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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 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.

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. (Contains 1 figure, 2 tables, and 1 note.)

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. (Contains 3 footnotes, 3 endnotes, 1 table and 1 figure.)

We analyzed the first 10 editions of Baron and Byrne's social psychology textbook. Modeling our methodology on Griggs and Jackson's (1996) longitudinal analysis of Hilgard'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.

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.

Examines 17 undergraduate cognitive psychology textbooks published in the United States with copyright dates between 1995 and 1999. Intends to facilitate textbook selection through a comparison of text length, reference citations, content, pedagogy, and illustrative material. Reveals that the textbooks diverge on topical emphasis. Includes an appendix of cognitive psychology textbooks. (CMK)

Extends Wayne Weiten, Rosanna E. Guadagno, and Cynthia A. Beck's (1996) research on the value of pedagogical aids in introductory psychology textbooks. Examined full-length introductory texts published between 1995 and 1997 to determine the prevalence of aids, and asked students to rate 15 aids on familiarity, likelihood of use, and value. Discusses results and implications. (DSK)

Examines coverage of critical thinking in 37 full-length introductory psychology textbooks published from 1955 to 1997. Checks for coverage of scientific thinking, cognitive biases in thinking, and difficulties in statistical reasoning. Suggests that findings should facilitate the review and decision process for instructors interested in incorporating critical thinking into introductory courses. (DSK)

Promotes the use of presentation software in psychology courses to teach students technological skills that prepare them for the future. Explains that many graduates in psychology are employed in other fields after graduation. Discusses the use of presentation software with a focus on poster preparation using Microsoft PowerPoint software. (CMK)

The reactions and opinions of 312 American undergraduates on the manner of acquisition of affluence are presented and analyzed.

Presents a study that reviewed introductory psychology textbooks to examine the perception of extensive similarity. Focuses on six dimensions: (1) chapter topics, organization, and extent of topic coverage; (2) core concepts and key terms; (3) pedagogical aids and data graphs; (4) critical-thinking programs; (5) reference citations; and (6) level of difficulty. (CMK)

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.