This article provides guidelines for demonstrating human physiological responses to undergraduates and compares the effectiveness of demonstration and lecture formats for presenting physiological measures. Two responses, the galvanic skin response (GSR) and electrocardiogram (EKG), were presented to students either as a demonstration or in a lecture format. Results indicate that demonstrations may provide an effective format for improving retention of information about simple procedures and responses, such as the GSR, but may not be as effective as lecture presentation of more complex information, such as the EKG waveform.
Get full access to this article
View all access options for this article.
References
1.
HammondR. B.WestA. J. (1989). Biofeedback technician training program for undergraduate and graduate students. Teaching of Psychology, 16, 22–24.
2.
JohnsonD. E. (1991). A Teaching of Psychology database: 1974–1990. Teaching of Psychology, 18, 49–50.
3.
KlosterhalfenW. (1981). Teaching of psychophysiology: Student apparatus for monitoring skin conductance. Teaching of Psychology, 8, 242–243.
4.
NoonbergA. R. (1985). Biofeedback training: Offerings, plans, and some attitudes in graduate schools and internships. Biofeedback and Self-Regulation, 10, 25–32.
5.
PalladinoJ. J.TryonW. W.JohnsonR.MotiffJ. P.ZweigJ. T. (1981). Biofeedback in the undergraduate curriculum. Teaching of Psychology. 8, 203–208.
6.
PflanzerR. G. (1989). Basic concepts and experiments in physiology.Lafayette, IN: Lafayette Instrument.
7.
ThompsonW. B.OsbergT. M. (1993, August). Teaching of Psychology publication patterns: Plugging the gaps in our teaching techniques. Paper presented at the meeting of the American Psychological Association, Toronto.
8.
WebsterD. G.HayesW. A. (1992, March). Teaching old equipment new tricks: Computer interfacing for student laboratory demonstrations. Poster presented at the meeting of the Southeastern Psychological Association, Knoxville, TN.
