Showing papers in "Teaching of Psychology in 1984"
TL;DR: In fact, the evidence uniformly indicates that: (a) the majority of answer changes are from incorrect to correct and (b) most students who change their answers improve their test scores as mentioned in this paper.
Abstract: Since 1928, at least 33 studies have been published concerning a number of issuessurrounding answer-changing behavior on objective tests. Although results in these studies have sometimes been at variance, the one consistent finding is that there is nothing inherently wrong with changing initial answers on objective tests. In fact, the evidence uniformly indicates that: (a) the majority of answer changes are from incorrect to correct and (b) most students who change their answers improve their test scores. None of the 33 studies contradicts either of those conclusions. Most of the research in this area has been aimed at testing the accuracy of \"first impressions\" in test-taking. This bit of academic folk wisdom is typically stated as the belief that one should not change answers on objective tests because initial reactions to test questions are intuitively more accurate than subsequent responses.
105 citations
Abstract: Studies showing .that beginning psychology students enter the classroom with misconceptions about the subject matter can only confirm what most teachers of psychology already know (e.g., Brown, 1983; Vaughan, 1977). What is perhaps surprising, or at least disconcerting, is evidence that the introductory course is not very successful at dispelling the misconceptions (Lamal, 1978; Gutman, 1979; McKeachie, 1960; Vaughan, 1977). Belief in misconceptions, measured by truelfalse tests, declines by only about 6% as a function of taking the introductory course. Not unexpectedly, the decline appears to depend to some extent on the ability of ,the student, with AIB students dismissing more misconceptions during the course than DIF students (Gutman, 1979) A large part of the subject matter of introductory psychology probably challenges few preconceived notions. Much of it in fact bolls down to vocabulary development (Brown, 1983) Textbook assignments, workbook exercises, andlor summary class coverage should probably sufflce for most of the material, at least for the motivated student. Pr~mary among the areas that would seem to deserve speclal rnstruct~onal effort in the classroom are those that challenge preconceived notlons. and that reslst modlficatlon (Vauahan. 1977). Proceedlng, therefore, on the assumption that-l m~ght do well to spend more of my time In class analyzing and systematically destroying the erroneous assumptions of lay psychology, I set to work constructing a set of lecture notes des~gned to dispel a number of wrdely shared m~sconceptions Some of the m~sconcept~ons were taken from the work of others (Lamal, 1979, Panek, 1982, Vaughan, 1977), some were derlved from my own data (Brown, 1983). What I soon discovered was that some of the bel~efs are not entlrely false Perhaps I shouldn't have been surprised. The lay observer of bekav~or 1s not Insensate. Moreover, the behav~or of humans and other an~mals IS so unbel~evably complex, and the flndlngs of psycholog~sts so fraught wlth qualrf~cat~ons, that simple truelfalse statements about psychology must be v~ewed wlth susplclon Gardner and Hund (1983) asked a group of psychology professors to evaluate the falslty of a set of m~sconcept~ons and found that the overall med~an ratlng corresponded to \"mostly false,\" not \"completely false \" For several of the mlsconceptlons, the med~an ratlngs approached the ratlng corresponding to \"partly false and partly true \" S~milarly, Lamal (1979) asked several psychology instructors to evaluate a set of mlsconceptlons and found that nine of the statements were rated as true by at least one instructor Thls certainly doesn't mean that the majonty of bel~efs labeled as \"m~sconcept~ons\" In the lrterature are In fact true. It does mean, however, that the instructor should be careful when attempting to correct student misbeliefs. Many of the misbeliefs should not be dismissed out of hand, but be presented in such a way that the student can understand the conditions under which the beliefs become false. By way of illustration, I have presented below nine statements, generally taught as false, which one or more instructors have found to be believed by at least 50% of their beginning students (see references following the statement of each misconception). In each case, I have endeavored to show why labeling the statement as false may be misleading-and why in fact the student might not be entirely witless in endorsing it.
32 citations
TL;DR: Palladino, et al. as discussed by the authors pointed out that the research activity of graduate students and faculty can produce a ''trickle-down'' effect to provide ideas to stimulate independent research.
Abstract: Traditionally, psychological research has been associated with graduate universities, and undergraduate research activity has usually been confined to meeting the requirements of a laboratory-based course. One apparent change over the past 15 years has been an increased involvement in independent data-collection research by upper-division psychology majors. This trend was first identified by a major survey over a decade ago (Kulik, et al, 1973). The increase in the number and size of regional undergraduate research conferences is another indicator of this trend (Palladino, et al, 1983). Strategies for improving research opportunities in undergraduate environments have been suggested (Palladino, et al, 1982). Some undergraduate work is published, and many graduate programs consider undergraduate paper presentations and publications to be important credentials for admission. Undergraduates at schools with a graduate program in psychology have a ready-made environment for research activity. The research activity of graduate students and faculty can produce a \"trickle-down\" effect to provide ideas to stimulate independent research. In addition, examples of the research spirit are alive for the undergraduate to emulate. Undergraduates at large schools without a graduate program in psychology may not have the advantages of those enrolled at research-oriented campuses, but there are probably ample opportunities for research. If faculty teach in onty one or two content areas and are expected to publish, larger schools can provide easier research involvement for interested students. Unlike larger schools, the liberal arts colleges with enrollment under 2000 would be expected to have little research activity. Psychology faculty tend to be valued as generalists, with each member having broad course coverage in the curriculum. Larger teaching loads and more committee work tend to be valued above research activity. Research facilities may also be modest. Yet, there is reason to believe that research activity is on the increase at small colleges as well. Palladino, et al, (1983) noted that smaller and medium size institutions provide most of the presenters at undergraduate research conferences. The growth in the number of these conferences has coincided with the job market trends in academic psychology. Because of the tight job market, the quality of small college psychology faculty has improved over the past 151 years. Thus, new research-oriented PhDs, not finding theqselves in an academic environment supportive of research, may simply attempt to create one. Since many small schools wish to be known for the individual attention they show their students, faculty with research interests c;an Although research is valued as preparation for graduate school, it is believed by many to contribute to liberal education goals.
29 citations
TL;DR: For example, this paper reported no significant differences in test scores of students presented with easy-to-hard (E-H), hard to easy (H-E), and random (R) item arrangements.
Abstract: Does order of test item difficulty have an effect on achievement test scores? On students' perceptions of test difficulty? Certainly there is no conclusive answer to either question. The studies reported in the last 25 years have yielded inconclusive and, sometimes, conflicting results. Most studies of the relationship between item difficulty, item order and total test score fail to show an effect. In an early study, Brenner (1964) provided the prototypic item arrangement by determining item difficulty levels and presenting students with easy-to-hard (E-H), hard to easy (H-E), and random (R) orders. No significant differences in mean test scores were found. Four years later Smouse and Mung (1968) presented the same item arrangements to the ubiquitous student subjects from introductory psychology classes and obtained the same results. Other investigators, using various E-H, H-E, and R test item orders, also reported no significant relationships between item order and test score (Marso, 1970; Klosner & Gellman, 1973; Barcikowski & Olsen, 1975; Gerow, 1980). Plake (1980) also reported no significant differences in test scores of students presented with E-H, R, and spiral cyclical item arrangements. The spiral cyclical arrangement involved subtests of 5 items arranged easy-to-hard sequentially presented with each subtest of increased difficulty. One year later, Plake, Thompson, and Lowry (1981) administered E-H, spiralcyclic, and R test forms to undergraduate students half of whom were informed about item arrangement. Three measures of anxiety were also administered to all subjects. Neither anxiety condition, knowledge of ordering, nor item arrangement had significant effects on test scores. Huck and Bowers (1972) generated a number of tests with identical items in differing orders and failed to find a sequence effect when hard items were preceded by easier ones. One of the earlier of the few studies that do show relationships between item order and test scores was reported by MacNichol (1960). Both E-H and R item arrangements yielded significantly higher total test scores than did the H-E ordering. In a study employing high school students as subjects, Hambleton and Traub (1974) ordered mathematics test items into E-H and H-E arrangements and found the first sequence to provide a significantly higher mean test score than the second. Also employing H-E, E-H, and R arrangements of mathematics test items, Towle and Merrill (1975) found college and university students to score significantly higher on the E-H arrangement than on the other two. More recently, Spies-Wood (1980) administered E-H and R versions of a test of numerical progressions to second year
27 citations
TL;DR: For instance, this paper found that participants who were assigned to groups receiving instructor monitoring were more likely to earn better grades and to comply with the test items, while groups receiving instructors who did not receive instructor monitoring had little, if any, effect.
Abstract: s International, 1983,44, 3326A. Groups receiving instructor monitoring were more likely to earn better grades and to comply with the experiment. 2135. Harari, H., Grosslight, B. R, & Edwards, D. M. Guidelines and priorities for undergraduate clinical programs. Teaching of Psychology, 1983, 10, 153-155 Provides information on the attitudes of mental health professionals who exercise control over these work settings. 2136. Hardwick, D. A On the value of asking students what they want to know about child development. Teaching of Psychology, 1983, 10, 174-175. Author discovers the desires and needs of students are not mutually exclusive. 2137. Harper, B. F., & Silvestro, J. R. Use of videocassette parent interviews in teaching developmental psychology. Teaching of Psychology, 1983, 10, 239-241. Students gained a greater awareness of the diversity of parent perspectives on child rearing. 2138. Harris, B. Telling students about the history of social psychology Teaching of Psychology, 1983, 10, 26-28. Argues against teaching history only as ceremony, and describes an alternative social context approach. 2139. Harris, R. M. Changing women's self perception: Impact of a psychology of women course. Psychological Reports, 1983, 52, 314. Results suggest that exposure to women's studies courses may be associated with the development of healthy self perceptions. 2140. Hart, J. J, & English, B. L. Theoretical orientation change in students following a course in history and systems of psychology. Teaching of Psychology, 1983, 10,37-40 Students tended toward either an objective (Lockian) or subjective (Liebnitzian) viewpoint as a correlate of certain personality variables. 2141. Heckhausen, H. The status of psychology. Psychologische 250 Rundschau, 1983, 34, 1-20. Examines how far psychology has succeeded in improving its position within the German university system. 2142. Hollenbeck, A. R., & Small, A. C. Response to Professor McKeachie's comments. Teaching of Psychology, 1983, 10, 173. Authors claim they did not set out to test the hypothesis that McKeachie claims their methods failed to illucidate. (See item 2173.) 2143. Holloway, H. D. A multiplan undergraduate psychology curriculum Teaching of Psychology, 1983, 10, 120. Students can choose among twenty different curricular plans in combining a psychology major with a particular minor. 2144. Houston, J P. Psychology: A closed system of self-evident information? Psychological Reports, 1983, 52, 203-208 Points to possibility that psychology teachers may unwittingly spend too much time teaching self evident principles. 2145. Hoyer, W. J. Students' expectations of the psychology of adult development and aging. Teaching of Psychology, 1983, 10, 178-179. Describes course expectations survey designed to clarify students' expectations of the aging field. 2146. Jacobs, K. W. Textbook evaluations by students. Teaching of Psychology, 1983, 10, 183-184. Students contribute to their own education by evaluating potential course textbooks 2147. Jensen, M. E. Peter Shaffer's plays as case studies in transactional analysis Journal of Transactional Analysis, 1983, 13, 55-75. Two plays, Equus and Amadeus, were used in college communications classes to help students grasp TA concepts. 2148. Johnson, M. Research on teaching the psychology of women. Psychology of Women Quarterly, 1983, 7, 96-104. Reviews studies on the impact of psychology of women courses and suggests additional research approaches in this area. 2149. Kalat, J. W. Effect of early practice tests on later performance in introductory psychology. Teaching of Psychology, 1983, 10, 53. For this author's class the practice tests had little, if any, effect. 2150. Kalat, J. W. Possibilities for enhanced un-educated guessing on published introductory psychology multiple-choice test items. Teaching of Psychology, 1983, 10, 231. Choosing the longest answer to each question produced a higher than chance score 2151. Kellogg, R The psychology of Agatha Christie. Teaching of Psychology, 1983, 10, 46-47. Approach using these mystery novels to illustrate psychological concepts proved engaging and educational to students. 2152. Kemble, E D. Insect predation by rodents Some inexpensive experiments in comparative and physiological psychology. Teaching of Psychology, 1983, 10, 109-110. Describes several projects requiring minimal equipment that pose interesting and challenging questions to students. 2153. Kerber, K. W. Beyond experimentation: Research projects for a laboratory course in psychology. Teaching of Psychology, 1983, 10, 236-239. Suggests using observational, survey and archival projects to expose students to a variety of empirical inquiry methods. 2154. Kimball, M. M, & Gray, V. A. Feedback and performance expectancies in an academic setting. Sex Roles, 1982,8,999-1024 Findings from a general psychology class indicate that the effects of feedback on performance expectancies are vulnerable to situational changes. 2155. Kimlicka, T. M. Student evaluation of course content, teaching effectiveness, and personal growth in an experimental course. College Student Journal, 1982, 16, 198-200. Use of an adjunctive method of student evaluation in a counseling psychology class contributed to the instructor's growth. 2156. Klugh, H. E. Writing and speaking skills can be taught in psychology classes, Teaching of Psychology, 1983, 10, 170-171. Author describes a structure developed for providing students with practice in research, writing and presentation of psychology material 2157. Krantz, 0 S., Durel, L. A, Singer, J. E, & Gatchel, R. J. Teaching psychology in the medical curriculum: Students' perceptions of a basic science course in medical psychology. Teaching of Psychology, 1983. 10, 149-153. High initial ratings of the importance of topics for behavioral science were maintained at the end-ofcourse appraisal 2158. Kraut, A G. (Ed) The G. Stanley Hall Lecture Series (Vol. 2) Washington, DC: American Psychological Association, 1982. Lectures about social, educational, memory, environmental, and sexual behavior to aid general psychology teachers. Teaching of Psychology at SAGE Publications on June 21, 2016 top.sagepub.com Downloaded from 2159. Kremer, J. F., Aeschleman, S. R., & Peterson, T. P. Enhancing compliance with study skill strategies: Techniques to improve self monitoring. Journal of College Student Personnel, 1983, 24, 518-524. The impact of a presentation to psychology students on how to self-monitor study time was assessed. 2160. Lamal, P. A. High PSI course ratings and a possible end-ofterm effect: Further evidence. Teaching of Psychology, 1983, 10, 182-183. Results indicate these high positive evaluations are not due to an end-of-term effect. 2161. Larrabee, M. J. Using simulations to foster understanding of aging. School Counselor, 1983, 30, 261-268. Discusses methods to be used in education settings for simulating the physical conditions of the elderly. 2162. Le Unes, A. Little Albert from the viewpoint of abnormal psychology textbook writers. Teaching of Psychology, 1983, 10, 230-231. Describes the inconsistent textbook treatments of Watson and Raynor's classic 1920 study. 2163. Levine, R. V. An interdisciplinary course studying psychological issues through literature. Teaching of Psychology, 1983, 10, 214-216. The opportunity to read fine literature and to discuss its application to psychology was enjoyable for all. 2164. Lewin, L. M., & Wakefield, J. A. Teaching psychology through an instructor-debate format. Teaching of Psychology, 1983, 10, 115-116. This approach to the heredity-environment question is more stimulating than the usual lecture format. 2165. Lord, S. B. Teaching of the psychology of women: An examination of a teaching-learning model. Psychology of Women Quarterly, 1982, 7, 70-80. Describes structure of the course and basic assumptions underlying the teaching approach. 2166. Lopez Sierra, A. J. Psychology in Mexico: The need for an educational policy at the national level. Ensenanza e Investigacion en Psicoloqie, 1982, 8, 276-285. Discusses the rapid development of psychology as a science, teaching discipline, and profession in Mexico. 2167. Macaranas, N. Fostering, experiencing and developing creativity as a method of instruction in psychology. Creative Child & Adult Quarterly, 1982, 7, 15-29. Describes creative thinking and problem solving approach to teaching college personality theory class. 2168. Mausner, B., Wolff, E. F., Efans, R. W, DeBoer, M. M, Gulkus, S. P., D'Amore, A., & Hirsch, S. A program of computer assisted instruction for a personalized instructional course in statistics Teaching of Psychology, 1983, 10, 195-200. Enabled strong students to acquire skills quickly and helped teachers identify and help slower students. 2169. McCallum, L. W. Use of a senior comprehensive exam in evaluation of the psychology major. Teaching of Psychology, 1983, 10,67-69. Increased curriculum requirements reflect subarea scores from department's administration of the GRE. 2170. McClain, L. Behavior during examinations: A comparison of \"A\", \"C\", and \"F\" students. Teaching of Psychology, 1983, 10, 69-71. On objective tests superior students are apt to use more sophisticated test taking strategies. 2171. McClain, L. Students perform better on early final exams. Teaching of Psychology, 1983, 10, 226-227. \"A\", \"B\", and \"C\" students scored higher when the final exam was given prior to the scheduled time. 2172. McCrary, R. D. New directions in human development. Journal of College Student Personnel, 1983,23,350-351. Changes in a human development curriculum aim at relating courses to life experience. 2173. McKeachie, W. J. The effect of emotional states on validity of student ratings. Teaching of Psychology, 1983, 10, 172-173. Criticism of Small & Hollenbeck's (see item 2142) between-group method of analysis. 2174. McPherson, K., &Wylie, N. Teaching psychology at the small liberal arts college: A two day conference. Teachin
26 citations
TL;DR: In this article, the authors present a re-evaluation of the reasons for comprehensive exams in the teaching of psychology and propose a reevaluation method for comprehensive examinations in general education.
Abstract: (1984). Reasons for Comprehensive Examinations: A Re-evaluation. Teaching of Psychology: Vol. 11, No. 2, pp. 78-82.
26 citations
TL;DR: One of the first reports on the role of psychology as an academlc dlsclpllne was the Harvard Commlsston Report Completed In 1947, which was entitled, "The place of psychology In an Ideal unlverslty" as discussed by the authors.
Abstract: Recomrrrendat~ons on the undergraduate curr~culum In psychology have come from several sources In the past 30 years. One of the flrst reports on the role of psychology as ~t emerged as an academlc dlsclpllne was the Harvard Commlsston Report Completed In 1947, lt was entitled, \"The place of psychology In an Ideal unlverslty\" (Gregg, 1970) The report recommended that because sclentlflc methodology was the core of the dlsclpllne, psychology courses would be of most beneflt ~f students were taught to approach the subject matter In aquestlonlng or sclentlfic manner Laboratory courses were the heart of the Commiss~on's recommended curr~culum Career or professional trainlng was not to occur at the undergraduate level, and psychology majors were not to be ldentlfled as \"psycholog~sts \" In subsequent yearsthree natlonal surveysof undergraduate curr~cula In psychology have been reported (Kulik, 1973, McKeachle& M~lholland, 1961, Wolfle, Buxton, Cofer, Gustad, MacLeod, & McKeachle, 1952) Each report offered searchIng reviews of undergraduate education and a var~ety of suggestions for Improvement The flrst, known as the Wolfle Report, reiterated the recommendat~ons of the Harvard Comm~ss~on Report that all courses should Include sc~entlflc methodology. A separate course on experimental methodology would be redundant. Speclflcally excluded were courses a~med at lmprovlng student adjustment or lmpartlng technical sk~lls other than methodolog~cal ones In 1961, the Mlchlgan Report (McKeachle & Mllholland, 1961 ) agaln recommended that sclentrflc methodology should be the core of the curr~culum However, it acknowledged that a variety of curricular deslgns was ava~lable, rncludlng special courses In methodology and Independent study projects By the tlme of the most recent report (Kullk, 1973) several trends In course offerings were apparent Durlng the twentyyear perlod srnce the Wolfle Report, courses followtng a natural science, laboratory model (learning, motlvatlon, phys~olog~cal) and Independent study courses had shown the greatest percentage of Increase. Applred courses such as educational psychology, vocat~onal psychology, and personal adjustment courses had shown the greatest decline However, thls decllne In appl~ed courses was offset by an Increase In experlentla1 components In traditional courses and by separate courses called fleld work or practlcum Approximately 44% of the respondents to Kullk's survey In 1969 lnd~catied that they offered courses whlch Included at least one hqur per week of fleld experience Although the Kulik Report noted that a few departments had developed an entire course for field experience, no frequency data were available about this. Kulik suggested that field experiences could play an important role in the psychology curriculum. The enthusiasm of both students and participating faculty seemed encouraging, although the Report concluded that the relationship between conventional classrooms and field sites required clearer articulation. In subsequent years, this innovation in field experience coursework appears to have grown rapidly, and many participating faculty have described their programs (Barton & Duerfeldt, 1980; Hess, Harrison, Shantz, Fink, Zepelin, Lilliston, Aponte and Korn, 1978; Prerost, 1981; VandeCreek & Thompson, 1977). Problems with site and student selection, evaluations of students, agency supervision, amount of academic credit, and financial and time constraints on the departments have been popular issues. Other authors have described specific types of settings in which students have been placed (Caffrey, Berger, Cole, Marx&Senn, 1977; Hess et al., 1978; Prerost, 1981). These practicum courses can be clearly distinguished from vocational training and graduate professional training. In vocational training the goal is to produce a set of marketable skills for a specific job. In contrast, practicum courses have typically been described as part of the psychology major or minor and as enhancing the goals of a liberal education. Although there may be career advantages inherent in taking a practicum course, this has not been the primary intent (however, see Pinkus and Korn, 1973, for an obvious exception). Undergraduate practica often have incorporated some amount of training in professional skills such as interviewing, but the extent of such training is minimal compared to graduate professional education. The number of reports about practicum programs suggests that such courses have been adopted by many departments. Yet, little is known about this innovation. Consequently, the authors conducted a national survey to provide some initial data which could guide departments in the management of their curricula as well as elicit debate within the discipline. There were few guidelines available to follow in constructing the survey. Consequently, articles which described specific practicum programs were reviewed and questions were devised to elicit data about the ingredients of these courses. Other questions were included based on our
24 citations
23 citations
TL;DR: In this article, the effects of contingency contracting on student performance in a PSI class were investigated. But they did not consider the effect of the teacher's conduct on the student's performance.
Abstract: (1984). The Effects of Contingency Contracting on Student Performance in a PSI Class. Teaching of Psychology: Vol. 11, No. 2, pp. 87-89.
20 citations
TL;DR: This article found that students who do well on achievement tests tend to evaluate teachers more positively (Centra, 1977; Cohen, 1982; Costin, 1978); hence an effective didactic approach may be related to positive evaluations by students.
Abstract: A review of the teaching evaluation literature indicates that numerous variables have been linked to effective teaching. Among these variables, several facets of teaching style, such as warmth and rapport, have been shown to be relevant. The present study considers teaching style in a somewhat broader context, drawing on the pedagogical theory of Broudy (Note 1). Broudy presented a perspective on teaching in which three contrasting styles or modes of teachers are characterized: didactic, heuristic, and philetic. The didactic is described as one who emphasizes memorization, drill, and testing of specifics. Although often humorless and tending to be regimented in presentation, good didactics receive praise from students whose later success on tests of achievement is attributed to the didactic emphasis. The classic heuristic, in contrast, emphasizes ideas and integration of material. The goal is more to teach the student to think rather than to memorize. Heuristics typically spend more time on discussion than on straight lecture. Students of heuristics often enjoy class, hence value the approach. The third mode, philetic (from Greek philos, love) is exemplified by the mentor tradition, in which the emphasis is on the studentteacher relationship. This teacher is warm, approachable, and interested in each student. The student's viewpoint and contribution are given great status in this mode. This quasiaffective dimension in teaching appears to be valued by many students. These three teaching styles are considered relatively distinct. Thus, although two or more may operate jointly at times, typically any given teacher is presumed dominant in one mode. Each of these types is considered "valid," but having different advantages. The didactic advantage is specificityboth teacher and student know the expectations and criteria for success. In contrast, the end-point is less clear in the heuristic mode, hence students are more uncertain about expectations and evaluation. Although popular with students, philetics may be thought of as "soft" among peers-especially didactics. This typology may provide some insight into the research findings on teacher evaluation. For example, a number of researchers have found that students who do well on achievement tests tend to evaluate teachers more positively (Centra, 1977; Cohen, 1982; Costin, 1978); hence an effective didactic approach may be related to positive evaluations by students. Implicating heuristic criteria, Sachdeva (1976) found that high-achieving students valued professors who guide them toward independent thinking. Numerous researchers have cited variables or dimensions that relate to the philetic mode. For example, Elmore and Pohlmann (1978) found a canonical function characterized by variables such as encouragementof students, interestin students, and instructor availability. Other researchers have found a consideration/concern/rapport factor to be important in teaching evaluation (e.g., Keaveny & McGann, 1978).
20 citations
TL;DR: This article found that a majority (21 out of 38) of the self-selected groups were of mixed ability, whereas of the 17 homogeneous groups only 3 were HI and 2 were La.
Abstract: the remaining 17 all but 4 could be classified as HI, ME or La. Two of the difficult 4 were HI-ME mixtures and two were ME-La mixtures. Bending the rules slightly allowed these 4 groups to be labelled as HI, HI, ME and ME. The surprising result of this analysis, then, was that a majority (21 out of 38) of the self-selected groups were of mixed ability, whereas of the 17 homogeneous groups only 3 were HI and 2 were La. Students of particularly high and low ability were distributed widely across groups to a quite remarkable extent.
TL;DR: The first successful advising system for psychology majors at the University of Massachusetts/Amherst was described in this paper, which is regarded as the first successful system in the past fifteen years.
Abstract: One of the most common complaints from undergraduates enrolled at large universities is that they feel a sense of being anonymous-lost in a large system which is not typically able to respond to them in a personalized manner. Though a large university often has a correspondingly large faculty, these faculty often devote most of their energies to scholarly pursuits and to the graduate students who are participants in their programs of scholarship. One of the most serious problemsfor a large psychology department lies in the provision of adequate advising for its majors. This article chronicles some of the unsuccessful attempts to establish effective advising at the University of Massachusetts/ Amherst in the past, and then describes the current system, which by all reports is regarded as the first successful advising system in the past fifteen years.
TL;DR: In this article, Rosen, G. Rosenbaum, M. Eisler, and P. P. Miller discuss the development and use of non-prescription behavior therapies.
Abstract: ed.). New York Wiley, 1978. Myers, J. L. Fundamentals of experimental design (3rd ed.). Boston: Allyn and Bacon, 1979. Nelson, R. O. Methodological issues in assessment via selfmonitoring. In J. D. Cone & R. P. Hawkins (Eds.), Behavioral assessment: New directions in clinical psychology. New York: Brunner/Mazel, 1977. Payne, P. A, & Woudenberg, R. A Helping others and helping yourself: An evaluation of two training modules in a college course. Teaching of Psychology, 1978,5,131-134. Pezzot-Pearce, T. D., LeBow, M. D., & Pearce, J. W. Increasing cost-effectiveness in obesity treatment through use of self-help behavioral manuals and decreased therapist contact. Journal of Consulting and Clinical Psychology, 1982, 50, 448-449. Rakos, R. F., & Schroeder, H. E. Self-directed assertiveness training. New York: BMA Audio Cassette Publications, 1980. Rappaport, J. Community psychology: Values, research, and action. New York: Holt, Rinehart and Winston, 1977. Rosen, G. M. The development and use of nonprescription behavior therapies. American Psychologist, 1976, 31, 139-141. Rosen, G. M., Glasgow, R. E., & Barrera, M. J. A controlled study to assess the clinical efficacy of totally self-administered desensitization. Journal of Consulting and Clinical Psychology, 1976,44, 208-217. Rosenbaum, M. A schedule for assessing self-control behaviors: Preliminary findings. Behavior Therapy, 1980, 11, 109-121. Rosenthal, T. L. Social cueing processes. In M. Hersen, R. M. Eisler, & P. M. Miller (Eds.), Progress in behavior modification (Vol 10), New York: Academic Press, 1980. Taste. D. L. On the teaching of a self-modification course. Teaching of Psychology, 1976, 3, 174-177. Watson, D., &Friend, R. Measurement of social evaluative anxiety. Journal of Consulting and Clinical Psychology, 1969,33, 448-457. Watson, R. L., & Tharp, R. G. Self-directed behavior: Selfmodification for personal adjustment (3rd Ed.). Monterey, CA: Brooks/Cole, 1981. Williams, R. L., &Long, J. P. Toward a self-managed life-style (2nd Ed.). Boston, MA: Houghton Mifflin, 1979. Worthington, E. L., Jr. Honesty and success in self-modification projects for a college class. Teaching of Psychology, 1977, 4, 78-82. Worthington, E. L., Jr. Behavioral self-control and the contract problem. Teaching of Psychology, 1979,6,91-94.
TL;DR: In this article, the authors present a statistical reanalysis of the student ratings of instruction, including individual versus class effects, using the MANOVA test statistic, which is based on the results of a survey conducted by the Counseling Psychology Department at Iowa State University.
Abstract: and consideration is a rarity today. Also, a special thanks to student ratings of instruction: Individual versus class effects. Robert Strahan, whose statistical expertise was untiringly Journal of Educational Psychology, 1979, 71 293-302. offered. The statistical reanalysis would have been much more difficult to accomplish without Robert's guidance. Notes 2. Strahan, R. F. On choosing a MANOVA test statistic. Journal 1. I wish to thank an anonymous reviewer whose criticism of the of Counseling Psychology, 1983, Under review. initial data analysis (step-wise regression) was very construc3. Address requests for reprints to Gary D. Phye, Department of tive and offered in an unassuming mannet,. Such diligence Psychology, Iowa State University, Ames, IA 5001 1.
TL;DR: In this article, the authors propose to break the class into small groups to interpret protocols taken from published sources (thus they can compare their analyses to expert juclgments) and enable those who favor an intuitive approach to learn from those who prefer a quantitative approach and vice versa.
Abstract: to break the class into small groups to interpret protocols taken from published sources (thus they can compare their analyses to expert juclgments). These groups enable those who favor an intuitive approach to learn from those who prefer a quantitative approach and vice versa. This leads to discussions of the relative merits of different kinds of data and different m~dels to interpretation (putting the instructor in the position of responding to questions rather than trying to generate them). Although there will continue to be a need for graduate training in projective testing, circumstances dictate that such courses be more efficient..The innovations presented here have been demonstrated to be effective means of expediting instruction in projective techniques without sacrificing substance. References
TL;DR: In this article, the patellar tendon reflex is demonstrated with a simple one-hour class period with minimal outlay for equipment, and it has relevance to daily living and is enjoyable by all but the most jaded participant.
Abstract: Most creatures learn, bl,t 'he direct experience of learning often seems to bear little resemblance to the principles of learning which we teach in our introductory courses and our courses in the psycboloqy of learning. The principles of acquisition, extinction, ~ pontaneous recovery, and generalization displayed so neatly on gradually changing curves in our textbooks seem for most students far removed from the insightful grasping of new material that students readily recognize as learning. No amount of lecturing, giving of examples, or drawing of graphs can serve to replace the immediate understanding produced by direct experience (Dewey, 1967). Over the years, we have tried several techniques for illustrating fundamental learning principles in the classroom, concentrating particularly on simple classically conditioned responses (Pavlov, 1928). We have carried out defensive conditioning of the eyeblink response and found this difficult for students to observe. We have demonstrated conditioning of the patellar tendon reflex which is more obvious to the observing student, but lacks immediacy of experience and relevance to everyday life. Gibb (1983) has described a relatively straight-forward demonstration of GSR conditioning which, in addition to the usual objections, also requires considerable instrumentation. We have developed a demonstration of classical conditioning which can be experienced by every member of a large group in a single one-hour class period with minimal outlay for equipment. In addition, it has relevance to daily living and is enjoyable by all but the most jaded participant. The purpose of this presentation is to describe the demonstration and what it can achieve pedagogically.
TL;DR: Undergraduate students continue to be the major source of participants for psychological research, and ethical issues appear to be settled in the minds of most investigators, although ethically questionable practices continue.
Abstract: Undergraduate students continue to be the major source of participants for psychological research. A survey of 70 universities showed an average requirement of 4.1 hours of participation per student and a total of 8493 experiment hours per year per university (Miller, 1981). Many of these students participated in studies involving deception and discomfort. Well over half the reported studies published in major social psychology journals involve deception (Gross & Fleming, 1982). Given the presence of Institutional Review Boards, one presumes that these students gave their informed consent. That is difficult to determine, however, because very few articles detail the conditions of consent. The debate over research ethics has decreased in intensity since the early 1970s, although it has not totally disappeared (Beauchamp, Faden, Wallace,& Walters, 1982). APA has revised its ethical principles for research with human participants (Committee for the Protection of Human Participants in Research, 1982) with little comment from APA members. Ethical issues appear to be settled in the minds of most investigators, although ethically questionable practices continue. One would hope that college students would be able to make educated judgments about whether to participate in psychology experiments and to withdraw from participation if they found the situation objectionable. Most students react favorably to experiments in which they have participated (Britton, 1979, Britton, Richardson, Smith, &Hamilton, 1983). Even when judging controversial studies, students do not seem very concerned with the ethics of research (Smith & Berard, 1982). Perhaps the deception, discomfort, and boredom in psychological research isn't so bad. On the other hand, perhaps students simply haven't thought about it much. Introductory psychology courses and texts portray psychology as a science and its findings as significant and useful. Participation in research is presented to students as an educational opportunity. Combined with students' intellectual curiosity, our courses produce an \"acquiescence set\" providing thousands of willing volunteers (Sullivan & Deiker, 1973). What do students learn about research ethics and their rights as participants? Their major sources of information and values are textbooks and instructors. Adair, Lindsay, and Carlopio (1983) found \"considerable\" coverage of ethical concerns in 17 of 19 experimental psychology textbooks published from 1976 to 1981. Avoidance of harm to participants was the issue of greatest concern. However,
TL;DR: In this article, a multidimensional scaling analysis of meaning of meaning is presented. But this analysis is based on a measure of stimulus similarity and errors in some paired-associate learning tasks.
Abstract: lems treated in psychotherapy. Journal of Consulting and Clinical Psychology, 1979, 47, 5-15. Johnson, P. E., Cox, D. L., & Curran, T. E. Psychological reality of physical concepts. Psychonomic Science, 1970, 19, 245-247. Root, R. T., A multidimensional scaling analysis of meaning. (Doctoral dissertation, University of Maryland, 1962.) Dissertation Abstracts, 1963,23, 2979. Rothkopf, E. S. A measure of stimulus similarity and errors in some paired-associate learning tasks. Journal of Experimental Psychology, 1957,53,94-101. Shepard, R. N. Analysis of proximities as a technique for the study of information processing in man. Human Factors, 1963, 5, 33-38. Thro, M. P. Relationship between association and content structure of physics concepts. Journal of Educational Psychology, 1978, 70, 971-978. Torgerson, W. S. Theory and methods of scaling. New York: Wiley, 1958. Traub, R. E, & Hambleton, R. K. The effect of instruction on the cognitive structure of statistical and psychometric concepts. Canadian Journal of Behavioral Sciences, 1974,6, 30-43.
TL;DR: The Flesch readability formula as discussed by the authors uses syntactic complexity and word characteristics such as familiarity to determine the reading ease of a book, which has been criticized for not taking into account such things as semantic interactions and connotations.
Abstract: Many attempts have been made to evaluate the readability of textbooks by using formulas. The bases for most of these formulas are syntactic complexity and word characteristics such as familiarity. In most readability formulas the approach is to count features such as number of syllables per 100 words or number of words per sentence in a given passage of the text. The Flesch readability formula uses this type of statistical analysis to determine the reading ease of a book. Such structural analyses have been criticized for not taking into account such things as semantic interactions and connotations. Huggins and Adams (1980, p. 91) claim that the \"main weakness is that the difficulty of a passage involves its comprehension, and surface structure descriptions capture only some of the syntactic variables necessary to comprehension.\" Quereshi and Buchkoski (1979) had students rate reading ease based on two randomly selected paragraphs from each of 61 introductory psychology textbooks. They reported significant, but lower-than-expected correspondence between these subjective ratings and Flesch scores. The purpose of the present study was to determine if subjective and Flesch-score readability would correspond, using a variety of paragraphs on matched topic areas from different introductory psychology texts.
TL;DR: To explain why teaching is different, it is necessary to go beyond the type of machine, and talk about matching up certain characteristics of computers with the goals of different enterprises, including education.
Abstract: Depending on your background and recent experience, the preceding statement mayor may not seem surprising. If \"the computer\" represents to you a unitary force-the repeated ascendance of computational speed, efficiency, and sophistication over older ways of doing things-then it may be surprising to hear that teaching is somehow different from other areas of computer application. On the other hand, if you have been struck by the contrast between typical applications of big mainframecomputers, and the increasingly broad range of home personal computer applications, then you may suspect that my conjecture about teaching is another version of this same distinction. I admit that there is a lot of overlap between the mainframe/microcomputercontrast and my claim that teaching should be distinguished from other areas of computer application. Forone thing, personal computers are undeniably easier to carry into class. However, (a) it is possible-even easy-to use personal computers badly in teaching; and (b) many of the things that work well with personal computers, can be implemented just as successfully on big computer systems. So in order to explain why teaching is different, it is necessary to go beyond the type of machine, and talk about matching up certain characteristics of computers with the goals of different enterprises, including education. It is useful to think of computers as having two kinds of potential. One kind is simply vast computational power at low cost; this capability underlies almostall important industrial applications. If asked to make a list of \"computer applications,\" I think most people would come up first with \"power\" examples: robotic manufacturing, financial record-keeping, and so on. Ready access to vast computational power has both direct and indirect consequences. The ability to complete specific tasks that would otherwise have been impractical or intractable, is what I mean by a direct consequence. The transformation of organizational structures, involving redistribution of resources and in some cases new definitions of purpose, represents the more general, indirect consequence of computer power. In psychology, computer-assisted data analysis is a \"power\" application. Programs for complex analyses have changed the way we select and manage research projects,
TL;DR: Smith, M., White, K. E., and Brown, J. B. as discussed by the authors studied the effect of changing answers on scores of non-test-sophisticated examinees.
Abstract: objective test items. Journal of Educational Measurement, 1977, 14,9-13. Pascale, P. J. Changing initial answers on multiple-choice achievement tests. Measurement and Evaluation in Guidance, 1974,6, 236-238. Range, L. M., Anderson, H. N., & Wesley, A. L. Personality correlates of multiple choice answer changing patterns. Psychological Reports, 1982, 51, 523-527. Reille, P. J, & Briggs, L. J. Should students change their initial answers on objective-type tests?: More evidence regarding an old problem. Journal of Educational Psychology, 1952, 43, 110-115. Reiling, E., & Taylor, R. A new approach to the problem of changing initial responses to multiple choice questions. Journal of Educational Measurement, 1972,9,67-70. Sitton, L. R., Adams, I. G., & Anderson, H. N. Personality correlates of students' patterns of changing answers on multiple-choice tests. Psychological Reports, 1980, 47, 655-660. Skinner, N. F. Switching answers on multiple-choice questions: Shrewdness or shibboleth? Teaching of Psychology, 1983, 10, 220-222. Smith, A., & Moore, J. C. The effects of changing answers on scores of non-test-sophisticated examinees. Measurement and Evaluation in Guidance, 1976, 8, 252-254. Smith, M., White, K. P., & Coop, R. H. The effect of item type on the consequences of changing answers on multiple-choice tests. Journal of Educational Measurement, 1979, 16, 203-208. Stoffer, G. R., Davis, K. E., & Brown, J. B. The consequences of changing initial answers on objective tests: A stable effect and a stable misconception. Journal of Educational Research, 1977, 70, 272-277. Vidler, D., & Hansen, R. Answer changing on multiple-choice tests. Journal of Experimental Education, 1980,49, 18-20.
TL;DR: Yalom and Yalorn as discussed by the authors have shown that the best training approach is one that incorporates observations of actual group therapy with a discussion that features a review of the process and an analysis of student feelings and attitudes.
Abstract: One of the basic problems in the preparation of group counselors is that of providing an instructional program that readily provides information about group counseling as well as experience in leading groups (Berman, 1975; Mayadas & Duehn, 1982). Typically, instructors require students to participate in some type of therapeutic group and use this experience as a basis for inculcating group leadership skills (Yalorn, 1975; Halgin, 1982). Although studies have shown that students who have participated in a group counseling experience increase their ability to provide the core conditions in individual counseling (Gazda & Bonney, 1966; Woody, 1971; Eiben & Clark, 1973), the influence of a group counseling experience on counselor effectiveness has not been clearly demonstrated (McKinnon, 1969; Nye, 1972; Ohlsen, 1975; Yalom, 1975). Training programs developed by Carkhuff (1969), lvey (1971), and Eagan (1975) may increase a trainee's ability to communicate more clearly and enhance his or her self-awareness level, but these factors in and of themselves do not necessarily lead to more effective counseling (Mahon & Altman, 1977). Studies on the use of a therapeutic group experience as a medium for the development of group leadership skills have shown mixed results, primarily because of the role confusion (i.e. client vs student) experienced by the students (Burton, 1969; Yalom, 1975). Yalom believes that the best training approach is one that incorporates observations of actual group therapy with a discussion that features a review of the process and an analysis of student feelings and attitudes. Revich and Geertsma (1969) have proposed a training model that uses a videotape of desired therapist behavior as a means of helping students to translate therapy events into theoretical concepts and to show how therapist activities influence client behavior.
TL;DR: In this article, the effects of a research apprenticeship program in which undergraduate independent studies arc supervised by advanced graduate students who are actively engaged in their own research programs were examined. And the authors concluded that apprenticeship programs would increase the appreciation of psychological research, the acquisition of new skills, and the possibility of completing an original research project.
Abstract: This study evaluates an alternative method for increasing research opportunities for undergraduates in the behavioral sciences. It is generally assumed that students who seriously intend to pursue a career in the behavioral sciences should become involved in the process of carrying out original research. Most universities provide various alternatives for gaining such experience. However, these opportunities typically are limited to: (a) an independent study under faculty supervision; (b) serving as an assistant in on-going research; (c) fulfilling a course requirement in an experimental methods course; or (d) attending undergraduate research conferences and regional association meetings. The usefulness of independent study courses is limited by the number of students whom faculty can supervise effectively, even when using management systems such as those described by Gant, Dillon and Malott (1980). Whereas independent studies undoubtedly will continue (Kulik, Brown, Vestewig &Wright; 1973), other opportunities are needed to provide students with the close supervision required in learning to conduct research (McKeachie & Milholland, 1961; Carsrud & Christensen, 1980; Palladino, Carsrud, Hulicka & Benjamin, 1982). One way to increase research opportunities is to use advanced doctoral graduate students in a supervisory or teaching capacity. Katz (1978) and Newby and Katz (1980) have found that highly competent graduate teaching assistants greatly influence the attitudes of undergraduates toward research. Thecurrent study examines the effects of a research apprenticeship program in which undergraduate independent studies arc supervised by advanced graduate students who are actively engaged in their own research programs. Based on Katz (1978) and Newby and Katz (1980), it is hypothesized that an apprenticeship program would increase: (a) the appreciation of psychological research; (b) the acquisition of new skills; and (c) the possibility of completing an original research project. Benefits for the graduate student supervisor would be the opportunity to supervise a research project (a skill needed in the development of future teacher-researchers), and pursue wider research interests and opportunities in their specific research field. Finally, an apprenticeship program should benefit the sponsoring department by creating educational opportunities for both undergraduate and graduate students without significantly increasing demands on departmental financial or faculty resources.
TL;DR: For example, this paper analyzed book content within a comparative context by means of the relatively objective methods of content analysis, and found that psychology textbooks tend to increasingly favor applied, goal-oriented over academic, discipline-oriented material.
Abstract: According to recent counts there are currently over 150 introductory psychology textbooks in circulation, and their number is increasing steadily (McNett, 1982). This proliferation of textbooks deserves critical examination because (a) apart from the instructor, an assigned textbook is the most pervasive influence on students' initial (and sometimes only) view of the discipline; and (b) it has been suggested that to be viable, psychology in the 1980s will have to reflect a trend to increasingly favor applied, goal-oriented over academic, discipline-oriented material (Cole, 1981). Past attempts to study the issue systematically have focused primarily on book format or style (e.g. Gillen, 1973, 1975; Ogden, 1954), leaving the examination of content to subjective single-book reviews (e.g. Brewer, 1981; Entin, 1980; Holland, 1981; Zipf, 1981). The present study analyzes book content within a comparative context by means of the relatively objective methods of content analysis.
TL;DR: Wapner as discussed by the authors presented a brief version of this paper at the Annual Meeting of the Council of Graduate Departments of Psychology (COGDOP) in New Orleans on February 11, 1984.
Abstract: 1. A brief version of this paper was presented at the Annual Meeting of the Council of Graduate Departments of Psychology (COGDOP) in New Orleans on February 11, 1984. Appreciation is expressed to R. Ciottone, J. Demick, A Pacheco and M. Wiener for their helpful comments on an early version of this paper 2. Students enter the Graduate Program only at the beginning of the Fall semester of the academic year 3. The responses, although somewhat informal, provide very useful qualitative data for a formative process evaluation. It will take a number of years to accumulate data that can be quantified. Moreover, perhaps most valuable will be information about the Seminar obtained one or more years after the students have obtained their PhDs. Such evaluations, which deal with the long-term value of a course, are perhaps of greater significance than information obtained immediately after its completion. 4. Address requests for reprints to Seymour Wapner, Department of Psychology, Clark University, 950 Main St., Worcester, MA 01610.
TL;DR: The Consultation Situation Inventory (CSI) as discussed by the authors was developed by Magee, Rectanus, and Randolph to measure the ability to recognize critical elements in a consultation situation and ability to make a clinical judqrnent as to what action should be taken by the consultant.
Abstract: consultee statements is one way to assess appropriateness of consultation responses. Although this method may be useful in experimental studies, it probably has limited usefulness in many classroom situations in which consultation skills are taught. Administration and rating of the videotaped segments are cumbersome, time-consuming, and expensive. The above limitations resulted in the decision by this writer and associates to begin development of paper and pencil measures that might be used instead of videotaped and audiotaped samples of behavior. The first instrument developed was the Consultation Situations Inventory (CSI) (Magee, Rectanus, & Randolph, 1982). This instrument was designed to measure recognition of critical elements in consultation situations. Each of the 35 items included in this instrument consists of either: (a) a brief consultant statement, followed by a brief consultee statement or (b) a brief consultee statement, followed by a brief consultant statement. Each item is followed by five multiple-choice answer possibilities that might describe critical elements in the consultantconsultee interaction situation. Only one answer is considered to be correct. Content validity for each item was established via three doctoral level judges. The test-retest reliability coefficient obtained for 25 graduate students untrained in consultation skills was .80. In a comparison of 25 graduate students untrained in consultation with 35 graduate students trained in consultation, mean Consultation Situation Inventory (CSI) scores were significantly higher for those trained (p<.001). The high degree of discrimination between the two groups provides some support for validity of the CSI. The chief limitation of the CSI is that it is designed to measure only recognition of critical elements in a consultation situation. It does not measure clinical judgment. Thus the first author has begun development of an instrument to measure both ability to recognize critical elements in a consultation situation and ability to make a clinical judqrnent as to what action should be taken by the consultant. This instrument, the Consultation Judgment Inventory (CJI) (Randolph, 1983) consists of 35 items in a five-item multiplechoice format. Items are similar to those on the CSI, except that the answer choices represent courses of action that might be taken by the consultant. It is presumed that clinical judgment, operationally defined in terms of courses of action to be taken by the consultant, involves a higher level of cognitive activity than mere recognition of critical elements in a consultation situation. Thus one might expect that the CJI would have a higher difficulty level than the CSI; specifically, subjects should score higher on the CSI than the CJI. In a recent study involving 26 graduate student subjects, subjects scored significantly higher on the CSI than the CJI (p<.05). Thus it appears that the CJI does have a higher difficulty level than the CSI. Further development of the CJI has been temporarily hampered by the lack of availability of a sufficient number of graduate student subjects. Although undergraduate psychology students are frequently utilized as subjects in instrument development studies, they would not be appropriate subjects in this instance because the CJI is designed as an instrument for use in graduate level consultation courses. Consequently, we are willing to furnish a copy of the CJI to
TL;DR: McCallum, McCallum and Potkay as mentioned in this paper described the attitudes of regular class teachers about the education of severely retarded students in the education and train of the Mentally Retarded.
Abstract: Allen 6 P , & Potkay, C R Adjective Generation Technique (AGT) Research and applicat/ons New York lwlngton Press, In press McCallum, L W Experiences for understanding exceptional chlldren Teach~ng of Psychology, 1979, 6, 118-119 Stalnback, S , & Stalnback, W lnfluenclng the attitudes of regular class teachers about the education of severely retarded students Education and Train~ng of the Mentally Retarded, 1982, 17, 88-92
TL;DR: In this article, Korn, J. E., Wehe, N. O., Zunker, V. G., and Haslam, W. L. discuss the effectiveness of student-to-student counseling on the academic adjustment of potential college dropouts.
Abstract: 75-78. Brown, W. F., Wehe, N. O., Zunker, V. G., & Haslam, W. L. Effectiveness of student-to-student counseling on the academic adjustment of potential college dropouts. Journal of Educational Psychology, 1971, 62, 285-289. Burbach, H. J., & Thompson, M. A., Ill. Alienation among college freshmen: A comparison of Puerto Rican, Black and White students. Journal of College Student Personnel, 1971, 72, 248-252. Caffrey, B., Berger, L., Cole, S., Marx, D., & Senn, D. Integrating professional programs in a traditional undergraduate psychology program. Teaching of Psychology, 1977, 4, 7-13. Coffield, K. E. Student apathy: A comparative study. Teaching of P S Y C ~ O ~ O ~ Y , 1981, 8, 26-28. Coons, F. W. The resolution of adolescence in college. Personnel and Guidance Journal, 1970, 48, 533-541. Fretz, 5. R., & Stang, D. J. Preparing for graduate study: Not for seniors only. Washington, DC: American Psychological Association, 1980. Gentry, W. D. Three models of training and utilization. Professional P S Y C ~ O ~ O ~ Y , 1974, 5, 207-21 4. Heiney, W. F., Jr. \"Practicing what you preach:\" A plan for helping freshmen psychology majors get off to a good start. Teaching of P S Y C ~ O ~ O ~ Y , 1977, 4, 73-76. Korn, J. H., & Lewandowski, M. E. The clinical bias in the career plans of undergraduates and its impact on students and the profession. Teaching of Psychology, 1981, 8, 149-1 52. Korn, J. H., & Nodine, B. F. Facts and questions concerning career training of the psychology major. Teaching of Psychology, 1975, 2, 11 7-1 19. Kremer, J. F. Three obstacles to improving academic consultation. Teaching of Psychology, 1980, 7, 117-118. Malin, J. T., & Timmreck, C. Student goals and the undergraduate curriculum. Teaching of Psychology, 1979, 6, 136-1 39. McGovern, T. V. Development of a career planning program for undergraduate psychology majors. Teaching of Psychology, 1979, 6, 183-184. Turner, R. H. What happens to the liberal arts BA in psychology who doesn't go to graduate school? Teaching Psychology Newsletter, Feb. 1974, 3-4. Ware, M. E., & Beischel, M. L. Career development: Evaluating a new frontier for teaching and research. Teaching of Psychology, 1979, 6, 210-213. Ware. M. E.. & Matthews. J. R. Stimulatina career ex~loration and research among undergraduates: A c~lloquium series. Teaching of Psychology, 1980, 7, 36-38. Wasserman, C. W., McCarthy, B. W., & Ferree, E. H. Student paraprofessionals as behavior change agents. Professional P S Y C ~ O ~ O ~ Y , 1975, 6, 21 7-223. Woods. P. J. Career opportunities for psychologists. Washington, DC: American Psychological Association, 1976. Wrenn, R. L., & Mencke, R. Students who counsel students. Personnel and Guidance Journal, 1972, 50, 687-689.
TL;DR: For instance, the authors pointed out that changing conditions such as economic retrenchment and publlc accountability may make faculty development necessarily more relevant and that faculty development programs appear to be turnlng away from idealistic conjecture to research-based procedures.
Abstract: Although it is undoubtedly true that most of us wlsh to improve as teachers, it may not be immediately apparent how faculty development programs would be helpful. Faculty development has not, for most of its recent existence, been based on empirical study. It has had little direct contact with psychology. And it has limited evidence of effectiveness. But two related events may impel us to pay closer attention to this product of colleagues in far-off departments of humanities and education. First, changing conditions such as economic retrenchment and publlc accountability may make faculty development necessarily more relevant. Second, faculty development programs appear to be turnlng away from idealistic conjecture to research-based procedures. The purposes of this paper follow from those events-to help acquaint teachers of psychology with the literature on faculty development, to indicate programs that merit application to our own situations, and to suggest that we could take a leading role in reshaping faculty development.
TL;DR: In this paper, the frequency of Quizzes in a Behavioural Science Course: An Attempt to Increase Medical Student Study Behavior is discussed. But the authors do not discuss how to increase student study behavior.
Abstract: (1984). Frequency of Quizzes in a Behavioural Science Course: An Attempt to Increase Medical Student Study Behavior. Teaching of Psychology: Vol. 11, No. 1, pp. 34-34.