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To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a comparison condition for the work- shops, an additional 47 students attended one discussion session about the reasons for style rules. Workshop participants improved from pretest to initial posttest for all topics (whereas comparison groups did not) and retained their proficiency in follow-up tests. Feedback and note taking enhanced improvement. By providing students with supplementary training in basic writing skills, workshops may conserve course time in methodology courses, allowing for greater conceptual emphasis. [ABSTRACT FROM AUTHOR]

To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a comparison condition for the workshops, an additional 47 students attended one discussion session about the reasons for style rules. Workshop participants improved from pretest to initial posttest for all topics (whereas comparison groups did not) and retained their proficiency in follow-up tests. Feedback and note taking enhanced improvement. By providing students with supplementary training in basic writing skills, workshops may conserve course time in methodology courses, allowing for greater conceptual emphasis. [ABSTRACT FROM AUTHOR]

To investigate undergraduate students' perceptions of the role of the textbook in psychology courses, the authors surveyed 311 psychology students. Using an online survey, students answered questions about textbook importance, usage, and preferences and about scenarios that described a textbook as a resource or central course element. If an instructor expected students to read and understand textbook material before class, students perceived they would learn less, enjoy the course less, and find the course more difficult than if an instructor described the textbook as a resource to which students might refer for clarification. Results indicated that students valued classroom experiences more than textbook reading. The authors discuss how such preferences may reflect prior reading experiences and instructors' emphases. [ABSTRACT FROM PUBLISHER]

Because concrete explanations in a familiar context facilitate understanding, we illustrate the concept of an interaction via a baking analogy to provide students with food for thought. The demonstration initially introduces the concepts of independent and dependent variables using a chocolate chip cookie recipe. The demonstration provides an opportunity to distinguish between the main effect of an ingredient and the interactions between ingredients on taste perception. Student performance on exam questions suggests that this demonstration effectively helps students understand the concept and interpretation of an interaction. [ABSTRACT FROM AUTHOR]

To explore the relationship between materialism and money attitudes, 204 American college students completed Richins and Dawson's (1992) Materialism Scale and Fumham's (1984) Money Beliefs and Behaviors Scale (MBBS). Correlational analyses revealed that materialism was positively related to feelings of inadequacy about money and the tendency to use money as a means of self-aggrandizament. Materialism was negatively related m the conservative approach m money, and was unrelated to negative emotions toward money. We discuss how the link between money and possessions may be mediated by materialism and raise questions about a possible relationship between materialism and compulsive shopping. Further research is suggested to illuminate the interplay between materialism, the acquisition of money, and dysfunctional money behaviors. [ABSTRACT FROM AUTHOR]

Embracing an active learning approach, a semester research methods course with a statistics laboratory component described herein provided sophomore students with their initial and only required exposure to research methods. Techniques used overcame constraints of limited library resources, restricted interlibrary loan procedures, and lack of a formal participant pool. The instructor selected the theme for a single class project. Students participated in design, data collection, analyses, and report writing. Discussion focuses on the advantages and disadvantages of involving all students in the same project. [ABSTRACT FROM AUTHOR]

To enhance student interest in research methods, tests and measurement, and statistics classes, we describe how teachers may use resources from economic psychology to illustrate key concepts in these courses. Because of their applied nature and relevance to student experiences, topics covered by these resources may capture student attention and provide continuity to what might otherwise be regarded as disconnected or uninteresting material. We conclude by discussing student reaction to and cautions about introducing such applied resources. [ABSTRACT FROM AUTHOR]

To test the hypothesis that endorsement of the Protestant work ethic would be related positively to sensitivity to criminal behavior that violated expectations, American college students (N = 159) read scenarios describing a crime committed by a typical or an atypical offender. After answering questions about the crime, they completed Mirels and Garrett's (1971) Protestant Work Ethic (PWE) scale. Extent of punishment was positively related to PWE for atypical criminal behavior. Yet, high PWEs also were more likely to perceive an affluent criminal as experiencing greater remorse for a blue-collar crime than a white-collar crime. We relate our results to perceptions of criminal behavior, information-processing tendencies among individuals endorsing the PWE, and jury selection considerations. [ABSTRACT FROM AUTHOR]

We describe an active learning demonstration using LifeSavers® candy to illustrate the phenomenon of random occurrences. We provide each student with a roll of Five Flavor LifeSavers. In a dyad, students take turns trying to guess the flavor of candy in their mouths when deprived of the senses of sight and smell. Because there are 5 flavors of candy, students have a 20% chance of randomly guessing the correct flavor. In a sample of 49 undergraduates, student performance reflects this chance guessing rate. Students report that this demonstration was informative and enjoyable. Exam results indicate that students mastered the concept of random occurrences. We discuss other uses of this demonstration. [ABSTRACT FROM AUTHOR]

The confusion/non-consequential thinking explanation proposed by Newstead, Girotto, and Legrenzi (1995) for poor performance on Wason's THOG problem (a hypothetico-deductive reasoning task) was examined in three experiments with 300 participants. In general, as the cognitive complexity of the problem and the possibility of non-consequential thinking were reduced, correct performance increased. Significant but weak facilitation (33-40% correct) was found in Experiment 1 for THOG classification instructions that did not include the indeterminate response option. Substantial facilitation (up to 75% correct) was obtained in Experiment 2 with O'Brien et al.'s (1990) one-other-THOG classification instruction. In Experiment 3, a revised version of O'Brien et al.'s pre-test problem format also led to substantial facilitation, even with the use of the standard three-choice THOG classification instruction. These findings are discussed in terms of Newstead et al.'s theoretical proposal and possible attentional factors. [ABSTRACT FROM AUTHOR]

Studies the value of pedagogical aids in introductory psychology textbooks. Rating of aids by psychology students; Examination of full-length introductory psychology texts; Ratings on most and least useful aids; Coincidence of ratings with prevalence; Role of ratings on students' concern with test preparations; Need for research on relation between aids and learning.

To complement our companion study of critical thinking in introductory psychology textbooks and ancillary workbooks and readers, we describe 12 critical thinking books that instructors could use as supplements in psychology courses. Some books strongly emphasize skills in evaluating arguments, whereas others stress methodology and biases in thinking. Although the breadth and depth of most of these books limit their use in a one-term introductory course, they fit comfortably in a two-term course. We suggest alternative ways to incorporate supplementary critical thinking books into the psychology curriculum. [ABSTRACT FROM AUTHOR]

Because college graduates with baccalaureate degrees in psychology are often employed in positions that are not directly related to psychology, we offer a rationale for introducing applied technological skills in the classroom. We focus specifically on presentation software, primarily as a vehicle for creating posters. Given the surge in popularity of poster presentations and the impact of high-quality visual displays, we review sources of information for preparing posters and graphs. We also offer guidelines for the use of PowerPoint(tm) presentation software to create single-unit poster presentations, a skill applicable in a variety of academic and employment settings. [ABSTRACT FROM AUTHOR]

Because the perception of extensive similarity in introductory psychology textbooks is important in the textbook selection process, we examined whether this perception was accurate. We systematically reviewed extant research encompassing 6 textbook dimensions and found that perceived similarity is the product of 2 salient, easily accessible, global text variables: chapter topics and organization. Beyond these variables, textbook homogeneity disappears. We consider stereotyping due to the arduous, complex nature of the textbook selection process as an explanation for this misperception of similarity and urge teachers to consider introductory texts more thoroughly to make the best choices for their individual courses. [ABSTRACT FROM AUTHOR]

Abstract: The current study examined the potential mediating role of sensation seeking in the well-established negative relationship between age and financial risk-taking. A total of 299 participants, aged 17–90years, allocated hypothetical money into mutual funds that varied in risk and completed a sensation seeking measure. Hierarchical multiple regressions revealed that the amount of variability age accounted for in risk-taking (4.1%; β =−.22) was significantly reduced when sensation seeking was controlled for (0.8%; β =−.12). A Sobel test revealed that sensation seeking fully mediated the aforementioned relationship. Results suggest sensation seeking’s role as a mediator in more physiologically arousing risk-taking contexts (e.g., surfing). Discussion recommends investigating potential biologically and cognitively-rooted mediators and moderators of the age and risk-taking relationship. [Copyright &y& Elsevier]

Our research probed the influence of participant sex, Protestant work ethic (PWE) endorsement, and target affluence level on the acceptance of ethically questionable travel-related (extra-organizational) and office (extra-organizational) behaviors (Jones, 1990). American undergraduates (N = 228) read one scenario about a person of greater or lesser affluence, completed the Jones (1990) scale pertaining to the target, and the Mirels and Garrett (1971) PWE scale. Extra-organizational bebaviors were more acceptable for affluent than less affluent targets, low than high PWEs, with these effects qualified by an interaction between these two variables. Intra-organizational behaviors were more acceptable to low than high PWEs and to men more than women. We relate our results to previous contradictory findings in the area of business ethics, as well as research concerning PWE endorsement and affluence cues. Future research directions are also discussed. [ABSTRACT FROM AUTHOR]

To examine the images that materialistic people wish to convey, we first asked 177 participants to complete the Richins and Dawson (1992) materialism scale and an adjective checklist that assessed five self-presentational styles. In a subsequent experiment, we primed 210 participants to experience one of five self-presentational styles and asked them to complete a state materialism scale. We expected that materialists would tend to avoid supplication and ingratiation, but would self-promote and intimidate. Across both studies, results supported the supplication and ingratiation hypotheses, but failed to show any link between either self-promotion or intimidation and materialism. We discuss how personal insecurity may be a precursor to materialism. We also discuss future research avenues with respect to probing the interrelationship between materialism, insecurity, and self-presentational considerations. [Copyright &y& Elsevier]

We describe a method for helping students learn about stereotype formation and prejudice by having them watch and discuss characters and scenes in the movie The Breakfast Club (Tanen & Hughes, 1985). We identify clips that address specific principles, notably the contact hypothesis. Students' positive evaluations of this method suggest the film is an effective way to teach about stereotyping and prejudice. [ABSTRACT FROM AUTHOR]

We analyzed the first 10 editions of Baron and Byme's social psychology textbook. Modeling our methodology on Griggs and Jackson's (1996) longitudinal analysis of Hdgard's (1953) introductory psychology text, we ascertained changes in objective features, content, and contributors and contributions to social psychology. Changes in objective features partially mirrored changes in introductory texts. Topical coverage of areas related to social cognition increased. A small core of classic publications emerged. We discuss findings in relation to other analyses of textbooks, journal content, and researcher eminence. [ABSTRACT FROM AUTHOR]

Presents a forum to aid teachers in the selection of psychology reference textbooks in the United States. Examination for selecting cognitive psychology textbooks.

The importance of critical thinking to education in psychology prompted us to examine the coverage of critical thinking in the 37 full-length introductory psychology textbooks published during the period 1995 to 1997. In addition, we checked for coverage of scientific thinking, cognitive biases in thinking, and difficulties in statistical reasoning. We also reviewed critical thinking supplements. The findings should guide and facilitate the review and decision process for teachers interested in incorporating critical thinking into the introductory course. [ABSTRACT FROM AUTHOR]

The introductory course often ends up only a hurried survey because current introductory psychology textbooks are too long for the normative 1-term course. This problem is aggravated by the soaring costs of these texts. As a remedy for this situation, some teachers have recently proposed teaching the course without a standard textbook. In lieu of no text, we urge teachers to consider using an inexpensive core text. Adopting such a text would provide students with some exposure to the core introductory course content and still allow teachers to use other specialized texts and readings. We provide information on length, cost, content, organization, and pedagogical programs for the available core texts and discuss some caveats with respect to using such texts. [ABSTRACT FROM AUTHOR]

Evidence-based teaching ( EBT) entails the use of empirically validated pedagogical tools and techniques that promote student learning. We offer a rationale for why psychology instructors should embrace EBT in their classrooms. We then review five areas of evidence offering specific tools and techniques that improve learning and retention: the testing effect, spaced learning, metacognition, writing to learn, and interteaching. We then briefly discuss how three student self-regulated choices can promote learning. Finally, we urge psychology teachers and students to use the discipline's experimental findings to enhance student learning. [ABSTRACT FROM AUTHOR]

Abstract: To examine how different dimensions of the Protestant work ethic (PWE) are related to constructs indicative of conservative beliefs, 256 Americans completed an online survey including measures of PWE, belief in a just world, social dominance orientation, and right-wing authoritarianism. Multiple regression analyses revealed that the PWE dimensions of the belief that hard work yields desirable outcomes and anti-leisure predicted belief in a just world; the dimensions of centrality of work and anti-leisure attitudes predicted social dominance; and the dimensions of morality/ethics, self-reliance, anti-leisure predicted right-wing authoritarianism. We discuss how focusing on specific dimensions of PWE ideology, rather than a global score, enhances predictive ability and boosts understanding of relationships between PWE and other constructs. [Copyright &y& Elsevier]

Previous research has found a consistent, negative relationship between holding religious doubts and mental well-being, and a small positive relationship between religiosity and mental well-being. To assess the interrelationship between religious doubt, religiosity, and need for cognition on life satisfaction, a survey was administered to an almost exclusively Christian sample of 192 Americans drawn from undergraduates and alumni of a small mid-western college, undergraduates from a small south-eastern college, and several churches from the metro-Detroit area. Zero-order correlations revealed relationships between religiosity and life satisfaction, as well as religious doubt and life satisfaction. Hierarchical multiple regression analyses revealed that the three-way interaction of religiosity, religious doubt, and the need for cognition was predictive of life satisfaction. Significant two-way interactions also emerged for both gender and religiosity, and gender and religious doubt as predictors of life satisfaction. Based upon these findings, counseling applications are discussed, and the importance of probing for interactions in research on religious influences on well-being is espoused. [ABSTRACT FROM AUTHOR]

Abstract: The present research examined the relationship between beliefs about one’s own death and materialism. Correlational analyses revealed that concerns about one’s own death and personal insecurity were positively related to each other and with materialism. Moreover, structural equation modeling (SEM) revealed that personal insecurity partially mediated the relationship between concerns about one’s own death and materialism. We discuss the implications of personal insecurity as an antecedent of materialism and the importance of including it as a potential mediator in future investigations of materialism. We also illuminate potential counseling implications of our findings. [Copyright &y& Elsevier]

This article cites a study that examined the relation of rapport to student attitudes and behaviors toward teachers and classes. The researchers surveyed undergraduates to learn the extent to which they experience rapport with their instructors, assess the relation between rapport and student attitudes and behaviors, and determine instructor qualities and behaviors that appear related to establishing rapport. Most students indicated that rapport is positively related to their enjoyment of the teacher and subject matter. They also reported that rapport motivates them to engage in several proacademic behaviors.

Describes the current introductory psychology text market by providing data on various objective aspects of the texts remaining in the market. Edition, authorship, and length data for 37 introductory psychology texts; Chapter coverage of methods and nontraditional topics; Percentage of text devoted to traditional topic for each textbook.

Describes the development and growth of `Teaching of Psychology' periodical. Silver anniversary of the journal; Changes in personnel and journal organization; Affiliations of contributors; Content analysis of issues published 1991 through 1998.