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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 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]

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]