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Syllogisms, or logic problems, are used extensively in the study of logical reasoning. The number of errors made while solving certain types of syllogisms is significantly decreased when the subject is provided with an elaboration of the premise.

A study of 130 countries for the global distribution of ethnolinguistic and ethnic groups showed support of more than 90% of the countries towards greater European Union recognition of domestic autonomy on the lines of regionally organized confederations. The harmonization of secessionist, nationalist, and unionist forces puts pressure on the state. The nations surveyed were differentiated into 8 groups based on their sovereign status to represent the varying threat from nationalistic forces.

Presents findings of a study of scientists on the Wason four-card selection task, finding little understanding of the effect of disconfirmatory data in assessing conditionals. Found performance influenced by problem content. Explains performance as memory-cueing plus reasoning-by-analogy. (JM)

States that taking a high school psychology course did not improve the performance of college students in an introductory psychology class on a modified version of Vaughan's misconceptions test (Test of Common Beliefs). Concludes that while college experience did lead to some improvement, comparison with other studies indicates that perhaps the test itself is misconceived. (Author/GEA)

Surveys psychology textbook authors and editors on their perceptions of the introductory psychology textbook market. Finds that the textbook market is divided into three levels according to quality, and that authors and editors are not familiar with most textbooks. Notes that the growth of used book companies has adversely affected the market. (Author/LS)

Reports survey results of psychology departments with graduate programs relative to staffing of introductory psychology courses at large research-oriented universities. Discusses concerns generated by the use of nontenure position people as instructors. Cites supervision of instruction, televised courses, and incentives for teaching as examples of efforts to improve the introductory courses. Also offers some innovative alternatives for smaller schools. (KO)

Assesses student belief and involvement in 10 paranormal phenomena. Findings show 99 percent of the sample expressed belief in at least one. Students expressing these beliefs achieved significantly lower course grades. Discusses instructor's role in combating unfounded beliefs and fostering critical thinking. (NL)

Four experiments were conducted to determine the source of difficulty of Wason's THOG problem. The THOG problem permits examination of the way people tackle a novel hypothetico-deductive problem. The results are interpreted as demonstrating the importance of problem presentation in problem solving. (Author/PN)

A series of experiments investigating the processing of artificial set inclusion relations supports the view that many college students have the appropriate schema for processing inclusion relations, although it has not been elicited in previous artificial set-inclusion studies. (Author/PN)

Examined the possible facilitating effect of thematic materials in Wason's selection task. Two experiments failed to replicate previous findings. In support of a memory-cueing hypothesis, improved performance was found for an implication rule that was part of subjects' past experience. (Author)

Explores the relationship between high school psychology and natural science classes and student performance in introductory college psychology classes. Finds that at the secondary level a strong background in natural science rather than in psychology is associated with higher grades in college psychology courses. Attributes this finding to the difference in emphasis found in secondary and college psychology courses. (KO)

Surveys 300 public high schools to explore the hypothesis that high school psychology courses focus on personality development while college courses have a scientific-experimental basis. Provides current information for comparison with prior research relative to high school courses and teachers. Concludes that high school psychology courses and college courses are different courses. (KO)

Given the many older criticisms of Milgram’s obedience study and the more damning recent criticisms based on analyses of materials available in the Milgram archives at Yale, this study has become a contentious classic. Yet, current social psychology textbooks present it as an uncontentious classic, with no coverage of the recent criticisms and little coverage of the older ones. Also, none of the texts present any coverage of the recent reinterpretation of the study’s findings in terms of engaged followership based on participants’ acceptance of the experimenter’s scientific goals. Hence, the present article provides sources for summaries of the criticisms and a summary of the reinterpretation and its supporting empirical research for teachers who want to incorporate coverage into their courses. [ABSTRACT FROM AUTHOR]