Annotated Bibliography on the Teaching of Psychology: 1991

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).

Fulkerson F. E. Wise P. S. (1987). Annotated bibliography on the teaching of psychology: 1986. Teaching of Psychology, 14, 250–256.

Fulkerson F. E. Wise P. S. (1990). Annotated bibliography on the teaching of psychology: 1989. Teaching of Psychology, 17, 264–272.

Fulkerson F. E. Wise P. S. Ancelet B. (1988). Annotated bibliography on the teaching of psychology: 1987. Teaching of Psychology, 15, 215–222.

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 L. 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.

Wise P. S. Fulkerson F. E. (1989). Annotated bibliography on the teaching of psychology: 1988. Teaching of Psychology, 16, 236–243.

Wise P. S. Fulkerson F. E. (1991). Annotated bibliography on the teaching of psychology: 1990. Teaching of Psychology, 18, 252–260.

Abrami P. C d'Apollonia S. (1991). Multidimensional students' evaluations of teaching effectiveness: Generalizability of “N = 1” research: Comment on Marsh (1991). Journal of Educational Psychology, 83, 411–415. Marsh's research of students' evaluations of teaching effectiveness is limited in many ways.

Anderson-Barboza L. (1989). Teaching psychology of women to inner-city college students. Education, 109, 326–329. Author describes dynamics of teaching psychology of women to predominately Black and Hispanic inner city women.

APA National Conference recommends new newsletter. (1991, September/October). The Psychology Teacher Network, p. 1. Describes the origins of this newsletter encouraging linkages between high school and college psychology teachers.

Applestein E. (1991, November/December). Lesson on the brain. The Psychology Teacher Network, pp. 12–13. Outlines an activity to provide a humorous introduction to the structure of the brain.

Arthur W Jr. Olson E. (1991). Computer attitudes, computer experience, and their correlates: An investigation of path linkages. Teaching of Psychology, 18, 51–54. Two models explaining relations among computer attitudes, experience, and cognitive ability were investigated.

Ault R. L. (1991). What goes where? An activity to teach the organization of journal articles. Teaching of Psychology, 18, 45–46. The author describes a homework assignment to teach organizational skills.

Awards for distinguished education and training contributions: 1990: Henry Ellis. (1991). American Psychologist, 46, 322–324. Profiles the career and accomplishments of Henry Ellis in the education and training of psychologists.

Awards for distinguished education and training: 1990: Michael Wertheimer. (1991). American Psychologist, 46, 320–322. Profiles the career and accomplishments of Michael Wertheimer in the education and training of psychologists.

Baird B. N. (1991). In-class poster sessions. Teaching of Psychology, 18, 27–29. In-class poster sessions offer an alternative to traditional term paper assignments.

Bates J. A. (1991). Teaching hypothesis testing by debunking a demonstration of telepathy. Teaching of Psychobgy, 18, 94–97. Article describes methods used to perform psychic acts and outlines the structure of hypothesis testing.

Batsell W. R. Jr . (1991). Timing like a rat: A classroom demonstration of the internal clock. Teaching of Psychology, 18, 229–231. Demonstration reveals various characteristics of the internal clock using students as subjects.

Beck H. P. Rorrer-Woody S. Pierce L. G. (1991). The relations of learning and grade orientations to academic performance. Teaching of Psychology, 18, 35–37. Grade orientation scores were negatively correlated with GPA and psychology test scores.

Beckwith J. B. (1991). Approaches to learning: Their context and relationship to assessment performance. Higher Education, 22, 17–30. Investigates relationships among three approaches to learning, prior knowledge, and performance in introductory psychology.

Benedict J. Stoloff M. (1991). Animal laboratory facilities at “America's best” undergraduate colleges. American Psychohgist, 46, 535–536. Survey results indicated that animal research facilities remain important to the undergraduate psychology curriculum.

Benjamin L. T Jr . (1991). Personalization and active learning in the large introductory psychology class. Teaching of Psychology, 18, 68–74. Issues and strategies in teaching large introductory psychology classes are addressed.

Bernieri, F. J. (1991). Interpersonal sensitivity in teaching interactions. Personality and Social Psychology Bulletin, 17, 98–103. Study investigated amount learned by students and the interpersonal sensitivity of the teacher and students.

Berrenberg J. L. Prosser A. (1991). The create-a-game exam: A method to facilitate student interest and learning. Teaching of Psychology, 18, 167–169. Students designed and constructed games incorporating knowledge in a history of psychology course.

Betz N. E. (1991). Implications for counseling psychology training programs: Reactions to the special issue. Counseling Psychologist, 19, 248–252. Comments on articles published in this issue devoted to the training of counseling psychologists.

Blumenthal A. L. (1991). The introductory psychology textbook. International Journal of Social Education, 5, 11–28. Criticizes psychology coverage in introductory textbooks; concludes that experienced psychologists' lectures can be more accurate.

Bohmer S. Briggs J. L. (1991). Teaching privileged students about gender, race, and class oppression. Teaching Sociology, 19, 154–163. Uses concept of oppression to teach about gender, race, and class in introductory social psychology.

The British Psychological Society. (Ed.). (1990). Teaching psychology—A handbook of resources. London: British Psychological Society. A resource manual for undergraduate psychology courses.

Brooks C. I. Mercincavage J. E. (1991). Grades for men and women in college courses taught by women. Teaching of Psychology, 18, 47–48. Women received significantly higher grades than men in accounting and mathematics but not in foreign languages.

Brothen T. (1991). Implementing a computer-assisted cooperative learning model for introductory psychology. Teaching of Psychology, 18, 183–185. The process involved in creating a computer-assisted course in introductory psychology is described.

Buck J. L. (1991). A demonstration of measurement error and reliability. Teaching of Psychology, 18, 46–47. A simple demonstration to aid understanding of the concepts of measurement error and reliability is presented.

Buhrke R. A. Douce L. A. (1991). Training issues for counseling psychologists in working with lesbian and gay men. Counseling Psychologist, 19, 216–234. Examines the incorporation of lesbian and gay issues in counseling psychology graduate programs.

Cahir N. Morris R. D. (1991). The psychology student stress questionnaire. Journal of Clinical Psychology, 47, 414–417. Assesses the impact of emotional, financial, and academic stressors of graduate psychology training on students.

Cameron S. M. (1991, January). Research by students welcome at meetings. APA Monitor, p. 37. Provides information on psychology student paper conferences in the United States and Canada.

Chesler M. A. Zuniga X. (1991). Dealing with prejudice and conflict in the classroom: The pink triangle exercise. Teaching Sociology, 19, 173–181. Describes a class exercise to confront homophobic attitudes in which designated students wear pink triangles.

Cohen S. H. (1991). Computer-based methodology laboratories: II. First-year graduate courses in data analysis. Behavior Research Methods, Instruments, & Computers, 23, 127–129. Describes a graduate student microcomputer laboratory designed to teach data analysis techniques.

Coleman D. C. (1991, September). Graduate departments study is available. APA Monitor, p. 30. The 198–889 report, characteristics of Graduate Psychology Departments, is available from the Office of Demographic, Employment, and Educational Research.

Cone J. D. Foster S. L. (1991). Training in measurement: Always the bridesmaid. American Psychologist, 46, 653–654. Addresses shortcomings in Aiken's (1990) article concerning unsatisfactory graduate training in statistics, methodology, and measurement.

Cooper H. Baumgardner A. H. Strathman A. (1991). Do students with different characteristics take part in psychology experiments at different times of the semester? Journal of Personality, 59, 109–127. Women, freshmen, Protestants, and students from small home towns signed up for experiments earlier.

Costanzo M. Archer D. (1991). A method for teaching about verbal and nonverbal communication. Teaching of Psychology, 18, 223–226. Describes instructional techniques using the Interpersonal Perception Task on videotape.

Cronan-Hillix T. (1991). Teaching students the importance of accuracy in research: A reply to McDonald and Peterson. Teaching of Psychology, 18, 101–102. Author responds to criticism of her teaching technique citing empirical evidence to support her view.

Daglish M. R. Wright P. (1991). Opinions about hypnosis among medical and psychology students. Contemporary Hypnosis, 8, 51–55. Misconceptions about hypnosis among medical and psychology students resembled those of the general public.

Davydov V. V. Neverkovich S. T. Samoukina N. V. (1991). The functions of reflection in teaching managers through game activity. Soviet Psychology, 29, 22–38. Author addresses psychological and organizational functions of reflection in game-based teaching.

Day R. H. (1991). The teaching of psychology. 25th annual conference of the Australian Psychological Society. Australian Psychologist, 26, 107–111. Current teaching practices in psychology are described and suggestions for improvement are offered.

DeFour D. C Paludi M. A. (1991). Integrating scholarship on ethnicity into the psychology of women course. Teaching of Psychology, 18, 85–90. A structure for integrating ethnicity into psychology of women courses is presented.

Duncan N. C. (1991). CAI-enhanced exam performance in a research design course. Behavior Research Methods, Instruments, & Computers, 23, 324–327. Tested efficacy of commercially available CAI programs in an experimental design course; performance improved.

Dunn D. S. Toedter L. J. (1991). The collaborative honors project in psychology: Enhancing student and faculty development. Teaching of Psychology, 18, 178–180. The advantages and demands of collaborative research are discussed.

Duran E. (1989). Teaching the culturally and linguistically diverse student with moderate to severe handicaps. Journal of Instructional Psychology, 16, 122–126. The importance of “functionality” when teaching language to handicapped students is discussed.

Dyck J. L. Mayer R. E. (1989). Teaching for transfer of computer program comprehension skill. Journal of Educational Psychology, 81, 16–24. Transfer groups learned BASIC faster and more accurately than control groups.

Eckerman D. A. (1991). Microcomputers in undergraduate laboratory training in psychology. Behavior Research Metlwds, Instruments, & Computers, 23, 91–99. Reviews undergraduate psychology goals and how computers are being used to help meet those goals.

Ewing M. M. (1991). Classroom research and experiential learning: Three successful experiences—Involvement in psychology. Community/Junior College Quarterly of Research and Practice, 15, 327–328. Assesses effectiveness of methods used by psychology instructors to increase student involvement in learning.

Fernald P. S. Jordan E. A. (1991). Programmed instruction versus standard text in introductory psychology. Teaching of Psychology, 18, 205–211. Programmed instruction is an effective and more efficient method of learning than standard textbook instruction.

Fraley S. E. (1991). From self-blame to self-acceptance: Benefits of learning psychology in a prison undergraduate program. Teaching of Psychology, 18, 234–235. A graduate of a prison psychology program discusses his personal growth through education.

Gardner L. E. (1991). An interactive problem-solving approach to the teaching of a marriage and family course. Teaching of Psychology, 18, 30–32. A method for promoting interest and involvement in a marriage and family course is presented.

Gentry T. A. (1991, November/December). From Fechner to fractals. The Psychology Teacher Network, pp. 57, 11. Summarizes useful resources for developing instructional materials and research projects for chaos science.

Gibson B. (1991). Research methods Jeopardy: A tool for involving students and organizing the study session. Teaching of Psychology, 18, 176–177. A research methods game based on the TV show Jeopardy is described.

Gilbert S. J. (1991). A new kinetic depth illusion for introductory psychology and sensation and perception courses. Teaching of Psychology, 18, 55–56. A visual illusion is described for use as a classroom demonstration.

Glenwick D. S. , & Chabot D. R. (1991). The undergraduate clinical child psychology course: Bringing students to the real world and the real world to students. Teaching of Psychology, 18, 21–24. An undergraduate clinical child psychology course combines classroom, practicum, and guest speaker components.

Goodwin C. J. (1991). Using psychologists' letters to teach about introspection. Teaching of Psychology, 18, 237–238. Psychologists' letters were used to facilitate understanding of introspection in a history and systems course.

Gorenflo D. W. McConnell J. V. (1991). The most frequently cited journal articles and authors in introductory psychology textbooks. Teaching of Psychology, 18, 8–12. The most frequently cited journal articles and authors in introductory textbooks are listed.

Hall B. W. Villeme M. G. Burley W. W. (1989). Teachers' attributions for students' academic success and failure and the relationship to teaching level and teacher feedback practices. Contemporary Educational Psychology, 14, 133–144. Practicing teachers listed attributions involved in students' academic success and failure.

Hamilton R. (1989). Role of concept definition, teaching examples, and practice on concept learning from prose. Contemporary Educational Psychology, 14, 357–365. Two experiments evaluated the effects of definition adjunct questions on concept learning.

Hammond N. Trapp A. (1991). Computers in psychology teaching in the United Kingdom. Behavior Research Methods, Instruments, & Computers, 23, 118–120. Current use of computers in teaching and some of the obstacles of computer-supported courses are presented.

Harcum E. R. (1991). Rap singing as an icebreaker for large classes. Teaching of Psychology, 18, 181–182. A rap song is an effective device for establishing rapport with students.

Harcum E. R. Friedman H. (1991). Students' ethics ratings of demonstrations in introductory psychology. Teaching of Psychology, 18, 215–218. Results indicate the need for greater concern about ethical issues in classroom demonstrations.

Harrison C. J. (1990). Teaching abstract concepts in psychology. Journal of Instructional Psychology, 17, 68–70. Questions that can lead students to comprehend and grasp abstract concepts are described.

Hechtman S. B. Rosenthal R. (1991). Teacher gender and nonverbal behavior in the teaching of gender-stereotyped materials. Journal of Applied Social Psychology, 21, 446–459. Differential teaching behaviors may contribute to differential performance of male and female students.

Hershey J. M. Kopplin D. A. Cornell J. E. (1991). Doctors of psychology: Their career experiences and attitudes toward degree and training. Professional Psychology: Research and Practice, 22, 351–356. Graduates of Baylor University's PsyD program reported high levels of training and career satisfaction.

Hodge G. K. Nelson N. H. (1991). Demonstrating differential reinforcement by shaping classroom participation. Teaching of Psychology, 18, 239–241. A demonstration facilitated students' understanding of operant conditioning procedures and encouraged classroom participation.

Hogan P. M. (1991). Vocational preparation within a liberal arts framework: Suggested directions for undergraduate psychology programs. Teaching of Psychology, 18, 148–153. Proposes new liberal skills model and curriculum changes that improve career relevance without sacrificing breadth.

Huff C. W. Dickson J. F. (1991). Finding stable support for computing in psychology: Lessons from innovation diffusion in organizations. Behavior Research Methods, Instruments, & Computers, 23, 130–133. Describes steps taken to integrate computing support into the operating budget of a college.

Hulicka I. M. (1991, September/October). Investigating attitudes toward aging. The Psychology Teacher Network, pp. 12–13. Provides suggestions for a teaching activity enabling students to investigate attitudes toward aging.

Include aging in your psychology courses. (1991, September/October). The Psychology Teacher Network, pp. 2–5. Provides useful advice on how to include the topic of aging in psychology courses.

Janya M. R. (1991, January). Conference focus is on teaching. APA Monitor, p. 37. Highlights presentations by Ludy Benjamin and Lester Sdorow at the Iowa Psychological Association Convention.

Janya M. R. (1991, March). Collaboration explored at December meeting. APA Monitor, p. 40. Representatives from APA, AAHE, ASA, AAC, MLA, AAA, and AAG explored collaboration in undergraduate education.

Janya M. R. (1991, May). For educators: G. S. Hall lectures. APA Monitor, p. 50. Profiles G. S. Hall lecturers Diane Halpern, Janet Hyde, David Myers, Michael Posner, and Mark Ware.

Janya M. R. (1991, May). St. Mary's: ‘Hospitable’ conference site. APA Monitor, p. 50. Describes location of the National Conference on Enhancing the Quality of Undergraduate Education in Psychology.

Janya M. R. (1991, July). Consulting service offered to undergraduate departments. APA Monitor, p. 54. APA's Undergraduate Consulting Service provides consultation in curriculum, facilities planning, assessment, advising, and faculty development.

Janya M. R. (1991, July). Program involves students in research. APA Monitor, p. 54. National Science Foundation establishes Research for Undergraduates (REU) program for faculty members who involve students in research.

Janya M. R. (1991, July). Video on careers in field is planned. APA Monitor, p. 54. APA Education Directorate and Publications and Communication Office will produce a 30-min videotape on careers in psychology.

Janya M. R. (1991, July). Writers and reviewers sought for newsletter. APA Monitor, p. 54. APA Education Programs Office seeks writers and reviewers for the newsletter High School Psychology Teacher.

Janya M. R. (1991, September). Ah, fall: Class, exams—and cheating. APA Monitor, p. 28. Discusses the problem of cheating in college courses and makes suggestions for dealing with it.

Janya M. R. (1991, September). APA newsletter for high school teachers, two-year college teachers merged. APA Monitor, p. 28. The Psychology Teacher Network: A Newsletter for Psychology Teachers from High School Through Undergraduate is introduced.

Janya M. R. (1991, September). Regional, national conferences listed. APA Monitor, p. 28. Provides information on Eastern, Mid-America, Southeastern, Sixth Annual Conference, and the National Institute on Teaching Psychology.

Janya M. R. (1991 September/October). Teacher workshops promote linkages. The Psychology Teacher Network, pp. 6–7. Describes five summer 1990 APA Teacher Workshops/Institutes for high school psychology teachers.

Janya M. R. (1991, November). Conference participants mix work, fun. APA Monitor, p. 44. St. Mary's conference participants addressed issues including ethnic minority retention, advising, curriculum, faculty development, and linkages.

Janya M. R. (1991, November/December). 1991 teaching awards. The Psychology Teacher Network, pp. 8–10, 12. Highlights careers of Dalmas Taylor, Arthur Wiens, David Holmes, Maryanne Wolf, Richard Miller, and Karyn Hale.

Janya M. R. (1991, November/December). Eliot Applestein: Consultant to the Traveling Psychology Exhibition. The Psychology Teacher Network, p. 14. Describes the contributions of high school psychology teacher Eliot Applestein to the Traveling Psychology Exhibition.

Jarchow E. (1991). Surviving the first year of teaching: Lessons from New Zealand. Journal of Instructional Psychology, 18, 211–216. First-year teachers are assisted by mentor tutor teachers.

Jenkins J. J. (1991). Teaching psychology in large classes: Research and personal experience. Teaching of Psychology, 18, 74–80. Examples of experiences with large classes illustrate successes and failures.

Johnson D. C. (1991). Persuasion: A process in the training of counselors. Contemporary Social Psychology, 15, 12–15. Discusses the lack of emphasis on scientific research in graduate training programs in professional psychology.

Johnson D. E. (1991). A Teaching of Psychology database: 1974–1990. Teaching of Psychology, 18, 49–50. A data base is presented with suggestions for its use in teaching and research.

Johnson D. E. (1991). Psychologists and high school science fairs: Some ethical and professional concerns. Teaching of Psychology, 18, 111–113. Author describes experience as an administrator of a regional high school science fair.

Jones M. (1991). Gender stereotyping in advertisements. Teaching of Psychology, 18, 231–233. Advertisements may be used to raise awareness of gender stereotypes and expectations.

Kahn A. S. Brookshire R. G. (1991). Using a computer bulletin board in a social psychology course. Teaching of Psychology, 18, 245–249. The use of a computer bulletin board as a teaching tool is described.

Kite M. E. (1991). Observer biases in the classroom. Teaching of Psychology, 18, 161–164. Three activities demonstrating common perceptual errors are outlined.

Korn J. H. Munz D. C. (1991). Evaluating responsibilities of the department chairperson. Teaching of Psychology, 18, 177–178. An instrument and process for evaluating department chairpersons are presented.

Kornfeld, A. D. (1990). Shared versus system exemplars in the teaching of psychology. Psychological Reports, 67, 795–799. Implications of the failure to maintain a distinction between shared and system exemplars are discussed.

Kozub F. J. (1991). Oh say, can you see? Teaching of Psychology, 18, 180–181. Describes exercise for discovering the use of Gestalt principles of organization in visual perception.

Kremer J. F. (1990). Construct validity of multiple measures in teaching, research, and service and reliability of peer rating. Journal of Educational Psychology, 82, 213. Determined construct validity of measures in teaching, research, and service measures using a multitrait—multimethod matrix.

Kupfersmid J. Fiala M. (1991). Comparison of EPPP scores among graduates of varying psychology programs. American Psychologist, 46, 534–535. Analyzed scores from university and professional school graduates on the Examination for the Professional Practice of Psychology.

Landrum R. E. (1991). Student evaluation of classroom debate. College Student Journal, 25, 163–165. Assessed the benefits of classroom panel debates versus writing papers on controversial issues in psychology.

Larsen J. D. (1991). Pay attention! Demonstrating the role of attention in learning. Teaching of Psychology, 18, 238–239. Students' recall of characteristics they were told to remember illustrates how attention affects memory.

Lashbrook J. (1991). Notes toward teaching a critical social psychology. Teaching Sociology, 19, 182–185. Describes student projects, data collection, analysis, and findings in a critical alternative social psychology class.

Leong F. T. L. Poynter M. A. (1991). The representation of counseling versus clinical psychology in introductory psychology textbooks. Teaching of Psychology, 18, 12–16. Textbooks tend to provide more coverage of clinical than counseling psychology.

Levchenko E. V. (1991). Student's subjective experience and methods of psychological education. Voprosy Psikhologii, 2, 80–86. Students were asked about their knowledge of psychology prior to coursework.

Levine J. R. Feist S. C. (Eds.). (1991). Teaching of psychology: Ideas and innovations. Proceedings of the Annual Conference on Undergraduate Teaching of Psychology. Farmingdale: State University of New York, Farmingdale College of Technology. Presents selected proceedings from the Fifth Annual Conference on Undergraduate Teaching of Psychology.

Lunneborg C. E. Lunneborg P. W. (1991). Who majors in psychology? Teaching of Psychology, 18, 144–148. Advisers were provided with additional information about successful psychology majors.

Madigan R. J. Brosamer J. J. (1991). Holistic grading of written work in introductory psychology: Reliability, validity, and efficiency. Teaching of Psychology, 18, 91–94. Holistic scoring of written work was adapted for use by teaching assistants.

Marsh H. W. (1991). Multidimensional students' evaluations of teaching effectiveness: A test of alternative higher order structures. Journal of Educational Psychology, 83, 285–296. Summarizes an investigation to evaluate empirical support for multidimensionality of students' evaluation of teachers' effectiveness.

Marsh, H. W. (1991). A multidimensional perspective on students' evaluations of teaching effectiveness: Reply to Abrami and d'Apollonia (1991). Journal of Educational Psychology, 83, 416–421. Marsh contends that support for a multidimensional perspective remains strong.

Matiya J. C Stahl R. J. (1991). Bringing psychologists into the precollege classroom: A correspondence exercise. Teaching of Psychology, 18, 25–27. High school students wrote to psychologists requesting “the most important idea or concept in psychology.”

Matthews J. R. (1991). The teaching of ethics and the ethics of teaching. Teaching of Psychology, 18, 80–85. Article summarizes selections from psychological literature on ethical principles of teaching.

Mayer R. E. (1989). Cognitive views of creativity: Creative teaching for creative learning. Contemporary Educational Psychology, 14, 203–211. What is creativity and how can teachers foster it in their students?.

McCluskey-Fawcett K. (1991, November/December). Adolescent pregnancy and parenting. The Psychology Teacher Network, pp. 2–4. Provides research-based briefing that can serve as a basis for classroom discussion of adolescent pregnancy.

McCord D. M. (1991). Ethics-sensitive management of the university human subject pool. American Psychologist, 46, 151. Applauds Sieber and Sak's (1989) article on compliance of undergraduate psychology departments with human subjects' ethical guidelines.

McCord D. M. Herzog H. A. (1991). What undergraduates want to know about homosexuality. Teaching of Psychology, 18, 243–244. Students submit questions about homosexuality prior to panel discussion with gay rights organizations.

McCormick N. Tooke W. Winston S. Kjellander C. (1991). RET in the college classroom. Journal of Rational Emotive and Cognitive Therapy, 9, 95–111. Studied relations among academic achievement, adherence to irrational beliefs, and perceived self-efficacy in psychology students.

McCutcheon L. E. (1991). A new test of misconceptions about psychology. Psychological Reports, 68, 647–653. A 62-item, multiple-choice test of misconceptions about psychology was developed for use by teachers in class.

McDonald C. S. Peterson K. A. (1991). Teaching commitment to accuracy in research: Comment on Cronan-Hillix(1988). Teaching of Psychology, 18, 100–101. Negative extrinsic contingencies were found to impair the learning process and student motivation.

McGovern T. V. (1991, January). APA meeting on education to be held in June. APA Monitor, p. 37. Two-page descriptions of innovative campus teaching practices in seven topic areas were solicited.

McGovern T. V. (1991, March). Attendees are chosen for June meeting. APA Monitor, p. 40. Lists 50 participants for APA National Conference on Enhancing the Quality of Undergraduate Education in Psychology.

McGovern T. V. Furumoto L. Halpern D. F. Kimble G. A. McKeachie W. J. (1991). Liberal education, study in depth, and the arts and sciences major—Psychology. American Psychologist, 46, 598–605. Identified eight common goals for psychology majors that are adaptable to different institutional settings and resources.

McGuiness C Nisbet J. (1991). Teaching thinking in Europe. British Journal of Educational Psychology, 61, 174–186. This review of cognitive and instructional research categorizes current trends in teaching.

McKelvie S. J. (1991). Teaching introductory psychology: Using repetition, spacing, and lag effects. Psychological Reports, 69, 427–433. The structure and grading aspects of this experimental approach are described.

McMinn M. R. Foster J. D. (1991). A computer program to teach nonsexist language. Teaching of Psychology, 18, 115–117. An interactive program teaches students to recognize sexist language.

Messer S. B. Fishman D. B. McCrady B. S. (1991). Conducting a self-study in a professional psychology program. Professional Psychology: Research and Practice, 22, 405–406. An organizational development approach to a self-study is described and discussed.

Meyer G. E. Rocheleau D. J. McMullen I. Ritter B. E. (1991). The use of Macintosh 24-bit color and animation programs in undergraduate research and visual perception courses. Behavior Research Methods, Instruments, & Computers, 23, 166–182. A laboratory with several commercially available programs can duplicate complex visual research phenomena for undergraduates.

Miserandino M. (1991). Memory and the seven dwarfs. Teaching of Psychology, 18, 169–171. Names of the seven dwarfs are used to illustrate processes of memory.

Moon G. W. Bailey J. W. Kwasny J. C Willis D. E. (1991). Training in the use of Christian disciplines as counseling techniques within religiously oriented graduate training programs. Journal of Psychology and Christianity, 10, 154–165. Identifies 20 biblically derived Christian disciplines sometimes used as Christian counseling techniques.

Morris E. J. (1991). Classroom demonstration of behavioral effects of the split-brain operation. Teaching of Psychology, 18, 226–228. A simulation exercise of the behaviot of patients of split-brain operations is presented.

Moses S. (1991, March). APA calls for recast of psychology major. APA Monitor, p. 37. An APA task force urges restructuring the psychology major to meet needs of diverse students.

Moses S. (1991, April). Breaking through the glass ceiling. APA Monitor, pp. 36–37. Delegates at National Council of Schools of Professional Psychology Conference discuss ways to help women in academe.

Moses, S. (1991, April). New paradigms of science inquiry may help women. APA Monitor, p. 36. Research questions compatible with clinical needs may return “passion” to scientific psychology.

Moses S. (1991, April). Women's issues: ISO new attitudes, curricula. APA Monitor, p. 38. Women's issues should be integrated throughout the psychology curriculum rather than confined to one course.

Moses S. (1991, June). Expansion proposed for accrediting panel. APA Monitor, p. 24. APA's Interim Board of Educational Affairs approves proposal to change structure of Committee on Accreditation.

Moses S. (1991, July). Animal research issues affect students. APA Monitor, pp. 47–48. Describes how animal rights issues have affected psychology education in far-reaching ways.

Moses S. (1991, July). Westinghouse winners taste scientific prestige. APA Monitor, p. 49. Five high school psychology researchers are among the winners of the Westinghouse Science Talent Search.

Moses S. (1991, August). Look at student needs, APA urges goals panel. APA Monitor, p. 31. APA Task Force on Psychology in Education outlines major psychological principles applied to educational reform.

Moses S. (1991, August). Winds of change sweep conference. APA Monitor, p. 30. National Conference on Undergraduate Education makes recommendations in seven areas pertaining to psychology departments.

Moses S. (1991, October). Instruction field needs integration of research. APA Monitor, p. 45. Discusses contributions of cognitive and motivational psychology to education, new instructional technologies, and human diversity and assessment.

Moses S. (1991, October). New directorate chief plans to boost education. APA Monitor, p. 43. Joanne Callan indicates that “psychology in education and education in psychology is the domain of the Education Directorate.”

Moses S. (1991, December). Ellis' interests, contributions are many. APA Monitor, pp. 38–39. Discusses the many contributions of Henry Ellis to the education and training of psychology students.

Murphy B. C Polyson J. A. (1991). Peace, war, and nuclear issues in the psychology classroom. Teaching of Psychology, 18, 153–157. APA members were surveyed to determine how they incorporate peace, war, and nuclear issues into teaching.

Okun M. A. (1991). Moderators of the semester GPA-college satisfaction relation: A judgment approach. Contemporary Educational Psychology, 16, 73–86. Semester GPA was more strongly related to college satisfaction for students with high self-esteem.

Olkin R. Gaughen S. (1991). Evaluation and dismissal of students in master's level clinical programs: Legal parameters and survey results. Counselor Education and Supervision, 30, 276–288. Discusses evaluations of graduate students that may lead to dismissal of problem students.

Osberg T. M. (1991). Teaching current advances in psychology: Student and instructor advantages. Teaching of Psychology, 18, 41–42. Students read and discussed recent articles from professional journals while instructors kicked the lecture habit.

Ostertag P. A. McNamara J. R. (1991). 'Feminization' of psychology: The changing sex ratio and its implications for the profession. Psychology of Women Quarterly, 15, 349–369. Implications of the changing sex ratios throughout psychology are discussed.

Over R. (1991). Impending crises for psychology departments in Australian universities? Another look. Australian Psychologist, 26, 112–115. Most faculty members are scientists rather than practitioners leading to inflexibility in coping with societal changes.

Over R. (1991). Membership of the Australian Psychological Society by academics in university psychology departments. Australian Psychologist, 26, 116–119. The 107 academic members of APS differ from the 54 nonmembers along several dimensions.

Page S. Rosenthal R. (1990). Sex and expectations of teachers and sex and race of students as determinants of teaching behavior and student performance. Journal of School Psychology, 28, 119–131. Gender-related teacher and student differences and expectancy effects were investigated.

Paludi M. A. (1991). Value of a developmental perspective in teaching the psychology of women. Teaching of Psychology, 18, 37–40. A developmental approach helps students deal with conservative attitudes toward women's roles.

Paludi M. A. (1991). Placing women psychologists in the psychology of women course. Teaching of Psychology, 18, 172–174. Women psychologists as role models for female students are conducive to self-discovery and learning.

Payne B. D. Manning B. H. (1990). The effect of cognitive self-instruction on preservice teachers' anxiety about teaching. Contemporary Educational Psychology, 15, 261–267. A procedure was developed to eliminate negative emotions related to the student teaching experience.

Peden B. F. (1991). Teaching the importance of accuracy in preparing references. Teaching of Psychology, 18, 102–105. A technique for teaching students how to prepare reference sections in reports is described and evaluated.

Perdue B. Piotrowski C. (1991). Online database use in psychology: A survey of academic libraries. Collection Management, 14, 133–137. Examines status of multidata base usage by reference personnel responsible for online searching in academic libraries.

Perkins, D. V. (1991). A case study assignment to teach theoretical perspectives in abnormal psychology. Teaching of Psychology, 18, 97–99. Students prepare case studies of abnormal behavior using a single theoretical perspective.

Perone M. (1991). Computer-based methodology laboratories: I. An undergraduate course in experimental psychology. Behavior Research Methods, Instruments, & Computers, 23, 121–126. Describes use of microcomputers in laboratory sections of a conventional undergraduate psychology research methods course.

Peterson D. R. (1991). Connection and disconnection of research and practice in the education of professional psychologists. American Psychologist, 46, 422–429. Education for practitioners has evolved through preprofessional, scientist professional, and professional phases that complement each other.

Petty L. C Rosen E. F. (1991). Using HyperCard to teach person perception and attribution concepts. Behavior Research, Instruments, & Computers, 23, 247–252. HyperCard stacks were used to present and illustrate concepts in person perception and attribution theory.

Phillips B. E. (1990). Graduate education in school psychology: Teaching is more than a performing art. School Psychology Quarterly, 5, 280–293. Stresses that those who teach students in school psychology need to know the complexity of teaching.

Procidano M. E. (1991). Students' evaluation of writing assignments in an abnormal psychology course. Teaching of Psychology, 18, 164–167. Students found research proposals preferable to case studies in developing interest in psychology.

Prosser M. Trigwell K. (1991). Student evaluations of teaching and courses: Student learning approaches and outcomes as criteria of validity. Contemporary Educational Psychology, 16, 293–301. Students have higher quality learning outcomes in highly rated classes.

Puente A. E. Matthews J. R. Williams J. M. Matthews L. H. (1991). Integrating clinical neuropsychology into the undergraduate curriculum. Teaching of Psychology, 18, 17–21. Approaches to presenting neuropsychological information in undergraduate psychology courses were discussed.

Quereshi M. Y. (1991). Logical versus empirical readability and human interest scores: Refinement and update. Psychological Reports, 68, 1035–1040. Readability scores were significantly correlated with undergraduates' ratings.

Rajecki D. W Metzner B. S. (1991). Declaring the psychology major: An archival, general model from an urban university. Teaching of Psychology, 18, 4–8. Records of 806 psychology majors were analyzed to determine their academic profiles.

Rea D. W. (1991). College students' perceptions of academic success: An examination of motivational orientation. Teaching of Psychology, 18, 109–111. Reviews development and use of an assessment instrument for college students' perceptions of success in college courses.

Reboy L. M. Semb G. B. (1991). PSI and critical thinking: Compatibility or irreconcilable differences? Teaching of Psychology, 18, 212–215. Evidence indicates that the Personalized System of Instruction teaches higher order cognitive skills.

Reid J. D. Willis S. L. (1991). Doctoral training in the psychology of adult development and aging: 1989–1990 survey results. Educational Gerontology, 17, 247–256. Dramatic growth was found in graduate programs offering specialized training in adult development and aging.

Reinehr R. C. (1991). Demonstrating personality scale validation procedures. Teaching of Psychology, 18, 241–242. Describes method to demonstrate personality scale validation techniques to introductory psychology students.

Rickard H. C. Prentice-Dunn S. Rogers R. W Scogin F. R. Lyman R. D. (1991). Teaching of psychology: A required course for all doctoral students. Teaching of Psychology, 18, 235–237. Describes the development and content of a teaching of psychology course required for doctoral students.

Robiner W. N. (1991). How many psychologists are needed? A call for a national psychology human resource agenda. Professional Psychology: Research and Practice, 22, 427–440. Indicates that we should evaluate future work force needs and plan accordingly.

Roig M. Icochea H. Cuzzucoli A. (1991). Coverage of parapsychology in introductory psychology textbooks. Teaching of Psychology, 18, 157–160. Sixty-four textbooks were reviewed to determine their coverage of parapsychological issues.

Rouse L. P. (1991). Teaching an interdisciplinary course in social psychology. Teaching Sociology, 19, 164–172. Psychology & sociology are considered as orienting frameworks for teaching social psychology.

St. James J. D. Schneider W. (1991). Student MEL software support for instructors and teaching assistants in a research methods course. Behavior Research Methods, Instruments, & Computers, 23, 149–154. Describes the Student Micro Experimental Laboratory that combines highquality psychology experiments with instructor background materials.

Schellenberg J. Hammonds A. D. Smith E. V. Timmerman S. L. (1991). Recent social psychology textbooks: Diversity remains strong. Teaching Sociology, 19, 200–210. A review of recent social psychology texts concluded that theoretical and research diversity continues.

Scott T. R. (1991). A personal view of the future of psychology departments. American Psychologist, 46, 975–976. Predicts that integrated psychology departments will separate in the future, according to subareas.

Sears D. O. Funk C. L. (1991). Graduate education in political psychology. Political Psychology, 12, 345362. Surveyed faculty from 138 institutions to assess graduate courses and graduate training in political psychology.

Slate J. R. Jones C. H. Murray R. A. (1991). Teaching administration and scoring of the Wechsler Adult Intelligence Scale—Revised: An empirical evaluation of practice administrations. Professional Psychology: Research and Practice, 22, 375–379. Although some improvements with practice were noted, subjects also repeated their errors.

Smith D. H. (1991). Students'applications of social psychology in introductory social psychology classes. Teaching Sociology, 19, 193–199. Describes methods for teaching applications of social psychology research.

Sommer R. Sommer B. A. (1991). Teaching psychology in Estonia, USSR. Teaching of Psychology, 18, 105–107. The authors describe teaching psychology without textbooks or library books in Estonia.

Stage F. K. (1991). Common elements of theory: A framework for college student development. Journal of College Student Development, 32, 56–61. Problems inherent in applying theory to student development practice are addressed.

Stanfel, L. E. (1991). An experiment with student evaluations of teaching. journal of Instructional Psychology, 18, 23–28. Discrepancies in student evaluations of teachers were discussed.

Strube M. J. (1991). Demonstrating the influence of sample size and reliability on study outcome. Teaching of Psychology, 18, 113–115. Describes a BASIC program demonstrating the influence of sample size and reliability on study outcome.

Strube M. J. (1991). Some rules for effective and ineffective teaching: Generating lists as an educational exercise. Teaching of Psychology, 18, 174–176. Describes two contrasting sets of 10 rules important for effectiveness in teaching.

Suter W. N. (1991). Using What Works in educational psychology courses. Teaching of Psychology, 18, 42–43. Describes use of the booklet, What Works, which contains 59 practical suggestions for educational psychology courses.

Swain R. (1991). On the teaching and evaluation of experiential learning in a conventional university setting. British Journal of Educational Psychology, 22, 4–11. Describes the use of experiential learning techniques in a university psychology class.

Tabachnick B. G. Keith-Spiegel P. Pope K. S. (1991). Ethics of teaching: Beliefs and behaviors of psychologists as educators. American Psychologist, 46, 506–515. A total of 482 APA members were asked their degree of engagement in various behaviors.

Taub D. (1991). Strengthening the social within social psychology: An experiential learning approach. Teaching Sociology, 19, 186–192. Describes student responsibilities, reactions, data collection, and analysis in an experiential social psychology class.

Traveling psychology exhibition to open at Smithsonian. (1991, November/December). The Psychology Teacher Network, pp. 1, 11. Describes the new intetactive Psychology Exhibition and a smaller version that will travel to various museums.

Tuckman B. W. (1991). Motivating college students: A model based on empirical evidence. Innovative Higher Education, 15, 167–176. A classroom procedure to increase student motivation in an educational psychology class is outlined.

VandenBos G. R. DeLeon P. H. Belar C. D. (1991). How many psychological practitioners are needed? It's too early to know. Professional Psychology: Research and Practice, 22, 441–448. The authors reject the notion of oversupply of qualified psychologists.

Vandervert F. (1991, November/December). Students apply chaos theory in psychology. The Psychology Teacher Network, p. 5. Chaos theory brings mathematical modeling and techniques of analysis that apply to complex systems to psychology.

Viney W Crosby D. A. (1991). The psychology and philosophy of William James: An interdisciplinary teaching project. Teaching of Psychology, 18, 107–109. Students are provided with insights into the thoughts and character of an eminent psychologist—philosopher.

Walsh J. F. (1991). Using summary statistics as data in ANOVA: A SYSTAT macro. Teaching of Psychology, 18, 249–251. Sufficient information is generated from available data to compute analyses of variance and post hoc analyses.

Walker C. J. (1991, Summer). Classroom research in psychology: Assessment techniques to enhance teaching and learning. New Directions for Teaching and Learning, p. 67. The author uses classroom assessments to promote active learning and to obtain feedback from students.

Ware M.E. Benjamin L. T Jr . (1991). The APA centennial and teaching history of psychology. Teaching of Psychology, 18, 136–144. An annotated bibliography on the history of psychology is provided for use by teachers and scholars.

Ware M. E. Chastain J. D. (1991). Developing selection skills in introductory statistics. Teaching of Psychology, 18, 219–222. The effectiveness of a teaching strategy emphasizing the use of different statistical tests was assessed.

Ware M. E. Johns R. L. (1990). Teaching psychology in high school: The Nebraska experience. Psychological Reports, 67, 984–986. Survey found that high school psychology teachers had limited training and background in psychology.

Warner D. L. Bradley J. R. (1991). Undergraduate psychology students' views of counselors, psychiatrists, and psychologists: A challenge to academic psychologists. Professional Psychology: Research and Practice, 22, 138–140. Students lack information about clinical psychologists' areas of expertise and view counselors as more “caring” than psychologists.

Weaver K. A. Buzzanga V. L. (1991). The value of departmental assessment. College Student Journal, 25, 178–180. Developed a survey for majors to determine whether students' academic priorities matched the university's strengths.

Webb W. B. (1991). History from our textbooks: Boring, Langfeld, and Weld's introductory texts (1935–1948+). Teaching of Psychology, 18, 33–35. An actuarial analysis of three introductory text editions published between 1935 and 1948 is described.

Welsh J. A. Null C. N. (1991). The effects of computer-based instruction on college students' comprehension of classic research. Behavior Research Methods, Instruments, & Computers, 23, 301–305. In two experiments, the use of computer experiments and computer-based instruction did not enhance performance.

Wilson J. F. (1991). Teaching physiological psychology versus teaching biological psychology: Is there a difference? Teaching of Psychology, 18, 43–45. Of 539 undergraduate programs examined, 64.1% offer courses in physiological psychology and 11.3% in biological psychology.