Showing papers in "Teaching of Psychology in 1978"
TL;DR: In this paper, caution should be exercised in possible misuse of these ratings until much more research is done, and the authors suggest that the use of such ratings should be considered with great care.
Abstract: Until much more research is done, caution should be exercised in possible misuse of these ratings.
42 citations
31 citations
TL;DR: In this article, moderate but consistent positive correlations support the validity of ratings as predictors of performance and support the use of ratings in predicting the performance of performance of a stock market.
Abstract: Moderate but consistent positive correlations support the validity of ratings as predictors of performance.
31 citations
TL;DR: In this article, the role of facilitator-person is emphasized to produce students with greater interest in psychology, which produces more students with higher interest in the field of psychology. But,
Abstract: Teachers emphasizing the role of facilitator-person produce students with greater interest in psychology.
29 citations
TL;DR: In this article, a team teaching experience was used to provide some helpful hints on values and problems in team teaching, and the results showed that team teaching can help team teaching students.
Abstract: If you plan to try team teaching, perhaps this experience will provide some helpful hints on values and problems.
23 citations
TL;DR: In this paper, social psychology and sex roles in movies are discussed. But they do not discuss the role of gender in the roles of characters. And they focus on the teaching of psychology.
Abstract: (1978). Social Psychology and Sex Roles in Films. Teaching of Psychology: Vol. 5, No. 3, pp. 168-169.
23 citations
TL;DR: Intuitive, feeling, extraverted teachers attract, and feeling students produce, ratings different from their type opposites as mentioned in this paper, ratings that are different from those of introverted teachers.
Abstract: Intuitive, feeling, extraverted teachers attract, and feeling students produce, ratings different from their type opposites.
23 citations
TL;DR: In this article, four studies were conducted in order to clarify the importance of student proctors and mastery performance in PSI systems, and they concluded that proctors were more important than students' teachers.
Abstract: Four studies were conducted in order to clarify the importance of student proctors and mastery performance in PSI systems.
22 citations
TL;DR: For example, this paper found that the courses with the greatest percentage increase from 1961 to 1975 at the university level, in terms of Kulik's listing of natural and social science courses (1973, p. 61), five are of a natural science orientation: Learning, Physiological, Learning, Statistics, Comparative, Motivation, and Perception.
Abstract: science orientation from 1947 to 1969. Cole and Van Krevelen (1977) have reported that liberal arts college teachers' \"most satisfying course\" is more frequently one in the natural science group. Of the ten courses with the greatest percentage increase from 1961 to 1975 at the university level, in terms of Kulik's listing of natural and social science courses (1973, p. 61), five are of a natural science orientation: Learning, Physiological, Motivation, Comparative, and Perception. These courses show an average increase of 22 percentage points. Of the remaining five courses, four are of a social science orientation: Developmental, Personality, Social, and Counseling. These courses show an average increase of 1 1 percentage points. The final course in this group, Research, could have either orientation. In the liberal arts colleges, six of the ten courses with the greatest percentage increase are of a natural science orientation: Physiological, Learning, Statistics, Comparative, Motivation, and Perception. These courses show an average increase of 27 percentage points. Of the remaining four courses, three are of a social science orientation: Personality, Adjustment, and Developmental, which show an average increase of 1 7 percentage points. In the two-yearcolleges, seven of the ten courses with the greatest percentage increase are of a social science orientation: Social, Child, Adolescent, Abnormal, Developmental, Adjustment, and Counseling. These courses show an average increase of 20 percentage points. The remaining three courses are usually placed in the natural science category: Experimental, Statistics, and Introductory, although the latter course may be taught with either orientation. These courses show an average increase of 14 percentage points. These findings, combined with Kulik's trend analysis, indicate that the emphasis in undergraduate psychology at universities and four year schools is toward courses of a natural science orientation, but with a few applied courses being introduced. The trend at the two-year college is more toward courses of a social science and applied orientation.
19 citations
TL;DR: In this paper, the authors present problems and merits of field experience programs for undergraduate field experience, as well as some merits, requiring consideration, for teachers planning undergraduate field experiences programs.
Abstract: Teachers planning undergraduate field experience programs will find here some problems, as well as some merits, requiring consideration.
18 citations
TL;DR: In this paper, the authors proposed a model that allows persons engaged in training and education to take full advantage of workshops, post graduate education and innovations in the field without losing their perspective.
Abstract: into their system of intervention, allowing them to take full advantage of workshops, post graduate education and innovations in the field without losing their perspective. Although the proposed model is simplistic in nature, it is felt that a utilization of the elements involved by persons engaged in training and education would be most beneficial. It has proven its value to us, and thus we offer it to others.
TL;DR: In this paper, a negative correlation between husbands' incomes and wives' waist lines, measured in inches, was found between a limited sample size and the true correlation was found to be between 0.28 and 0.46.
Abstract: limited sample size, a negative correlation is found between husbands' incomes and wives' waist lines, measured in inches. Suppose the 99 percent confidence interval places the true correlation somewhere between -0.28 and -0.46. From Table 1 , one could estimate that for all husbands earning above median incomes, between 35 and 41 percent would expect to have wives with above median waist lines.
TL;DR: The rated quality of participation in class discussions was found to be related to a personality variable as mentioned in this paper, which is a predictor of the quality of a student's participation in a class discussion.
Abstract: The rated quality of participation in class discussions is found to be related to a personality variable.
TL;DR: In this paper, the college classroom can be an effective and efficient context for providing help giving and self management training for self-management in a self-directed way. But, it is not suitable for the general public.
Abstract: The college classroom can be an effective and efficient context for providing help giving and self management training.
TL;DR: Teaching a thoroughgoing cooperative learning method as well as subject matter yielded both personal and academic gains as discussed by the authors, and they used cooperative learning methods to teach both subject matter and learning methods.
Abstract: Teaching a thoroughgoing cooperative learning method as well as subject matter yielded both personal and academic gains.
TL;DR: In this paper, past performance and ability measures hold up for PSI courses as well as for traditional ones, and dependable predictors, such as past performance, ability and ability measure, are used.
Abstract: Dependable predictors—past performance and ability measures—hold up for PSI courses as well as for traditional ones.
TL;DR: The goal of these teachers was a course with balanced integration of the cognitive-intellectual and the personal-affective models as discussed by the authors, and the goal of the course was to balance the cognitive and personal models.
Abstract: The goal of these teachers was a course with balanced integration of the cognitive-intellectual and the personal-affective models.
TL;DR: Self-pacing as discussed by the authors has been found to be an important factor in student progress in a self-paced course, as well as the student's ability to master the course material at his own pace.
Abstract: A trend current in mass education efforts has been the expanding utilization of individualized instructional methods to accommodate individual differences among learners. The development and improvement of educational technology allows the application of individually tailored programs in an efficient, cost-effective, pedagogically sound, and even pleasant manner. Chief among these technological innovations have been the teaching machine (Skinner, 1968), Keller's (1 968) Personalized System of Instruction, and Postlethwait's (1969; c.f. Mintzes, 1975) Audio-Tutorial approach. A complete review of the characteristics and evidence supporting these procedures are available in a recent book by Cross (1 976). A prime component of each of these systems is opportunity for the student to proceed through the course material and demonstrate its mastery at his own pace. As content mastery is frequently held constant, typically it is the rate of mastery that is expected to be the sole difference among students. Several advantages are thought to derive from this approach. Primarily, it is expected that the student who is unencumbered by an externally-imposed lecture and study schedule will beable tospend less timeand effort on familiar content while being free to allocate relatively more energy for new or difficult material. Since students differ in their prior preparation for a course, an instructor-selected pace, no matter what it may be, would be inappropriate or boring for a large proportion of the class. At the same time, it allows the instructor to identify and attend to slower learners In a self-paced system, students are often allowed to master and exit the course early, an opportunity that serves as an incentive for active and rapid learning. Students are also able to temporarily defer study in a self-paced course in order to devote extra time to other courses when they require it. Thus, the student can attend to his self-paced course when he is most likely to learn it and not be diverted by other course deadlines. In addition, the assumption of the responsibility for pacing one's own learning is thought to be avaluable goal in itself as a part of teaching the student how to learn (Leuba & Flammer, 1975). Both the benefits and disadvantages of the self-pacing component have been the object of extensive research. Kulik, Kulik, and Carmichael (1974) found self-pacing to be an element highly preferred by students in PSI courses. Allen, Giat, and Cherney (1974) reported that the number of days a student required to complete his first unit (latency) was the best predictor of his final grade, with latency being negatively correlated with the final grade. Student selfpacing was found to be responsible for increased academic performance and improved course evaluations in a study by Fernald, Chiseri, Lawson, Scroggs, and Ridell (1975). However, in courses which allow the removal of typical time constraints, students are encountered who tend to be poor self-pacers and who, consequently, may be more inclined to withdraw from the course (Born, Note 1) or receive a poor grade (Leidecker, Note 5). Procedural modifications often suggested to remedy this difficulty include imposed deadlines (which seems to obviate the label \"self-paced\") and posted cumulative records (Hess, Note 4), as well as a recommended optimal pace, a decrease in the length of each unit with an increase in their total number, and reinforcement of rapid progress with desirable lectures or the opportunity to complete exams early (Kulik et al., 1974). For example, Semb, Conyers, Spencer, and Sanchez Sosa (1974) and Bijou, Morris, and Parsons (1976) have successfully manipulated and compared course contingencies to increase student progress rates. Other experimenters have approached the procrastination problem from a different perspective by attempting to identify characteristics which describe students who pace theirwork poorly and which differentiate them from their more successful peers. Student locus of control scores were found to be unrelated to their grades, attendance, or progress rates (Johnson & Croft, 1975). Allen et al. (1 974), however, found student locus of control scores and grade point averages best predicted their latency, or time of completion of the first unit. In addition, Henneberry (Note 3) reports students measuring highly internal were more likely to attain their expected grades and to take advantage of rapid pacing and early testing opportunities. Progress rates in an advanced psychology course were positively related to student motivation and the number of previous psychology courses taken, in a study by Calhoun (1975). However, in another study by the same author, psychology course background, as well as student class, major, sex, age, and transfer status, were not related to rates of progress, though grade point average and expected grade were (Calhoun, in press). Obviously, some previous findings are inconclusive and inconsistent. The current study is afurther attempt to investigate the manner in which student characteristics might be related to rates of progress in a self-paced course. Individualized teaching formats are designed to accommodate individual differences among learners and it is appropriate to investigate whether this objective is actually being accomplished in current programs. If some per-
TL;DR: The frequency of family-related concepts in 60 texts is the basis for the authors' urging a greater consideration of relational factors as mentioned in this paper, which is the same as the frequency of relational concepts in relational factors in this paper.
Abstract: The frequency of family-related concepts in 60 texts is the basis for the authors' urging a greater consideration of relational factors.
TL;DR: In this article, a vital and timely social-environmental community problem was utilized to provide students with an effective learning device, which was used to provide them with a learning environment.
Abstract: A vital and timely social-environmental community problem was utilized to provide students with an effective learning device.
TL;DR: In this article, a systematic method, with planned support facilities and materials, was described to extend PSI for very large enrollment courses, with the goal to support large numbers of students.
Abstract: Describing a systematic method, with planned support facilities and materials, to extend PSI for very large enrollment courses.
TL;DR: In this paper, the authors present a plan for self-direct change in an educational system based on an undergraduate thesis submitsystem, which is based on the idea of freedom to learn.
Abstract: Experimental Education, 1968,37, 76-81. Annual Meeting of the Western Psychological Association, San Francisco, April 1971. Rogers, C. R. A plan for self-direct change in an educational 2, This study is based on an undergraduate thesis submitsystem. Educational Leadership, 1967, 24, 717-731. Rogers, C. R. Freedom to learn. Columbus, Ohio: Charles E. ted to the first author by the second author in partial fulfillment of Merrill, 1969. the requirements for Senior Distinction work. 3. Our thanks go to Dr. Joseph Speisman and Dr. FredaRebelsky for Rothkopf, E. Z., & Bloom, R. D. Effects of interpersonal interaction their encouragement and their comments on earlier drafts of this on the instructional value of adjunct questions in learning from paper. written Inaterial. lg709 8, Ms. 4, Requests for reprints should be addressed to Kathleen M, White, #292-4. Department of Psychology, Boston University, 64 Curnmington Treffinger, D. J., & Feldhusen, J. F. Predicing students' ratings of instruction. Proceedings of the 78th Annual Convention of the Street, Boston, Massachusetts 02215.
TL;DR: Rogers as mentioned in this paper proposed a plan for self-direct change in an educational system based on the concept of freedom to learn, which he called "freedom to learn" in his book "Masculine Differentlation and feminine constancy".
Abstract: Analysis, 1968, 1 , 79-89 Rayder, N. F. College student ratings of instructors. The Journal of Experimental Education, 1968, 37, 78-81 Roessler, R T. Sexuality and Identity: Masculine differentlation and feminine constancy. Adolescence, 1971, 6, 187-196 Rogers, C R. A plan for self-direct change In an educational system. Educational Leader, 1967, 24, 717-731. Rogers, C. R Freedom to learn. Columbus. OH: Charles E. MerriII, 1969. Notes
TL;DR: For example, this paper designed a course to train graduate teaching assistants in psychology departments in the University of Southern California, which attracted increasing numbers of graduate students and faculty from various disciplines.
Abstract: During the past ten years, efforts to improve college and university teaching have increased, as seen in the proliferation of faculty development programs (Bergquist & Phillips, 1975; Gaff, 1976); increment in the number of journals and books devoted to college teaching; the development of formal programs to train faculty and teaching assistants (Carroll, 1977; Grasha, 1977) and the appearance of strong "teach or travel" language in promotion and reappointment policies on many campuses. It was within this Zeitgeist that I designed in 1971 a seminar to train graduate teaching assistants in our psychology department. The course has since attracted increasing numbers of graduate students and faculty from various disciplines.
TL;DR: Learning to Apply Psychology: Didactic Training, Experience and Opinions about Behavior Modification as discussed by the authors. But, it is not an easy subject to be applied to a large number of students.
Abstract: (1978). Learning to Apply Psychology: Didactic Training, Experience and Opinions About Behavior Modification. Teaching of Psychology: Vol. 5, No. 1, pp. 23-26.
TL;DR: The Candid Microphone and Candid Camera collection as mentioned in this paper contains over a million people who have been filmed unobtrusively "in the act of being themselves" thus falling victim to Allen Funt's "Smile... you're on Candid camera." Funt described his experiences with the show as "providing a very wonderful insight" into the complex behaviors and personalities of people.
Abstract: Since its inception in 1947, over a million people have been filmed unobtrusively "in the act of being themselves," thus falling victim to Allen Funt's "Smile . . . you're on Candid Camera." Funt, who originated the idea and produced and directed first Candid Microphone and later Candid Camera, describes his experiences with the show as "providing a very wonderful insight" into the complex behaviors and personalities of people. Furthermore, in anticipation that the films might prove of some value to behavioral scientists, Funt has donated the Candid Microphone and Candid Camera collection to the Department of Psychology at Cornell University. What began as pure entertainment we are finding to be an unequalled repository of extremely valuable observations of human behavior. If we are to utilize the films as illustrations of behavioral concepts or as basic research data, we must assure ourselves that the sequences were carefully planned and the behaviors were recorded accurately and systematically (Johoda, Deutsh, & Cook, 1951; Webb, Campbell, Schwartz, & Sechrest, 1966). First,
TL;DR: A manual for new authors of texts and a timely reminder to all users that book publishing requires monitoring is presented in this paper, where the authors present a set of guidelines for new writers.
Abstract: A manual for new authors of texts and a timely reminder to all users that book publishing requires monitoring.
TL;DR: This course was evaluated by a survey six months afterward, in order to have a better time perspective as discussed by the authors, and the results showed that the course was well-suited for women.
Abstract: This course was evaluated by a survey six months afterward, in order to have a better time perspective.
TL;DR: This paper found that half of the students felt more important in small group, while the other half perceived no difference in the large group, and students felt comfortable in both situations, with no differences apparent.
Abstract: (The preceding differences with regard to participation and all those to follow were found to be statistically significant according to a two-tailed binomial test at the .02 level or better.) Half of the students felt more important in small group, the other half perceived no difference. (None felt more important in the large group.) Students felt comfortable in both situations, with no differences apparent. Felt pressure to attend the contrasting settings was measured by asking: \"If you had other obligations would you be more likely to cut. . .the large group, the small group, or the same for both?\" Fifteen students chose the large group and none chose the small. The informality about opening and ending times noted by direct observation was observed and reported by the students who noted by a large majority that the small group was more likely not to begin on time. (End times followed the same pattern but were not significantly different statistically.)