Showing papers in "Teaching of Psychology in 1981"
TL;DR: In this paper, an analysis of graduates by training level, sex, and Holland's occupational types shows a wide choice of jobs after graduation, and a wide range of career paths after graduation.
Abstract: Analysis of graduates by training level, sex, and Holland's occupational types shows a wide choice of jobs after graduation.
38 citations
TL;DR: In this article, the educational value of the subject pool has been questioned, and the department practice in administering the program has been changing, but the educational values are still in doubt.
Abstract: Department practice in administering the subject pool has been changing, but the educational value is still in doubt.
33 citations
TL;DR: In this paper, the effects of exam frequency on student performance, evaluation of instructor, and test anxiety are discussed. But they do not consider the effect of test frequency on test anxiety.
Abstract: (1981). Effects of Exam Frequency on Student Performance, Evaluations of Instructor, and Test Anxiety. Teaching of Psychology: Vol. 8, No. 2, pp. 90-93.
33 citations
TL;DR: In this paper, the authors proposed a system to produce a higher percentage of graduates in a shorter time and with no loss of quality, compared to traditional approaches, which produced a higher number of graduates.
Abstract: Compared to traditional approaches, this system produced a higher percentage of graduates in a shorter time and with no loss of quality.
33 citations
TL;DR: In this article, the authors evaluated the content of the course by examining students' reactions to each of its components and found significant differences in self-knowledge, and in planning to beccme informecl about career alternatives for students enrolled in the course versus those in the control group.
Abstract: The attentton that some psycholog~sts have given to the career concerns of undergraduate psychology majors (Caffrey Berger Cole Marx 8. Senn, 1977) IS part of a more general trend In higher educal~on (Bachhuber, 1977, F~gler, 1975, K~rts & F~sher 1973) The ast few years have seen a growth ~n the number of careel developmerit courses and most have been d~rected toward students In the flrst two years of college (Haney & Howland 1978) Over 1000 colleges and unlversltles offer courses In career development. However, there are relatively few reports that evaluate the effectiveness of those courses, and some of the reports have mothotlologica' deficiencies. The failure to include a no treatment control group is a common limitation (Evans & Rector, 1978; Hepp~ier & Krause, 1979; Touchton, Wertheimer, Corrifeld, & Harrison, 1977). In general, those studies reported on career development courses for freshmen and sophomores whc were urldecided about the choice of a major andlor the preference for an occupation. Collectively, they reported finding increases in career decis~on making, in knowledge of sell' awareness and of the world of work, and in cognitive complexity. Babcock and Ka~ fman (1976) employed a control group and evaluated a career deve opment course for junior and senior female students in a College of Human Ecology. The investigators use(? the Career Development Inventory (Super, Bohm. Forrest. Jordaan, Lindeman, & Thompson, 1972) and found significantly greater increases in self-knowledge, and in planning to beccme informecl about career alternatives for students enrolled in ':he course versus those in the control group Ware and Beischel's research (1 979) is the only one found in the literature that lnvestlgated the effectiveness of a career development course for junior (and senior psychology ma!ors. Their f~ndings indicated significant differences in cogn~tive skill and dec~sivc?ness for students enrolled in the course versus a control (group of psychology majors who were not taking the course Ware and Beischel also reported that a second study was ~n progress and ind~cated that several dependent variable measures would be used to assess the course's effectiveness The present lnvestlgat~on is that second study. The prlmary purpose of thls study was to evaluate further the effect~veness 3f a career development course for upper level psychology majors. Moreover, the study identified the pie-course similaritle!; and differences among psychology majors whowere takinsl the course and psychology majors and non psychology majors who were not taking the course. Finally, the study evaluated the content of the course by examining students' reactions to each of the course's components.
28 citations
TL;DR: In this paper, it was pointed out that the measurement of length with rulers is subject to overestimation, owing to the wrong placement of the ruler, and that this bias is equivalent in ~ t s operation to the leniency error (Guilford, 1954 p. 278).
Abstract: scores are definitely skewed; this finding, however, is not due to the finite sample size but rather to an element of bias in the measurement procedure. (The measurement of length with rulers is subject to overestimation, owing to the wrong placement of the ruler.) In line with the goal of this study, namely the demonstration of measurement principles to students, it should be pointed out that this bias (i.e.. a constant rather than random error) is equivalent in ~ t s operation to the leniency error (Guilford, 1954 p . 278). The comparison of obtained statistics with their estimated value reveals a rather close correspondence at the lower limit of the reliability coefficients, with an increas~ng divergence occurring toward the~ r upper l i m ~ t (Both reliabilities and standard errors are underestimated ) The reason for the lack of numerical equivalence is obvious Whereas calculated SE, , , , values are associated with each line, the calculated reliability coefficients \"belong\" to each student, or each pair of students. In addition to providing some empirical evidence that demonstrates the meaning of the standard error of measurement, this experiment also illustrates the problem of reliability. In spite of median reliability coeffic~ents urpassing 0 99, Individual obtained scores sometimes seriously deviate from true scores (see Table 1) The range of scores in this study has on purpose been selected to resemble scholastic grades It is instructive to contemplate that even if a classroom examination could be graded as objectively as the length of a line can be measured, the 95% confidence range around a true score would be 1.96 x 1.84 = & 3.61
20 citations
TL;DR: From a survey study, it is concluded that career advisement of undergraduates needs to be expanded and improved.
Abstract: (1981). The Clinical Bias in the Career Plans of Undergraduates and Its Impact on Students and the Profession. Teaching of Psychology: Vol. 8, No. 3, pp. 149-152.
20 citations
TL;DR: This paper found that students view research experience positively, and do not object to coercion, but recognize its presence, and they view the research experience as a "joy" rather than a "reward".
Abstract: Students view research experience positively, and do not object to coercion, but recognize its presence.
19 citations
15 citations
TL;DR: In this paper, an unusual "interview" with a teacher could generate interest in students and even help some of them discover that they can think, but it was conducted in a classroom setting.
Abstract: This unusual “interview” could generate interest in students and even help some of them discover that they can think.
14 citations
TL;DR: TAs, in a position to evaluate teachers but not under a grading bias, give ratings correlated with those of students as discussed by the authors, which are correlated with the students' test scores.
Abstract: TAs, in a position to evaluate teachers but not under a grading bias, give ratings correlated with those of students.
TL;DR: An experimental approach to the question yields support for both methods, and an order preference as discussed by the authors, which is consistent with the answer of the majority of the participants in the survey. But the experimental approach is not suitable for all questions.
Abstract: An experimental approach to the question yields support for both methods, and an order preference.
TL;DR: Turner et al. as mentioned in this paper found that individuals high in self-consciousness are more consistent in their beliefs and less concerned with social evaluatlon than low in private self-consciousness.
Abstract: One improvement in the teachlng of psychology I S the addltlon of small discussion groups to the traditional lecture format Non-solicited student participation is perhaps the major factor In the success or failure of these discusslon groups with failure usually being related to the absence of student participation Instructors hav~ng experience wlth student discusslon groups have probably notlced that there are usually only a few students who consistently discuss whlle the remaining students are content to llsten to thelr more vociferous classmates It would be optlmal for the discussion group to contaln only those lndivlduals who are willing to discuss However it seems unfair to weed out the non-discussants as the semester progresses A more viable optlon might be the advance selection of those lndlvlduals wllllng to partlclpate An attempt to do this was made by Carskadon (1978) uslng the Myers-Briggs Type lndlcator The findlngs indicated that students scorlng higher on lntultlveness participated in the dlscusslon groups to a greater degree than students scoring hlgh on senslng Another potentially useful predictor of student wllllngness to discuss is the Self-consciousness Scale (Fenlgstein Scheier & Buss 1975) A factor analysls of that Instrument Indicated three rather independent components private self-consciousness publlc self-consciousness and social anxlety An individual hlgh in prlvate self-consc~ousness habitually attends to his her inner thoughts and feelings a high publlc self-conscious lndiv~dual has a general awareness of the self as a soclal object and an individual with hlgh soclal anxiety I S uncomfortable In the presence of others and I S easlly embarrassed It 1s private self-consc~ousness and social anxiety whlch seem most relevant to dlscusslon group particlpatlon Research has shown that subjects hlgh In soclal anxlety tend to be subject to anticipatory belief change (Turner 1977) to make more anxlety related remarks in a soclal presentation situation (Aamodt & Crawford Note I) and In relation to lndivlduals low In social anxlety take longer to report the self-relevance of soclally undesirable tralts (Ttirner 1978a) Thls lnhibltlon and lack of self-confidence ~ s u l d seem detrimental to discussion group partlclpation The opposlte is true for persons hlgh in p r i ~ a t e selfconsciousness Several stud~es (Turner 1978h Turner & Peterson 1977 Scheier Carver & Glbbons 1979) lndlcate that individuals high In prlvate self-consc~ousness are more consistent In their beliefs and less concerned with social evaluatlon than lndlviduals low In prlvate self-consc~ous ness This type of person should do well in a d ~ s c u s s ~ o r group because of an awareness of h ~ s or her own bellefs and the lackof concern wlth social e~aluat lon which could inhibit the expression of these beliefs It was expected that because the socially anxious person deslres to avoid possible embarrassment caused by social evaluatlon he she would do poorer In a d~scussion group than would an indlvldual low in soclal anxlety People high In prlvate self-consciousness were predicted to perform better than people low in private self-consc~ousness because the high private self-conscious individual lacks concern for social evaluation A final prediction was that a low socially anxious;h~gh private self-conscious individual would participate more in a discussion group than a high socially anxious low private self-conscious individual. To test these hypotheses, students enrolled in elght General Psychology discussion groups were administered the Self-Consciousness Scale (labeled California Inventory) during the first week of class and were subsequently evaluated on their discussion group performance during the final week of the semester. The instructors doing the evaluat ions were b l ind to the students scores on the SelfConsciousness Scale. An analysis of the data yielded two scale scores for each student and supported all three hypotheses T-tests for Independent groups were calculated and the results indicated that Individuals scoring high on prlvate self-consciousness (M=6.63) discc~ssed more than did students scorlng low in private self-consciousness (M=5 43), t(80)=2.27, p<.03; students low in social anxiety (M=6.93) discussed more than students h igh in social anxiety (M=5.80). t (82)~= 1.92, p<.06; and subjects who scored both high in private self-consciousness and low in social anxlety (M=7.72) participated in the discussion group to a greater degree tlhan subjects who scored both high in social anxiety and low in private self-consciousness (M=5 15), t(36)=3.39, p<.002.
TL;DR: This paper found that authors do not reflect the increased interest in psychology/religion shown by other criteria, and examined text content and found that the authors did not reflect an increase in interest in religion.
Abstract: Examination of text content reveals that authors do not reflect the increased interest in psychology/religion shown by other criteria.
TL;DR: This paper found that three of four attitudinal changes were obtained by clarifying objectives and quantifying by the Semantic Differential (SDF) and three by quantifying objectives with the SDF.
Abstract: Three of four attitudinal changes were obtained by clarifying objectives and quantifying by the Semantic Differential.
TL;DR: The authors found that both faculty and students agree on the value of communication skills, but they differ on their value of intellectual and practical outcomes, and they differ significantly on the benefits of using these skills.
Abstract: Faculty and students agree on the value of communication skills, but they differ on the value of intellectual and practical outcomes.
TL;DR: The hands-on program features no-cost, use by several courses, and enthusiastic student involvement in organization and administration as mentioned in this paper, which can be used for a variety of courses.
Abstract: This hands-on program features no-cost, use by several courses, and enthusiastic student involvement in organization and administration.
TL;DR: A course designed to counter student reluctance to accept the reality of aging yields some encouraging results as mentioned in this paper. But the course was designed for high school students and did not address the effects of depression.
Abstract: A course designed to counter student reluctance to accept the reality of aging yields some encouraging results.
TL;DR: In this paper, an elucidation of the attitudinal, experiential, and training problems inherent in field placement is presented, and an analysis of the field placement problem is presented.
Abstract: This paper is an elucidation of the attitudinal, experiential, and training problems inherent in field placement.
TL;DR: McGown and Spencer as mentioned in this paper suggested that constructlon of tests for introductory statistics is facilitated if data sets have means and standard deviations that are integers They presented several sets for samples of n = 5, 6. and 7.
Abstract: McGown and Spencer (1980) suggested that constructlon of tests for introductory statistics is facilitated if data sets have means and standard deviations that are integers They presented several sets for samples of n = 5, 6. and 7. It is fairly easy to devise data sets with integer means and standard deviations for larger samples One advantage of data sets wlth larger n's 1s that they look realistic when plotted as histograms or frequency polygons Such frequency distributions are also typical of tabulations where data have been grouped into class intervals for computational purposes. The procedure is to devise several sets with unit variance and zero mean. and then any combination of these also results in another set with unit variance and zero mean. A set with any desired mean (MT) and standard dev~ation(s) can be achieved by employing the transformation T = s(x) + MT; where T represents the reported measures or scores. Table 1
TL;DR: McBurney as mentioned in this paper argued that anomalistic behaviors and experiences are a needed addition to collegiate curr~cula and that such courses should be taught by psychologists on top of top-of-the-head courses.
Abstract: Esoteric beliefs have long been thought of by some as educational problems. It is clear, for example, that early studies by psychologists and educators of so-called \"superstlt~ons\" among adolescents and college students were directed at determining the factors that lead to such \"erroneous\" beliefs and the educational techniques that could be brought to bear in reducing or eliminating them (e.g., Conklin, 1919; Caldwell & Lundeen, 1931; Gould, 1921; Maller & Lundeen, 1933). In fact, esoteric beliefs were often treated as fa~lures of education which were remediable by rigorous training in the sciences, logic and mathematics (Emme, 1940). In light of the extent of contemporary occult beliefs and practices, such conceptualizations appear naive. On the other hand, t h ~ s does not mean that occultism should not be dealt with In the classroom. Indeed, the thes~s of this paper IS that anomalistic behaviors and experiences are a needed addition to collegiate curr~cula. This conclus ~ o n der~ves from several considerations. On the pract~cal side, it is virtually ~mposs~b le to escape such topics when teaching elther general introductory psychology or those psychology courses which touch upon anomal~stic phenomena (e.g., abnormal psychology, perceptlon, soclal psychology). Students frequently ask for the psychological explanat~on of their unusual experiences. Indeed, the interest of one of us (W. H. J.) In esoteric beliefs originated when a bogus ESP procedure that he was uslng to make the d~scuss~on f statist~cs and methods ~n general psychology more palatable backfired as some students continued to assert the authenticity of his telepath~c powers even after he had exposed the trick he had used. For the most part we flnd questions from students about allegedly paranormal experiences to be genuine and slncere attempts at understanding. Thus, for the sake of psychology's credibility and relevance. and the effectiveness of our courses, we cannot slmply drsmrss such questions as Irrelevant or beyond the scope of psychology (McBurney. 1976). If we fail as instructors to provlde reasonable and reasoned answers to such quest~ons, students will simply turn to the extensive and easily access~ble occult literature for their answers. Second, there is evidence suggest~ng that courses treat~ng anomalistic phenomena have already found thelr way into the schedules of many colleges and universities. The Amer~can Soc~ety for Psychical Research (1 978) reports that 45 institutions offered regular courses in parapsychology and psychical research as of January 1978; SIX offered seminars, and two offered elther courses or seminars on an occas~onal bas~s In a d d ~ t ~ o n there are f ~ v e graduate degree programs (Masters and PhD) and two undergraduate degree programs In parapsychology These numbers do not Include the numerous offerings where no college credit IS glven for tak~ng them nor those taught In community colleges adult educat~on contlnulng education and unlversrty extensron programs Srnce most of these courses are offered by psychology departments (59 2%) and slnce many are probably taught by bel~evers and posslbly done so uncr~t~cal ly we must Include courses or port~ons of courses wh~ch address anomalous experlences from a screntrfrcally sound polnt of vlew for the sake of balance The informat~on we have been able to assemble ~nd~ca tes that although there are courses that are taught by departments of ph~losophy phys~cs and others on clear thlnk~ng fads and fal lac~es In science sclence and pseudosc~ence and the lhke only some 12 or 13 courses In as many lnst~tutlons of h~gher learning are taught by psycholog~sts on top~cs that could be descr~bed as anomal~st~c psychology Perhaps the most Important reason for teachlng anomal ~ s t ~ c psychology however derlves from the des~re of most of us for psychology to become the genulne sclence of behav~or and experlence To reflex~vely d lsm~ss from research and teachlng endeavors of psycholog~sts any portlon of experlence however b~zarre and regardless of how d~sda~nful ly our colleagues may look on them I S to correspond~ngly l ~ m i t the usefulness and explanatory potentlal of the d i s c ~ p l ~ n e To the student telepathy fa~th heal~ng or psychoklnesls are em~nently psycholoy~cal toplcs To lgnore the psychology of anomalies I S to have an lncomplete psychology
TL;DR: If you have been concerned about growing student apathy, you may be reassured somewhat by this report.
Abstract: If you have been concerned about growing student apathy, you may be reassured somewhat by this report.
TL;DR: In this paper, a student is asked to evaluate the interpersonal effectiveness of her own initial reaction in comparison to it, and to select for herself a suitable deadline for the completion of this revision, and the total number of revisions required to bring the project to a satisfactory conclusion appears to be a function of degree of student aptitude, amount of time available before the close of the semester and the quality of student performance demanded by the instructor.
Abstract: analysis instead to a careful consideration of some ways one might conceivably handle t h ~ s kind of dismal situation other than the one that she had initially chosen. Then by imagining the likely outcome of each conceivable alternative, the student is asked to evaluate the interpersonal effectiveness of her own initial reaction in comparison to it. Again, she is Invited to select for herself a suitable deadline for the completion of this revision. Thetotal numberof revisions required to bring the project to a satisfactory conclusion appears to be a function of degree of student aptitude, amount of time available before the close of the semester, and the quality of student performance demanded by the instructor. It is noteworthy that those students who manage to complete this assignment successfully, as a group, do well on final examinations and earn satisfactory grades in the course. Moreover, class comportment as a whole improves perceptibly after a few \"counterproductive behavior analysis reports\" have been assigned.
TL;DR: In this article, a timely sharing of the issues and insights that may ease the transition from graduate student to faculty member is discussed. But the authors do not discuss the transition process itself.
Abstract: Being a timely sharing of the issues and insights that may ease the transition from graduate student to faculty member.
TL;DR: Amercan Psychological Assocatlon Graduate study on Npsychoiogy for 198 as discussed by the authors, the first one of its kind in the US, was conducted at Stanford University.
Abstract: Amer~can Psychological Assoc~atlon Graduate study ~npsychoiogy for 198
TL;DR: In this paper, Strategies in Answering Essay Tests (SAETs) are used to test students' ability to answer questions in answering essay test in the Teaching of Psychology: Vol 8, No. 1, pp. 53-54.
Abstract: (1981). Strategies in Answering Essay Tests. Teaching of Psychology: Vol. 8, No. 1, pp. 53-54.
TL;DR: This paper found that participants enter human services in a greater proportion and show greater diversity if graduate work is elected, compared to those who did not attend graduate school and were not employed in human services.
Abstract: Participants enter human services in greater proportion and show greater diversity if graduate work is elected.
TL;DR: In this article, the authors present a Symposium on biofeedback training, which should be very helpful to departments planning increased emphasis on bio-feedback and bio-training.
Abstract: This symposium should be very helpful to departments planning increased emphasis on biofeedback training.
TL;DR: In this paper, a follow-up evaluation of an Undergraduate Community Mental Health Worker Training Program is presented, where the authors evaluate the effectiveness of the training program and the training curriculum.
Abstract: (1981). A Follow-up Evaluation of an Undergraduate Community Mental Health Worker Training Program. Teaching of Psychology: Vol. 8, No. 1, pp. 28-31.