This bibliography is a continuation of those published by Berry and Daniel (1984, 1985), Daniel (1981a, 1981b), Fulkerson and Wise (1987, 1990, 1992), Fulkerson, Wise, and Ancelet (1988), Johnson and Daniel (1974), Morgan and Daniel (1983), Mosely and Daniel (1982), and Wise and Fulkerson (1986, 1989, 1991, 1993). Search methods, criteria for inclusion, and other considerations were similar to those used previously. We also continued the cumulative numbering practice of previous bibliographies
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DeAngelisT. (1994, January). McDonald's goal is bringing psychology to the reservation. APA Monitor, pp. 42–44. Reviews work of Arthur McDonald, president of a Montana tribal college, with Native American psychology students.
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deGrootG. (1994, April). BEA members identify a range of goals. APA Monitor, p. 50. Profiles Board of Educational Affairs members–-Edward Sheridan, Frank DePiano, Norma Feshbach, John Morirsugu, and Kathleen McNamara.
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deGrootG. (1994, May). Clinical psychologists need more science-based training. APA Monitor, p. 46. Directors of clinical psychology programs discuss ways to enhance science-based assessment techniques and diagnoses.
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deGrootG. (1994, May). Educational programs must transcend cultures, disciplines. APA Monitor, p. 47. Psychology educators indicate that graduate programs need to change to deal with society's problems.
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deGrootG. (1994, June). Should CE be mandated for every psychologist?APA Monitor, p. 41. APA continues debate over mandatory continuing education even though most states require it for relicensure.
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Distinguished Teaching of Psychology Award: BahrickHarry P. (1994). American Psychologist, 49, 557–559. Biography of H. P. Babrick and his development of the concept of maintenance of knowledge along with methods for investigating it.
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Distinguished Teaching of Psychology Award: Patricia Keith-Spiegel. (1994). American Psychologist, 49, 559–561. Biography of P. Keith-Spiegel, emphasizing her interest in professional standards and ethics.
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EdwardsH. P. (1994). Regulation and accreditation in professional psychology: Facilitators? Safeguards? Threats?Canadian Psychology, 35, 66–69. Regulation and accreditation in professional psychology are complementary and beneficial to the profession.
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EllisJ. B.CantrellJ. (1994). What do students in psychology courses know about clinical psychology?College Student Journal, 28, 99–102. Undergraduates display little understanding of basic knowledge regarding general and clinical psychology.
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El-MallakhR. S. (1994). Teaching psychopharmacology to psychology interns. Psychological Reports, 74, 674. Doctoral psychologists report increased knowledge and confidence with physicians following a psychopharmacology course.
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FeldmanA. (1994, March/April). Tips for taking the advanced placement psychology examination. The Psychology Teacher Network, pp. 6, 8. Describes the content of the multiple-choice and essay questions on the Advanced Placement Psychology exam.
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FeldmanA. (1994, May-June). What works: Naturalistic observation exercise. The Psychology Teacher Network, p. 9. Describes an effective exercise for students to engage in some actual naturalistic observation.
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FeldmanA. (1994, September/October). Rick Kasschau and high school psychology. The Psychology Teacher Network, p. 7. Reports Kasschau's goals and objectives for his National Science Foundation summer institutes for high school psychology teachers.
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Femandez-BallesterosR. (1994). Psychological assessment. Applied Psychology: An International Review, 43, 157–174. Presents an overview of psychological assessment in Spain.
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FranklinJ. A. (1994). Cognitive behavior therapy, psychology, and the universities. Behaviour Change, 11, 54–58. Discusses the university's role in promoting standards in training psychologists in cognitive behavior therapy.
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G. Stanley Hall lecture series turns 14. (1994, May). APA Monitor, p. 48. Profiles 1994 lecturers Robert Cialdini, Lillian Comas-Diaz, Margaret Matlin, Barbara Nodine, and Dennis Saccuzzo.
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GardnerL. E.LeakG. K. (1994). Characteristics and correlates of teaching anxiety among college psychology teachers. Teaching of Psychology, 21, 28–32. Presents the results of a national survey of college psychology teachers on teaching anxiety.
79.
GoernertP. N. (1994). MindLab: A software tool for integrating interactive microcomputer exercises into the classroom. Teaching of Psychology, 21, 184–186. Describes how to use MindLab to create classroom memory experiments.
80.
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81.
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82.
GoodwinC. J. (1994). Toward eloquentia perfecta in the history and systems course. Teaching of Psychology, 21, 91–93. Describes a technique for improving the quality of student oral presentations.
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GouldJ. B. (1994). “A picture is worth a thousand words”: A strategy for grief education. Death Studies, 18, 65–74. A grief education strategy that makes undergraduates active participants in the learning process.
84.
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85.
GrahamJ.AllowayT.KramesK. (1994). Sniffy, the virtual rat: Simulated operant conditioning. Behavior Research Methods, Instruments, & Computers, 26, 134–141. Operant conditioning is demonstrated to introductory psychology students using simulated rats.
86.
GrahamR. B. (1994). A computer tutorial for psychology of learning courses. Teaching of Psychology, 21, 115–116. A Macintosh computer tutorial teaches the fundamentals of discrimination learning.
87.
GreeneB. (1994). Teaching ethics in psychotherapy. Women and Therapy, 15, 17–27. Reviews ethical principles for mental health disciplines and proposes a course to teach them.
88.
GriggsR. A.JacksonS. L.NapolitanoT. J. (1994). Brief introductory psychology textbooks: An objective analysis. Teaching of Psychology, 21, 136–140. Analysis of paperback introductory psychology textbooks including features, texts, and prices.
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HendersonB. B. (1994). The role of psychology departments in supporting secondary school teachers of psychology. Teaching of Psychology, 21, 107–108. Continuing education provided by psychology departments is important in improving high school psychology.
90.
HettichP. I. (1994). Professional development in Great Britain without faculty exchange. Teaching of Psychology, 21, 181–183. Activities and resources encountered in a semester-long, fully paid sabbatical leave in Great Britain.
91.
HittnerJ. B.CarpenterK. M. (1994). Theoretical and applied sources for teachers of structured equation modeling. Teaching of Psychology, 21, 179–181, Sources and techniques are suggested for a course in structural equation modeling.
92.
HornH. L.Jr. (1994). Can you predict the overjustification effect?Teaching of Psychology, 21, 36–37. A classroom activity demonstrates the overjustification effect (i.e., the undermining of one's intrinsic motivation by extrinsic rewards).
93.
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94.
JoswickK. E. (1994). Getting the most from Psyc-LIT: Recommendations for searching. Teaching of Psychology, 21, 49–53. Suggestions are provided for improving procedural and conceptual skills for maximum search effectiveness.
95.
KaplanE. J.KiesD. A. (1994). Strategies to increase critical thinking in the undergraduate college classroom. College Student Journal, 28, 24–31. An integrated teaching style using cognitive levels of questions and wait time increases critical thinking.
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Keith-SpiegelP. (1994). Teaching psychologists and the new APA ethics code: Do we fit in?Professional Psychology: Research & Practice, 25, 362–368. Although the new ethics code contains some improvements, additional changes are needed.
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Keith-SpiegelP.TabachnickB. G.SpiegelG. B. (1994). When demand exceeds supply: Second-order criteria used by graduate school selection committees. Teaching of Psychology, 21, 79–81. Explores relative importance of variables used by doctoral program selection committees to make final decisions.
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KerkmanD. D.KellisonK. L.PiñonM. F.SchmidtD.LewisS. (1994). The quiz game: Writing and explaining questions improve quiz scores. Teaching of Psychology, 21, 104–106. Students write multiple-choice questions on reading assignments and explain each alternative.
99.
KinderB. N. (1994). Where the action is in personality assessment. Journal of Personality Assessment, 62, 585–588. Academic departments of psychology lag behind the marketplace regarding the value of personality assessment.
100.
KlopferD.DohertyM. E. (1994, September/October). The rotating mask illusion: A window into perception. The Psychology Teacher Network, pp. 8, 9. Describes a demonstration of the rotating mask illusion for use in a classroom situation.
101.
KrehbielD.LewisP. T. (1994). An observational emphasis in undergraduate psychology laboratories. Teaching of Psychology, 21, 45–48. Describes a program that helps students master scientific principles and techniques.
102.
LarsenJ. D. (1994). A computer program demonstrating the effect of the payoff matrix on the signal detection measure, beta. Teaching of Psychology, 21, 113–115. Describes the basic concepts of signal detection theory and changes in the payoff matrix on response bias.
103.
LawsonT. J. (1994). The media assignment: Enhancing psychology students' ability to apply their knowledge of psychology. Teaching of Psychology, 21, 157–159. Assignments from popular media enhance students' learning and ability to apply course knowledge to real-world events.
104.
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105.
LundebergM. A.FoxP. W.PunccoharJ. (1994). Highly confident but wrong: Gender differences and similarities in confidence judgments. Journal of Educational Psychology, 86, 114–121. Investigates gender difference in item-specific confidence judgments based on context and domain.
106.
MaitlandL. (1994, March/April). What works. The Psychology Teacher Network, p. 8. Uses soda bottles and film canisters to demonstrate conservation, Weber's and Fechner's Laws, and olfactory perception.
107.
MaitlandL. (1994, May-June). What works: Jigsaw review. The Psychology Teacher Network, p. 9. A game called Jigsaw Review helps psychology students prepare for essay exams.
108.
MaitlandL. (1994, September/October). Take this super entrance ramp onto the information highway!The Psychology Teacher Network, pp. 6–7. Describes an internet news group called Teaching in Psychological Sciences for all aspects of teaching in psychology.
109.
MaitlandL. (1994, September/October). What works: Telepathy for squares only!The Psychology Teacher Network, p. 6. Describes a classroom demonstration on extrasensory perception wherein the teacher appears to have telepathy.
110.
MarmieW. R. (1994). Using an everyday memory task to introduce the method and results sections of a scientific paper. Teaching of Psychology, 21, 164–166. A penny and a dime illustrate the rationale for including a method and results section in a scientific paper.
111.
MarshallM. J.LindenD. R. (1994). Simulating Clever Hans in the classroom. Teaching of Psychology, 21, 230–232. The Clever Hans effect is replicated by training a rat to bar press in response to a signal.
112.
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113.
MatarazzoJ. D. (1994). Psychology in a medical school: A personal account of a department's 35 year history. Journal of Clinical Psychology, 50, 7–36. The history of the first medical psychology department is described.
114.
MatiyaJ.StahlB. (1994, November/December). Bringing psychologists into the high school classroom: A correspondence exercise. The Psychology Teacher Network, pp. 8–9. High school students wrote to psychologists to discover what should occur in their psychology classes.
115.
MatlinM. W. (1994, September/October). Infant perception: How babies coordinate sight and sound. The Psychology Teacher Network, pp. 2–3. Summarizes the 1993 G. Stanley Hall lecture by Margaret Matlin on infant perception.
116.
MayneT.J.NorcrossJ. C.SayetteM. A. (1994). Admission requirements, acceptance rates, and financial assistance in clinical psychology programs: Diversity across the practice-research continuum. American Psychologist, 49, 806–811. PsyD programs accept more students but provide less financial aid than research-oriented PhD programs.
117.
MeekerF.FoxD.WhitelyB. E.Jr. (1994). Predictors of academic success in the undergraduate psychology major. Teaching of Psychology, 21, 238–241. Explains the variables that correlate best with psychology grade point averages.
118.
MetznerB. S.RajeckiD. W.LauerJ. B. (1994). New majors and the feminization of psychology: Testing and extending the Rajecki-Metzner model. Teaching of Psychology, 21, 5–11. Current psychology majors are mainly women who differ little in background and academics from men.
119.
MiserandinoM. (1994). Freudian principles in everyday life. Teaching of Psychology, 21, 93–95. An exercise to illustrate the extent to which psychoanalytic principles influence modern American culture.
120.
NeelyD. L.SpringstonF. J.McCannS. I. H. (1994). Does item order affect performance on multiplechoice exams?Teaching of Psychology, 21, 44–45. Concerns with practical ramifications of Balch's findings may be premature and unwarranted.
121.
Neysmith-RoyJ. M. (1994). Constructing toys to integrate knowledge about child development. Teaching of Psychology, 21, 101–103. Developmental psychology students integrate theories and awareness of children's developmental needs by building age-appropriate toys.
122.
NigroG. N. (1994). Create-a-children's game: An exercise for developmental psychology classes. Teaching of Psychology, 21, 243–245. Students develop games for children along with explanations of the games' purposes.
123.
NixonM. (1994). “How xenophobic is Australian psychology”: Comment on Davidson. Australian Psychologist, 29, 76. Questions Davidson's view that cross-cultural psychology in training programs deserves high priority.
124.
NorcrossJ. C.TomchoT. J. (1994). Great books in psychology: Three studies in search of a consensus. Teaching of Psychology, 21, 86–90. Describes three studies aimed at developing a consensual list of books undergraduate psychology students should read.
125.
PedenB. F. (1994). Do inexperienced and experienced writers differentially evaluate Ault's (1991) “What Goes Where” technique?Teaching of Psychology, 21, 38–40. Replicates and extends Ault's active-learning exercise by evaluating writers of research reports.
126.
PhelpsS. (1994, September/October). “Are you going to the psychology fair?”The Psychology Teacher Network, pp. 4, 10. Describes 26 interactive projects at St. Ignatius College Prep's first psychology fair in San Francisco.
127.
PhillipsJ. A. (1994, November/December). What works: Your earliest memory. The Psychology Teacher Network, p. 7. Students investigate how far back their classmates can remember and look at any emotional characteristics.
128.
Prentice-DunnS.RickardH. C. (1994). A follow-up note on graduate training in the teaching of introductory psychology. Teaching of Psychology, 21, 111–112. Graduate students who completed supervised teaching performed better on a test of psychology content than those who did not teach.
129.
PrietoJ. M.AvilaA. (1994). Linking certified knowledge to labour markets. Applied Psychology: An International Review, 43, 113–130. Examines training and career tracks in applied psychology in Spain.
130.
ProhaskaV. (1994). “I know I'll get an A”: Confident overestimation of final course grades. Teaching of Psychology, 21, 141–143. Explains students' estimates of their final course grades in advanced psychology courses.
131.
ReardonR.DursoF. T.WilsonD. A. (1994). Neural coding and synaptic transmission: Participation exercises for introductory psychology. Teaching of Psychology, 21, 96–99. Two exercises involve students in a series of simulations of neuronal processes.
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RothR.ConstantineL. M. (1994, December). New center promotes psychology education. APA Monitor, p. 36. APA's new Center for Education and Training will focus on professional and science education.
133.
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134.
SarabandoM. (1994, January/February). Learning about psychology away from school. The Psychology Teacher Network, pp. 6–7. High school psychology students profit from visiting APA's traveling psychology exhibit and a sleep center.
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SheehanE. P. (1994). A multimethod assessment of the psychology major. Teaching of Psychology, 21, 74–78. An assessment program involves several methods to evaluate different components of a psychology program.
136.
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137.
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StacheC.PerlmanB.McCannL.McFaddenS. (1994). A national survey of the academic minor and psychology. Teaching of Psychology, 21,69–74. Provides basic information on the psychology minor collected from surveys sent to 400 psychology departments.
139.
StedmanM. E. (1994). Historical knowledge: Assessment of outcomes in a history of psychology course. Psychological Reports, 75, 22. Undergraduates significantly increased their knowledge about key figures in psychology's history.
140.
ThompsonW. B. (1994). Making data analysis realistic: Incorporating research into statistics courses. Teaching of Psychology, 21, 41–43. Student-designed questionnaires generate useful data for teaching statistical procedures and concepts.
141.
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142.
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WalshJ. F. (1994). One-way between subjects design: Simulated data and analysis using SAS. Teaching of Psychology, 21, 53–55. Describes a program enabling instructors to provide students with simulated data.
145.
WannD. L. (1994). Developing fantasy organizations in industrial/organizational psychology courses. Teaching of Psychology, 21, 177–179. In a semester-long activity, students construct fantasy organizations and apply lecture material to the organizations.
146.
WestwoodM. (1994). Use of simulation activities in developing counselor competence. Simulation and Gaming, 25, 99–102. Games and simulation activities facilitate learning beyond didactic approaches.
147.
WhitbourneS. K.CassidyE. L. (1994). Psychological implications of infantilization: A class exercise. Teaching of Psychology, 21, 167–168. An exercise sensitizes students to the childlike treatment of older adults in nursing homes.
148.
WhiteA. M. (1994). A course in the psychology of oppression: A different approach to teaching about diversity. Teaching of Psychology, 21, 17–23. An interdisciplinary approach teaches factors that undermine multiculturalism and diversity in society.
149.
WurstS.A.WolfordK. (1994). Integrating disability awareness into psychology courses: Applications in abnormal psychology and perception. Teaching of Psychology, 21, 233–235. Describes simulation activities, discussion topics, and speakers for abnormal psychology and perception courses.
150.
YaffeF. T. (1994, March/April). The view from the back of your eye. The Psychology Teacher Network, pp. 9–10. Outlines technique for students to view blood vessels, foveas, and blind spots in their own eyes.
151.
ZechmeisterE. B.ReichJ. N. (1994). Teaching undergraduates about teaching undergraduates: A capstone course. Teaching of Psychology, 21, 24–28. Describes a senior-level course on college teaching including lecturing, grading, motivating, and cultural diversity.
