compares religious content in introductory psychology texts published in the 80s, 70s, and 50s.
116.
LeshowitzB. (1989). It is time we did something about scientific illiteracy. American Psychologist, 44, 1159–1160Criticizes Lehman et al.'s analogy between graduate training in psychology and training in classical formal disciplines.
117.
LesseS. (1989). Early joint training for doctoral candidates in the health-care professions. American Journal of Psychotherapy, 43, 155–157Proposes initial year of joint training for doctoral candidates in medicine, dentistry, psychology, nursing, and social work.
118.
LevineJ. R.FeistS. C. (Eds.). (1989). Teaching of psychology: Ideas and innovations. Proceedings of the Third Annual Conference. Farmingdale, NY: State University of New York. Includes the texts of 15 presentations at the third annual conference.
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LloydM. (1989, March). Undergrad chairs are forming group. APA Monitor, p. 33. Describes a new organization titled “Council of Undergraduate Psychology Programs” being formed by undergraduate chairs.
120.
MahoneyJ. J. (1989). Sport psychology. In CohenI. S. (Ed.), G. Stanley Hall Lecture Series (Vol. 9, pp. 97–134). Washington, DC: American Psychological Association. G. Stanley Hall Lecture Series chapter designed to enhance material taught in undergraduate psychology courses.
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MaplesM. F. (1989). The counselor educator crunch: Anatomy of a faculty search. Counselor Education and Supervision, 29, 94–101Reasons for a counselor educator shortage are presented and possible solutions are suggested.
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MatlinM. W. (1989). Teaching psychology of women: A survey of instructors. Psychology of Women Quarterly, 13, 245–261Most respondents enjoy teaching the Psychology of Women course more than other courses.
123.
MayerR. E. (1989). Teaching for thinking: Research on the teachability of thinking skills. In CohenI. S. (Ed.), G. Stanley Hall Lecture Series (Vol. 9, pp. 135–164). Washington, DC: American Psychological Association. G. Stanley Hall Lecture Series chapter designed to enhance material taught in undergraduate psychology classes.
124.
McAllisterH. A. (1989). Funding an undergraduate microcomputer laboratory: A case study. Behavior Research Methods, Instruments, & Computers, 21, 134–138Discusses issues surrounding the grant process for funding a microcomputer laboratory for teaching research skills.
125.
McFaddenS. H.PerlmanB. (1989). Faculty recruitment and excellent undergraduate teaching. Teaching of Psychology, 16, 195–198A conceptual model is presented that describes characteristics of excellent undergraduate teachers.
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McGovernT. (1989, March). Past is prologue for conference. APA Monitor, p. 33. Previous psychology undergraduate education conferences and reports are reviewed as background for a proposed conference.
127.
McGovernT. (1989, July). Task force eyes the making of a major. APA Monitor, p. 50. Proposed orienting assumptions and outcomes for the undergraduate major in psychology are described.
128.
McGovernT. V.CarrK. F. (1989). Carving out the niche: A review of alumni surveys on undergraduate psychology majors. Teaching of Psychology, 16, 52–57Presents a review of survey research on psychology alumni with recommendations for future studies.
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MoghaddamF. M. (1989). Specialization and de-specialization in psychology: Divirgent processes in the three worlds. International Journal of Psychology, 24, 103–116Fundamental questions about the consequences of specialization in psychology are raised.
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NakkullaM.LondonP.FrankN.SlaytonA. T.DavisR. O. (1989). Falling between the cracks: Intervention training for psychosocial youth epidemics. Professional Psychology: Research and Practice, 20, 395–399Explores the imbalance between incidence of psychosocial problems and related coursework in applied psychology programs.
132.
Naveh-BenjaminM.McKeachieW. J.LinY. G. (1989). Use of the ordered-tree technique to assess students' initial knowledge and conceptual learning. Teaching of Psychology, 16, 182–187The described technique assists in planning courses, modifying them in progress, and assessing goal achievement.
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NelsonP. (1989, September). Accreditation grows, but values remain the same. APA Monitor, p. 29. Provides a history of and current information on the Office of Accreditation and its workings.
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Nissim-SabatD.FarrW. H.HortonP. F.OwensM. C.SheltonT. (1989). Citations of distinguished scientists in introductory psychology textbooks. Teaching of Psychology, 16, 74–75This study describes the citation of distinguished scientists from different historical periods in introductory texts.
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NorcrossJ. C.HorrocksL. J.StevensonJ. F. (1989). Of barfights and gadflies: Attitudes and practices concerning extra credit in college courses. Teaching of Psychology, 16, 199–203Survey results are presented regarding faculty and student attitudes toward extra-credit opportunities.
136.
O'ConnellA. N. (1989). Psychology of women students' self-concepts, attitudes, and assertiveness: A decade of research. Teaching of Psychology, 16, 178–181Examines whether emphasizing intellectual mastery in psychology of women courses facilitates personal change.
137.
OrpenC. (1989). Predictors of fear of academic success among university students. Psychological Reports, 65, 439–442Younger students had stronger Fear of Academic Success than older students.
138.
OsbergT. M.RaulinM. L. (1989). Networking as a tool for career advancement among academic psychologists. Teaching of Psychology, 16, 26–28Networking strategies for academic psychologists are described.
139.
PereraT. B. (1986). Implementing faculty computer literacy programs. Behavior Research Methods, Instruments, & Computers, 18, 162–164Faculty surveys, newsletter publication, seminars and workshops, and a computers-on-loan program were funded by a grant.
140.
PereraT. B. (1987). Writing and publishing instructional and research software. Behavior Research Methods, Instruments, & Computers, 19, 84–88Presents recommendations for structuring, writing, and publishing software, dealing with publishers, modifying programs, and converting syntax.
141.
PerkeyM. N. (1986). The effect of a machine-rich environment on courseware development: The process and the product. Behavior Research Methods, Instruments, & Computers, 18, 196–204. The development of courseware in conjunction with Drexel University's microcomputer program is discussed.
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PetersenN. M.BrounsteinP. J.KimbleG. A. (1988). Evaluation of college level coursework for the gifted adolescents: An investigation of epistemological stance, knowledge gain and generalization. Journal for the Education of the Gifted, 12, 46–61Gifted adolescents benefit from a college-level introductory psychology class.
143.
PetersonS. B. (1989). A microcomputer lab for psychology based on a hierarchical learning model. Behavior Research Methods, Instruments, & Computers, 21, 130–133A psychology laboratory based on a CORVUS-networked system of Apple IIe microcomputers is discussed.
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PionG. (1989, September). Psychology's numbers crunched by ODEER. APA Monitor, p. 28. APA's Office of Demographic, Employment, and Educational Research collects data on faculty salaries, graduate education, and graduates' employment.
145.
PoltrockS. E.FoltzG. S. (1988). APT PC and APT II: Experiment development systems for the IBM PC and Apple II. Behavior Research Methods, Instruments, & Computers, 20, 201–205Describes systems for creating and running psychology experiments powerful enough for faculty and simple enough for students.
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ProutH. T.MeyersJ.GreggsS. P. (1989). The acceptability of PsyD graduates in the academic job market. Journal of Training and Practice in Professional Psychology, 3, 3–12Surveyed academic directors and department heads regarding their attitudes toward hiring PsyD graduates.
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PruchaJ. (1989). New research trends in the psychology of academic instruction and teaching. Cěskoslovenská Psychologie, 33, 256–262English translation of Slovak language article unavailable to abstractors.
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PurdyJ. E.ReinehrR. C.SwartzJ. D. (1989). Graduate admissions criteria of leading psychology departments. American Psychologist, 44, 960–961A survey of clinical, counseling, and expermental program directors revealed similarities and differences.
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QuereshiM. Y. (1989). Logical versus empirical readability and human interest scores for introductory texts published between 1977 and 1988. Teaching of Psychology, 16, 4–7Logical and empirical estimates of readability and human interest are compared for general psychology texts.
150.
RabinowitzF. E. (1989). Creating the multiple personality: An experiential demonstration for an undergraduate abnormal psychology class. Teaching of Psychology, 16, 69–71Role-playing procedures are described for demonstrating the social psychological aspects of multiple personality disorders.
151.
RajeckiD. W. (1989). From acceptance to rejection: Food contamination in the classroom. Teaching of Psychology, 16, 16–18Students moved from food acceptance to rejection based on contamination sensitivity to disgusting substances.
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RansdellS.LevyC. M. (1989). A flexible and interactive software package for a laboratory in cognition and perception. Behavior Research Methods, Instruments, & Computers, 21, 160–162 Introduces the second edition of a software package for teaching cognitive psychology and research methods.
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RatcliffR.PinoC.BurnsW. T. (1986). An inexpensive real-time micro-computer based cognitive laboratory system. Behavior Research Methods, Instruments, & Computers, 18, 214–221Describes computer system, based on the Radio Shack Color computer, for running cognitive psychology experiments.
154.
RichardsonJ. T. (1989). Student learning and the menstrual cycle: Premenstrual symptoms and approaches to studying. Educational Psychology, 9, 215–238Although women report premenstrual disruptions in academic performance, no empirical support was found.
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RobertsM. S.SembG. B. (1989). Student selection of deadline conditions in a personalized psychology course. Teaching of Psychology, 16, 128–130Although students preferred self-set deadlines, their academic performance did not differ from students choosing instructor-set deadlines.
156.
RogersR. L. (1989). Using the microcomputer as a visual aid in the statistics classroom. Behavior Research Methods, Instruments, & Computers, 21, 96–98Microcomputers running spreadsheet programs make excellent visual aids for demonstrating statistical concepts and procedures.
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RosenE. F.PettyL. C. (1989). Teaching human sexuality using guided design. Journal of Sex Education and Therapy, 15, 121–126A structured small-group format allowed students to develop and practice thinking skills relevant to human sexuality.
158.
RossM. J.SearlightH.RussellH.UnnoH.DunsfordA. M. (1989). Preprofessional training in the basic ingredients of psychotherapy. Journal of Training and Practice in Professional Psychology, 3, 72–85Undergraduate clinical training in the professional practice of clinical psychology is discussed and supported.
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SargentD. M. (1989). Use of on-line computers in experimental psychology: Hardware considerations. Behavior Research Methods, Instruments, & Computers, 21, 163–165A course provides students with the basic skills to run psychology experiments with a computer.
160.
SassE. J. (1989). Motivation in the college classroom: What students tell us. Teaching of Psychology, 16, 86–88Student perceptions of classes most likely to result in high and low motivation are discussed.
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SchneiderW. (1988). Micro Experimental Laboratory: An integrated system for IBM PC compatibles. Behavior Research Methods, Instruments, & Computers, 20, 206–217MEL is a third generation integrated software system for experimental research with instructional applications.
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SchneiderW. (1989). Enhancing a standard experimental delivery system (MEL) for advanced psychological experimentation. Behavior Research Methods, Instruments, & Computers, 21, 240–244Discusses enhancements to the Micro Experimental Laboratory and ways they facilitate development of psychology experiments.
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SelfD. J.WolinskyF. D.BaldwinD. C. (1989). The effect of teaching medical ethics on medical students' moral reasoning. Academic Medicine, 64, 755–759Students taking a medical ethics course significantly increased their performance on a moral reasoning measure.
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SeligmanM. E. P. (1989). Research in clinical psychology: Why is there so much depression today? In CohenI. S. (Ed.), G. Stanley Hall Lecture Series (Vol. 9, pp. 75–96). Washington, DC: American Psychological Association. G. Stanley Hall Lecture Series chapter designed to enhance material taught in undergraduate psychology courses.
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SieberJ. E.SaksM. J. (1989). A census of subject pool characteristics and policies. American Psychologist, 44, 1053–1061Survey results are reported of psychology departments with subject pools and graduate programs.
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SileoC. C. (1989, March). Survey, study show need for conference. APA Monitor, p. 33. The Committee on Undergraduate Education based its recommendations for a proposed conference on several sources.
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SileoC. C. (1989, September). Workbooks to help with data searches. APA Monitor, p. 32. A student workbook and an instructor guide called Searching PsycINFO are described.
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SileoC. C. (Ed.). (1989, September). Final Hall lectures published. APA Monitor, p. 32. Announces publication of Laurel Furumoto's, Carroll Izard's, Martin Seligman's, Richard Mayer's, and Michael Mahoney's G. Stanley Hall Lectures.
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SileoC. C. (1989, September). Publication can help when deciding major. APA Monitor, p. 52. Psychology majors and advisers are referred to “Is psychology the major for you?“ and ”Is psychology for them?”.
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SileoC. C. (1989, November). NSF matching funds can help improve labs. APA Monitor, p. 39. The National Science Foundation's Instrumentation and Laboratory Improvement and Undergraduate Faculty Enhancement Programs are reviewed.
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SimpsonM. L.HayesC. G.StahlN. (1988). An initial validation of a study strategy system. Journal of Reading Behavior, 20, 149–180Psychology students taught a “predict, organize, rehearse, practice, evaluate” study sequence outperformed their classmates.
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SmithR. A. (1989). Faculty development: An experimental psychologist teaches abnormal psychology. Teaching of Psychology, 16, 215–216Describes benefits, drawbacks, and student reactions to a course taught outside one's area of expertise.
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SommerR. (1989). The mushroom curriculum: Using natural history to teach psychology. Teaching of Psychology, 16, 84–85A freshman seminar using a natural history approach to teaching psychology is described.
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SparrowJ.FernaldP. (1989). Teaching and demonstrating classical conditioning. Teaching of Psychology, 16, 204–206Instructions are presented for the design and construction of an apparatus for demonstrating classical conditioning.
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St. JamesJ. D. (1989). The MEL Library in the undergraduate research methods course. Behavior Research Methods, Instruments, & Computers, 21, 245–247Discusses the Micro Experimental Laboratory Library, a teaching tool for the undergraduate research methods course.
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StevensonM. R. (1989). Creating a connected classroom: Two projects that work!Teaching of Psychology, 16, 212–214. A reaction journal and book review are two projects that help create a connected classroom.
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StoutC. D.ScheramicM. (1989). Innovative uses of existing software in the teaching of psychodiagnostics. Behavior Research Methods, Instruments, & Computers, 21, 187–188A system using d Base III + was adapted to teach the process of psychodiagnostic decision making.
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SuedfeldP.CorenS. (1989). Perceptual isolation, sensory deprivation, and rest: Moving introductory psychology texts out of the 1950s. Canadian Psychology, 30, 17–29Research in sensory deprivation has advanced but its coverage in introductory psychology texts has not.
179.
SulerJ. (1989, January). 'Eliza' helps students grasp therapy. APA Monitor, p. 30. Reports student reactions to the use of an interactive computer program simulating a psychotherapist's actions.
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SussmanD.LowmanJ. (1989). Hard-copy versus computer presentation of the SuperShrink interview simulation. Teaching of Psychology, 16, 227–230Students rated computer versions of SuperShrink more satisfying and realistic than the printed copy.
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TempleL.LipsH. M. (1989). Gender differences and similarities in attitudes toward computers. Computers in Human Behavior, 5, 215–226Despite interest, females were more inhibited about pursuing training and careers in computer science.
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TerryW. S.HoweD. C. (1988). Effects of incidental pictorial and verbal adjuncts on text learning. Journal of General Psychology, 115, 41–49Adjuncts may emphasize some texts at the expense of learning from other texts.
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TimmJ. S. (1987). Teaching educational psychology: A reflection. Teaching Education, 1, 41–45Outlines goals, content, resources, methods, and evaluation procedures of undergraduate and graduate educational psychology components.
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TurtleA. M. (1986). Current historiography of psychology in Australia. Revista de Historia de la Psichologia, 7, 43–51The teaching of the history of psychology in Australia is discussed.
185.
UshasreeS. (1989). Job satisfaction among socially disadvantaged and advantaged college teachers. Psychological Studies, 34, 156–159No significant differences were found between the two groups of male college teachers.
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Van BesienF. (1989). Metaphors in scientific language. Communication and Cognition, 22, 5–22Contrasts pedagogical versus theory constitutive metaphors, especially computer metaphors in psychology and other scientific texts.
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Van der WesthuyzenT. W.PlugC. (1987). The training of South African psychologists: Summary of findings of the PASA Council Committee for training. South African Journal of Psychiatry, 17, 165–169Psychology training programs in South Africa are evaluated and follow-up recommendations are made.
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VelluetL. (1989). Medicine de famille et psychanalyse [Family medicine and psychoanalysis]. Psychanalyse a l'Universite, 14, 99–120Describes advantages of training in psychology and psychoanalysis in medical school for general practitioners.
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VieiraA. A. (1989). Using MEL in a networked classroom. Behavior Research Methods, Instruments, & Computers, 21, 248–249Pros and cons of running the Micro Experimental Laboratory on a computer network are discussed.
190.
WahlO. F. (1989). Schizophrenogenic parenting in abnormal psychology textbooks. Teaching of Psychology, 16, 31–33Most abnormal psychology texts implied parental causation of schizophrenia, despite lack of confirming evidence.
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WareM. E.ChastainJ. D. (1989). Computer-assisted statistical analysis: A teaching innovation?Teaching of Psychology, 16, 222–227Assessed college students' skills and attitudes associated with learning statistics with and without computer assistance.
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WatsonV. M. (1989, October). In teaching, emphasis should be put on ethics. APA Monitor, pp. 40–41. Summarizes APA Division Two Past-President Janet Matthews's address, “The Teaching of Ethics and Ethics of Teaching.”.
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WeaverF. S. (1989). Introductory statistics: Questions, content, and approach. New Directions for Teaching and Learning: Promoting Inquiry in Undergraduate Learning, 38, 79–84Critical thinking can be encouraged in descriptive statistics courses.
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WeirW.MayR. B. (1988). Environmental context and student performance. Canadian Journal of Education, 13, 505–510Test results may differ depending upon whether students are tested in their regular classrooms.
195.
WhiteM. J.LillyD. L. (1989). Teaching attribution theory with a videotaped illustration. Teaching of Psychology, 16, 218–219A description is given of a videotaped illustration of Kelley's covariation attribution model.
196.
WightR. D. (1989). Fostering insight into personal conceptions of the elderly: A simulation exercise. Teaching of Psychology, 16, 216–218As a class exercise, students adopt roles of the elderly and observe reactions.
197.
YoshidaR. K.CancelliA. A.SowinskiJ.BernhardtR. (1989). Differences in information sent to minority and nonminority prospective applicants to clinical, counseling, and school psychology programs. Professional Psychology: Research and Practice, 20, 179–184Investigated whether doctoral-level professional psychology programs responded differently to program inquiries from minority and nonminority applicants.
198.
YoungT. J. (1989). Treatment of multicultural counseling in correctional psychology textbooks. Psychological Reports, 65, 521–522Only 2 of 12 recent correctional psychology textbooks mentioned the topic of multicultural counseling.
199.
ZanichM. L.GraverD. E. (1989). Introductory psychology from the standpoint of the consumer. Teaching of Psychology, 16, 72–74Describes survey results obtained from psychology and other majors after an introductory course.
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ZerbolioD. J.Jr. (1989). A “bag of tricks” for teaching about sampling distributions. Teaching of Psychology, 16, 207–209Describes classroom technique using imaginary marbles, chips, and bags to teach sampling distribution statistical concepts.
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ZerbolioD. J.Jr.WalkerJ. T. (1989). Factorial design: Binocular and monocular depth perception in vertical and horizontal stimuli. Teaching of Psychology, 16, 65–66An exercise demonstrates the nature of an interaction and a real-world perceptual problem.
202.
ZivA. (1988). Teaching and learning with humor: Experiment and replication. Journal of Experimental Education, 57, 5–15Psychology courses taught with relevant humor resulted in better student performance than courses taught without humor.
