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Annotated Bibliography on the Teaching of Psychology: 2006

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 ALL THINGS CONSIDERED
Annotated Bibliography on the Teaching
of Psychology: 2006
David E. Johnson
John Brown University
Simone I. Schroder
Arutunoff Learning Resource Center, John Brown University
This bibliography is a continuation of those previously
published in Teaching of Psychology (e.g., Berry &
Daniel, 1984; Fulkerson & Wise, 1987; Johnson &
Schroder, 1997; Wise & Fulkerson, 1996). We main-
tained similar search methods and criteria for inclusion
that were used in previous bibliographies. We also con-
tinued the cumulative numbering of the items. Some
articles from 2005 are included that were not in last
year’s bibliography.
To help the reader locate relevant articles we
arranged items into a small number of subject cate-
gories. Generally, if less than three items fell into a
specific subject category they were relegated to a cate-
gory labeled miscellaneous.
Abnormal, Clinical, Counseling, and
Personality
5773. Balsis, S., Eaton, N. R., Zona, D. M., &
Oltmanns, T. F. (2006). Teaching advanced psy-
chopathology: A method that promotes basic under-
graduate clinical and research experience. Teaching of
Psychology, 33, 242–246. Presented an active learning
approach to help students learn key concepts by admin-
istering semistructured interviews designed to identify
specific mental disorders.
5774. Connor-Greene, P. A. (2006). Interdisciplinary
critical inquiry: Teaching about the social construc-
tion of madness. Teaching of Psychology, 33, 6–13. De-
scribes ways to invite students to grapple with complex
questions about “madness” from an interdisciplinary
perspective.
268
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5775. Hardy, M. S. (2006, Winter). Using popu-
lar music to depict mental illness in abnormal psy-
chology. Psychology Teacher Network, 41, 13–14. Pre-
sented an activity that used music as a vehicle
for presenting concepts in abnormal psychology and
promoting discussion about those concepts in class.
5776. Leck, K. (2006). Teaching personality theories
using popular music. Teaching of Psychology, 33, 34–36.
Modeled a process of using music to understand per-
sonality disorders; asked students to find song examples
of their own and analyze them in relation to material
presented in class.
5777. Tomcho, T. J., Wolfe, W. L., & Foels, R. (2006).
Teaching about psychological disorders: Using a group
interviewing and diagnostic approach. Teaching of Psy-
chology, 33, 184–188. Designed a cooperative learning
classroom activity to enhance students’ ability to un-
derstand psychological disorders and distinguish among
anxiety, mood, and psychotic disorders.
Awards
5778. Charles L. Brewer Award for Distinguished
Teaching of Psychology: Randolph A. Smith. (2006).
American Psychologist, 61, 408–410. Citation and biog-
raphy of Randolph A. Smith, recipient of the American
Psychological Foundation (APF) Charles L. Brewer
Award for Distinguished Teaching of Psychology.
5779. Hammer, E. Y. (2006). 2006 teaching award
winners. Teaching of Psychology, 33, 222–227. Hon-
ored Dean Keith Simonton, Diane L. Finley, Amy C.
Fineburg, Trisha A. Benson, and Jeffrey R. Stowell for
excellence in teaching.
Teaching of Psychology
5780. Janet E. Helms: Award for Distinguished Con-
tributions to Education and Training in Psychology.
(2006). American Psychologist, 61, 842–845. Citation
and biography of Janet E. Helms, recipient of the
Award for Distinguished Contributions to Education
and Training in Psychology.
5781. Michael C. Roberts: Award for Distin-
guished Contributions to Education and Training in
Psychology. (2006). American Psychologist, 61, 859–
862. Citation and biography of Michael C. Roberts,
recipient of the Award for Distinguished Contributions
to Education and Training in Psychology.
Classroom Management and General
Classroom Techniques
5782. Barton, A., Van Duuren, M., & Haslam, P.
(2006). Voluntary peer learning groups: Do students
utilise increased structure, and are there any hard gains?
Psychology Learning & Teaching, 5, 146–152. Found
modest benefits for students who joined voluntary peer
learning groups.
5783. Ewing, A. (2006, Spring). Using student work as
examples. Psychology Teacher Network, 16, 9. Discussed
the laws regarding the use of student work as examples
in classes or professional presentations.
5784. Fallahi, C. R., Wood, R. M., Austad, C. S.,
& Fallahi, H. (2006). A program for improving un-
dergraduate psychology students’ basic writing skills.
Teaching of Psychology, 33, 171–175. Examined the ef-
fects of in-class writing instruction, practice, peer re-
view, and feedback on writing skills of undergraduates
in a general psychology course.
5785. Henslee, A. M., Burgess, D. R., & Buskist, W.
(2006). Student preferences for first day of class ac-
tivities. Teaching of Psychology, 33, 189–191. Surveyed
students about preferred first day of class activities and
discussed the results in terms of developing effective
course strategies in planning for the first day of class.
5786. Mayo, J. A. (2006, Summer). Using peer cri-
tique to improve students’ writing skills: The colleague
swap revisited. Psychology Teacher Network, 41, 7, 14.
Outlined a technique in which students review each
other’s papers on the basis of a set of criteria developed
by the instructor.
5787. Nevid, J. S. (2006, February). In pursuit of the
“perfect lecture.” APS Observer, 19(2). Advocated
for the use of psychological knowledge about learn-
ing to improve classroom lectures. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 1933.
Vol. 34, No. 4, 2007
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5788. Riggio, H. R. (2006, Summer). Immediate
impressions on the first day of class. Psychology Teacher
Network, 41, 10, 11. Described an activity for the
first day of class that serves as an icebreaker as well
as an exercise that illustrates principles of impression
formation.
5789. Svinicki, M. D. (2006, October). Help-
ing students do well in class: GAMES. APS
Observer, 19(10). Used a mnemonic (GAMES)
to present students with effective learning
strategies based on research. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 2074.
Cognition and Learning
5790. Balch, W. R. (2006). Encouraging distributed
study: A classroom experiment on the spacing ef-
fect. Teaching of Psychology, 33, 249–252. Described
a counterbalanced classroom experiment that demon-
strated the spacing effect and the benefits of distributed
study.
5791. Batsell, W. R., Jr. (2006). Acquisition, extinc-
tion, and renewal of classical conditioning: Updating
Cogan and Cogan. Teaching of Psychology, 33, 129–
131. Described an exercise that promotes understand-
ing the procedures and results of renewal experiments
as well as the theoretical and clinical implications of
this phenomenon.
5792. Clump, M. A. (2006). An active learning class-
room activity for the “cocktail party phenomenon.”
Teaching of Psychology, 33, 51–53. Presented an active
learning demonstration that involves dividing the stu-
dents into groups of three, with two students acting as
speakers and one person as the participant.
5793. Katzir, T., & Pare-Blagoev, J. (2006). Applying
cognitive neuroscience research to education: The case
of literacy. Educational Psychologist, 41, 53–74. Pro-
posed a model for integrating cognitive neuroscience
research into traditional training in educational psy-
chology.
5794. Kelley, M. R., & Calkins, S. (2006). Evaluating
popular portrayals of memory in film. Teaching of Psy-
chology, 33, 191–194. Developed an activity designed
to encourage students’ critical thinking skills as they
evaluate popular portrayals of memory phenomena in
feature films.
5795. Mayo, J. A. (2006, Winter). A student training
guide to concept mapping as a heuristic tool. Psychol-
ogy Teacher Network, 41, 21–22. Presented an in-class
269
training module for concept mapping that takes only
30 min and serves as a discussion point and assessment
of student understanding of material.
5796. McCarthy, M. (2006, Summer). Using OPL to
illustrate the concepts of memory. Psychology Teacher
Network, 41, 3, 19. Showed how instructors could
use interactive activities at APA’s Online Psychology
Laboratory to help students understand concepts of
memory.
Computers, Technology, and the Internet
5797. Beaman, C. P., & Harvey, A. J. (2005). Access
to online resources: A case study. Psychology Learning
& Teaching, 5, 47–51. Reported a variety of variables
that were related to access rates of an online virtual
learning environment.
5798. Bonds-Raacke, J. M. (2006). Student attitudes
toward the introduction of a course Web site. Journal
of Instructional Psychology, 33, 251–255. Researched
the effectiveness of instituting a course Web site at
an institution without available course management
software.
5799. Campbell, C. (2005). Student use of informa-
tion and communication technology: Does it foster
a deep approach to learning? Psychology Learning &
Teaching, 5, 67–69. Found that psychology students
endorsed the use of a campus intranet for accessing
course-related materials, but their preferences were for
traditional lecture-type notes.
5800. Coogan, J., Dancey, C. P., & Attree, E. A.
(2005). WebCTTM : A useful support tool for psychol-
ogy undergraduates: A Q methodological study. Psy-
chology Learning & Teaching, 5, 61–66. Presented the
results of a study using a Q sort method that found a
relationship between access of online course manage-
ment software and grades in that course.
5801. Edmonds, C. L. (2006). The inequivalence of an
online and classroom based general psychology course.
Journal of Instructional Psychology, 33, 15–19. Found
that students enrolled in a traditional lecture classroom
general psychology course performed significantly bet-
ter than students enrolled in an online version of the
course.
5802. Hulshof, C., Eysink, T., & de Jong, T. (2006).
The ZAP project: Designing interactive computer tools
for learning psychology. Innovations in Education and
Teaching International, 43, 337–351. Described a set of
interactive computer modules that allowed first-year
psychology students to experience a variety of psycho-
logical phenomena.
270
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5803. Johnson, R. L. (2006, Spring). Copyright issues
in the classroom: Does the law say what you think it
says? Psychology Teacher Network, 16, 3–4. Discussed
the definition of “fair use” of copyrighted materials in
the classroom and listed some resources for faculty who
wish to educate themselves about this concept.
5804. Lawson, T. J., Bodle, J. H., Houlette, M. A.,
& Haubner, R. R. (2006). Guiding questions enhance
student learning from educational videos. Teaching of
Psychology, 33, 31–33. Tested a procedure designed
to enhance psychology students’ learning from educa-
tional videos.
5805. Little, E., & Francis, A. (2005). Teaching in-
troductory psychology through flexible delivery: A case
study. Psychology Learning & Teaching, 5, 37–41. De-
scribed the structure of the psychology major at RMIT
in Melbourne, Australia that involves a combination
of traditional and nontraditional delivery methods.
5806. Mester, C. S. (2006, September). Technology
is not a toy! APS Observer, 19(9). Presented a
variety of suggestions for how to use technology
more effectively in the classroom. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 2052.
5807. Pemberton, J. R., Borrego, J., Jr., & Cohen, L.
M. (2006). Using interactive computer technology to
enhance learning. Teaching of Psychology, 33, 145–147.
Assessed the effects of using LearnStar
c , an interac-
tive, computer-based teaching tool, as an in-class exam
review method.
5808. Puccio, P. (2006, Spring). Academic dishonesty
in the digital era: The case of the missing citation. Psy-
chology Teacher Network, 16, 1, 8. Discussed definitions
of plagiarism and ways to prevent it.
5809. Robinson, R. P., & Doverspike, D. (2006). Fac-
tors predicting the choice of an online versus a tradi-
tional course. Teaching of Psychology, 33, 64–68. Em-
ployed the theory of planned behavior to examine an
individual’s intention to enroll in an online experi-
mental psychology class versus a traditional class and
offered suggestions for increasing interest in online
courses.
5810. Rosenfield, A. (2006, Winter). Psychology re-
ally does matter. Psychology Teacher Network, 41,
5. Presented an activity using the APA Web site
http://www.psychologymatters.org as a vehicle for
teaching applications of psychology in an introductory
course.
5811. Stark-Wroblewski, K., Kreiner, D. S., Clause,
C. B., Edelbaum, J., & Ziser, S. B. (2006). Does the
generation effect apply to PowerPoint handouts? Psy-
chology and Education: An Interdisciplinary Journal, 43,
Teaching of Psychology
28–37. Tested whether several types of handouts that
accompanied PowerPoint presentations affected stu-
dent performance; none of the manipulations had an
effect.
5812. Upton, D., & Adams, S. (2006). Individual
differences in online learning. Psychology Learning &
Teaching, 5, 141–145. Overall the authors found few
individual differences in students’ preference for and
performance using online resources.
5813. White, F., Sartore, G., Gallate, J., Cartwright,
A., & Curthoys, I. (2005). Digital videotaping (DVT):
Evaluating an innovative mode of lecture delivery in
psychology. Psychology Learning & Teaching, 5, 23–
31. Compared student response to face-to-face lecture,
live video-conferencing, and digitally videotaped lec-
tures; students preferred the former two methods to the
latter.
Development and Aging
5814. Anagnopoulos, C. (2006). Lakota undergradu-
ates as partners in aging research in American Indian
communities. Educational Gerontology, 32, 517–525.
Discussed the benefits (e.g., higher retention rates) of
engaging American Indian students in a program of
research on aging.
5815. Henkel, L. A. (2006). Increasing student in-
volvement in cognitive aging research. Educational
Gerontology, 32, 505–516. Reported the outcomes of
an undergraduate research program at Fairfield Univer-
sity that focused on age-related cognitive processes.
5816. Kelty, M. F. (2006). The National Institutes of
Health’s AREA Program in action. Educational Geron-
tology, 32, 589–597. Discussed the role of a summer
institute funded by the Academic Research Enhance-
ment Program in promoting retention and graduate
school admissions in participating undergraduate pro-
grams.
5817. Klinzing, D. G. (2006). A parent interview
course assignment. Teaching of Psychology, 33, 202–
204. Described a course assignment designed to moti-
vate students to appreciate and understand how theory
and research can contribute to their knowledge of child
development.
5818. Laver, G. D. (2006). Expanding the educational
horizons of undergraduates through cognitive aging
research. Educational Gerontology, 32, 539–551. Out-
lined the ways that undergraduates were given quality
research experiences in cognitive aging and how the
process provided benefits to the instructor.
Vol. 34, No. 4, 2007
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5819. Mehrotra, C. M. (2006). Follow-up evaluation
of a faculty training program in aging research.
Educational Gerontology, 32, 493–503. Reported the
evaluation of a training program focused on the
promotion of research on aging in undergraduate
psychology programs.
5820. Mehrotra, C. M., & Valencia-Laver, D. L.
(2006). Introduction: Fostering aging research in
undergraduate psychology programs. Educational
Gerontology, 32, 487–492. Introduced a special issue of
Educational Gerontology that described aging research
efforts in several undergraduate psychology programs.
5821. Roberts, M. C., Gomez, M. D., Kim, K. L., &
Corbin, S. R. (2006). Dr. Phil visits the classroom:
“Getting real” with child behavior and development.
Teaching of Psychology, 33, 262–265. Examined stu-
dents’ views on showing episodes of a popular television
program in an advanced child behavior and develop-
ment course.
5822. Singelis, T. M. (2006). Active learning through
aging research. Educational Gerontology, 32, 553–564.
Presented the benefits of an aging research program
implemented at California State University, Chico.
5823. Szuchman, L. T. (2006). Aging research with
students in a university with a strong teaching mission.
Educational Gerontology, 32, 527–538. Presented the
results of a research program on advice-giving by older
mothers to middle-aged daughters in relation to its
effects on undergraduate psychology students.
5824. Valencia-Laver, D. L. (2006). Reflections of pro-
gram faculty on NIA-supported research training. Ed-
ucational Gerontology, 32, 575–588. Summarized the
perspectives of seven faculty members who taught in a
summer program directed at promoting undergraduate
research in aging.
5825. Wood, S. (2006). Involving undergraduates in
aging research at a university in transition: An AREA
award. Educational Gerontology, 32, 565–573. Dis-
cussed the ways that a program of aging research related
to a university that is in transition from a lifelong learn-
ing model to a more traditional research institution.
Evaluation of Teaching
5826. Blackhart, G. C., Peruche, B. M., DeWall, C. N.,
& Joiner, T. E., Jr. (2006). Factors influencing teaching
evaluations in higher education. Teaching of Psychol-
ogy, 33, 37–39. Analyzed teaching evaluations from
psychology courses to determine which variables most
significantly predicted instructor ratings.
271
5827. Buskist, W., Keeley, J., & Irons, J. (2006,
April). Evaluating and improving your teaching.
APS Observer, 19(4). Discussed a variety of issues
that instructors should consider when evaluating
the effectiveness of their teaching. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 1974.
5828. Cunningham, J. B., & MacGregor, J. N. (2006).
The Echo approach in developing items for student
evaluation of teaching performance. Teaching of Psy-
chology, 33, 96–100. Illustrated the application of the
Echo approach to the generation of questionnaire items
for students to evaluate faculty teaching performance.
5829. Keeley, J., Smith, D., & Buskist, W. (2006).
The Teacher Behaviors Checklist: Factor analysis of
its utility for evaluating teaching. Teaching of Psy-
chology, 33, 84–91. Converted the Teacher Behaviors
Checklist to an evaluative instrument to assess teach-
ing by adding specific instructions and a Likert-type
scale.
5830. Maurer, T. W. (2006). Cognitive dissonance or
revenge? Student grades and course evaluations. Teach-
ing of Psychology, 33, 176–179. Tested two competing
theories to explain the connection between students’
expected grades and ratings of instructors.
5831. Ory, J. C., & Migotsky, C. P. (2006, July).
Getting the most out of your student ratings of
instruction. APS Observer, 19(7). Discussed ways
for instructors to approach individual course eval-
uations and provided suggestions for comparing
course evaluations over time. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 2020.
Graduate Education and Training Issues
5832. Accredited internship and postdoctoral pro-
grams for training in psychology: 2006. (2006). Amer-
ican Psychologist, 61, 967–990. Presented the official
listing of accredited internship and postdoctoral resi-
dency programs.
5833. Accredited doctoral programs in professional
psychology: 2006. (2006). American Psychologist, 61,
991–1005. Presented the official listing of accredited
doctoral programs; it reflected all committee decisions
through July 16, 2006.
5834. Bidell, M. P., Turner, J. A., & Casas, J. M.
(2006). First impressions count: Ethnic/racial and les-
bian/gay/bisexual content of professional psychology
application materials. Training and Education in Pro-
272
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fessional Psychology, S, 112–121. Described ways that
graduate programs can structure application materials
to attract applicants of diverse backgrounds.
5835. Burgess, D., & Buskist, W. (2006). An effective
model of engaging graduate students in the scholar-
ship of teaching. Teaching of Psychology, 33, 141–142.
Outlined the Auburn University Psychology Depart-
ment’s approach to involving graduate students in the
scholarship of teaching.
5836. Calhoun, K. S., & Craighead, W. E. (2006).
Clinical psychology in academic departments. Clinical
Psychology: Science and Practice, 13, 278–281. Discussed
ways that changing enrollment trends may affect the
future of academic programs that contain a clinical
psychology training program.
5837. Fuse, T. M. K. (2006). Balancing academics
and family during the internship application process
(and beyond). The Behavior Therapist, 29, 213–214.
Outlined some of the personal issues encountered by
clinical psychology interns and included personal re-
flections of the author and others.
5838. Fauber, R. L. (2006). Graduate admissions in
clinical psychology: Observations on the present and
thoughts on the future. Clinical Psychology: Science and
Practice, 13, 227–234. Discussed a variety of issues as-
sociated with graduate admissions in clinical psychol-
ogy and emphasized several factors that programs must
consider in the future.
5839. Grandin, L. D., & Blackmore, M. A. (2006).
Clinical psychology graduate students’ opinions about
prescriptive authority: A discussion of medical versus
psychological training models. Journal of Clinical Psy-
chology in Medical Settings, 13, 407–414. Surveyed clin-
ical psychology graduate students and found that most
were at least somewhat interested in taking course work
and internship work in psychopharmacology.
5840. Grover, C. A., Leftwich, M. J. T., Backhaus, A.
L., Fairchild, J. A., & Weaver, K. A. (2006). Qualities
of superstar graduate students. Teaching of Psychology,
33, 271–273. Investigated the scope and current valid-
ity of Bloom and Bell’s (1979) original five qualities of
“superstar” graduate students.
5841. Peterson, D. R. (2006). Connection and dis-
connection of research and practice in the education
of professional psychologists. Training and Education in
Professional Psychology, S, 47–57. Reprinted an article
from 1991 that outlined the connections between sci-
ence and practice in the training of clinical psychology.
5842. Supplement to listing of accredited doctoral,
internship, and postdoctoral training programs in
professional psychology. (2006). American Psychol-
ogist, 61, 554–555. Listed the APA Committee on
Teaching of Psychology
Accreditation’s changes in the listing of accredited
doctoral (clinical, counseling, school, and combined
professional-scientific), internship, and postdoctoral
residency programs in professional psychology.
5843. Verges, M., Spitalnick, J., & Michels, K. (2006).
Soapbox sessions: A graduate student teaching forum.
Teaching of Psychology, 33, 123–125. Described Soap-
box Sessions’ goals and procedures to mentor gradu-
ate teaching assistants and made recommendations for
persons interested in establishing a similar teaching
program.
High School
5844. Boss, S. (2006, Winter). Shooting for the stars:
How science and mathematics competitions bene-
fit students, teachers, and communities. Psychology
Teacher Network, 41, 16–18, 20. Discussed a variety of
ways that science fairs and competitions have benefits
that go well beyond those experienced by the winners.
5845. Chew, S. L., & Farber, C. (2006, Winter). Se-
lecting an undergraduate psychology program: Sugges-
tions for students. Psychology Teacher Network, 41, 9–
10. Listed many criteria that high school students could
use to find a quality undergraduate program in psychol-
ogy.
5846. Farber, C. (2006, Winter). The recruitment
challenge: Using PR to promote psychology classes.
Psychology Teacher Network, 41, 19. Presented ways for
high school teachers to recruit students for their psy-
chology classes in schools where there is considerable
competition for students.
5847. Park, D., & Beck, A. T. (2006, Winter). Ap-
plying CBT concepts in our high school psychology
classes. Psychology Teacher Network, 41, 7. Suggested
ways that instructors could use principles of cognitive-
behavioral therapy to improve student self-efficacy.
5848. Woolfson, L., Howe, C., & Symth, K. (2005).
Higher Still programme in psychology: Implications
of school and college provision for higher educa-
tion. Psychology Learning & Teaching, 5, 42–46. Re-
ported the results of a survey of Scottish teach-
ers of psychology that highlighted the content areas
in which teachers believed they needed additional
training.
History
5849. Carroll, D. W. (2006). Thinking about histor-
ical issues: Debates in the history and systems class.
Vol. 34, No. 4, 2007
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Teaching of Psychology, 33, 137–140. Examined the
pedagogical value of student debates in a senior-level
history and systems course.
5850. Henderson, B. B. (2006). The nonspecialist
and the history of psychology course. Teaching of Psy-
chology, 33, 59–61. Suggested strategies for nonspe-
cialist instructors who teach history of psychology
courses.
5851. Olson, R., Hogan, L., & Santos, L. (2006). Il-
luminating the history of psychology: Tips for teach-
ing students about the Hawthorne studies. Psychol-
ogy Learning & Teaching, 5, 110–118. Discussed
three common myths about the Hawthorne Ef-
fect studies and corrected those myths with factual
information.
International Perspectives on Teaching
Psychology
5852. Brewer, C. L. (2006). Undergraduate education
in psychology: United States. International Journal of
Psychology, 41, 65–71. Described the development of
undergraduate programs in psychology in the United
States.
5853. Georgas, J. (2006). The education of psycholo-
gists in Greece. International Journal of Psychology, 41,
29–34. Reported the state of both graduate and under-
graduate training in Greece.
5854. Hackett-Barker, L. (2006). An innovative in-
ternational experience teaching community psychol-
ogy. Teaching of Psychology, 33, 61–63. Described an
undergraduate community psychology course taught as
part of an international education (Semester at Sea)
program.
5855. Hodapp, V., & Langfeldt, H. (2006). Learning
and teaching psychology as a major subject in Ger-
many. International Journal of Psychology, 41, 24–28.
Outlined the history of psychology education in Ger-
many since 1941.
5856. Honkala, J. (2006). Psychology teachers unite.
European Psychologist, 11, 75. Discussed the first meet-
ing of the European Federation of Psychology Teachers
Associations meeting in Finland.
5857. Karandashev, V. N. (2006). Teaching of un-
dergraduate psychology in Russia. International Jour-
nal of Psychology, 41, 58–64. Presented the history of
undergraduate programs in psychology in Russia and
compared them to programs in Europe and the United
States.
273
5858. Wilson, P., & Provost, S. (2006). Psychology
in Australian universities. International Journal of
Psychology, 41, 3–9. Outlined the history of both
graduate and undergraduate training in psychology in
Australia beginning in the 1920s.
Introductory Psychology
5859. Thornton, B. (2006). One semester or two? No
student advantage with a two-semester introductory
psychology course. Teaching of Psychology, 33, 164–
167. Compared students who had taken a one-semester
introductory psychology course and those who had
taken a two-semester sequence.
5860. Johnson, R. L. (2006, Summer). Lessons
learned and relearned. Psychology Teacher Network,
41, 1, 8. Discussed several “lessons” learned about
teaching introductory psychology over the course of
a career.
5861. Maynard, D. C. (2006, Winter). Two hot
topics in industrial and organizational psychology.
Psychology Teacher Network, 41, 3, 4, 6. Discussed
ways to incorporate the topics of organizational jus-
tice and citizenship into the introductory psychology
course.
5862. McMillen, P. (2006, Winter). Distinguishing
popular and scholarly resources in an introductory psy-
chology research class. Psychology Teacher Network, 41,
12. Described two library assignments that help stu-
dents to differentiate between scholarly and popular
sources of psychological information.
5863. Paul, S. T., Messina, J. A., & Hollis, A. M.
(2006). A technology classroom review tool for gen-
eral psychology. Teaching of Psychology, 33, 276–279.
Developed a computerized game designed around prin-
ciples shown to improve classroom performance and
experience.
5864. Peck, A. C., Ali, R. S., Matchock, R. L., &
Levine M. E. (2006). Introductory psychology topics
and student performance: Where’s the performance?
Teaching of Psychology, 33, 167–170. Compared stu-
dents’ exam performance data to investigate topical
difficulty; includes possible considerations for course
planning.
5865. Trafimow, D., Madson, L., & Gwizdowski, I.
(2006). Introductory psychology students’ perceptions
of alternatives to research participation. Teaching of
Psychology, 33, 247–249. Explored the relationship be-
tween the research and paper-writing alternatives in
introductory psychology courses.
274
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Physiological, Sensation, Perception,
and Comparative
5866. Barker, L. (2006). Teaching evolutionary psy-
chology: An interview with David M. Buss. Teaching of
Psychology, 33, 69–76. Barker discussed with Buss the
basic tenets of evolutionary psychology, student resis-
tance to evolutionary psychology, and recommenda-
tions for teachers of introductory psychology on teach-
ing evolutionary psychology in their courses.
5867. Bloom, C. M., & Lamkin, D. M. (2006). The
Olympian struggle to remember the cranial nerves:
Mnemonics and student success. Teaching of Psychol-
ogy, 33, 128–129. Investigated the role of mnemonic
devices in the recall of cranial nerves.
5868. Dess, N. K. (2006, Spring). Humans studying
other animals: Making the most of a metacognitive mo-
ment. Psychology Teacher Network, 16, 5–6. Suggested
four ideas that promote critical thinking for teachers
to use when discussing animal research.
5869. Firment, M. J. (2006). Developing and present-
ing auditory demonstrations: Two sound editor pro-
grams. Teaching of Psychology, 33, 208–211. Compared
two sound editor programs that add visual displays to
auditory demonstrations; visual displays can make the
demonstrations more understandable.
5870. Ono, H., & Wade, N. J. (2006). Depth and mo-
tion perceptions produced by motion parallax. Teaching
of Psychology, 33, 199–202. Discussed research indicat-
ing how depth and motion perceptions are dependent
on the conditions of stimulation and suggested a class-
room demonstration that can assist students in under-
standing the definition of motion parallax.
5871. Rasmussen, E. B. (2006). Expanding your cover-
age of neuroscience: An interview with Michael Gaz-
zaniga. Teaching of Psychology, 33, 212–215. Rasmussen
interviewed Gazzaniga about his continuing work in
cognitive neuroscience and about ways to inspire stu-
dents to learn neuroscience.
Research Methods and Research-Related
Issues
5872. Akers, K. G., & Hodge, G. K. (2006). The vir-
tual cola challenge. Teaching of Psychology, 33, 125–
127. Devised an alternative version of the cola chal-
lenge, the virtual cola challenge, which produces in-
teresting results and provides opportunities for class
discussion on a wide range of topics.
Teaching of Psychology
5873. Balch, W. R. (2006). Introducing psychol-
ogy students to research methodology: A word-
pleasantness experiment. Teaching of Psychology, 33,
132–137. Presented a classroom experiment that
demonstrates research methodology and introduces
cognitive as well as affective topics.
5874. Borshuk, C. (2006). Introducing diverse per-
spective into research methods classes. Teaching of Psy-
chology, 33, 256–258. Provided suggestions for teaching
strategies that promote multiculturalism while avoid-
ing a deficit research perspective.
5875. Christopher, A. N., & Walter, M. I. (2006).
An assignment to help students learn to navigate
primary sources of information. Teaching of Psy-
chology, 33, 42–45. Described an assignment that
involves using primary source journal articles and
that leads students to further their understanding
of material presented in methodology and statistics
courses.
5876. Giaranos, P. J. (2006). A seminar on scientific
writing for students, postdoctoral trainees, and junior
faculty. Teaching of Psychology, 33, 120–123. Described
a problem-based learning seminar on scientific writing
for psychology graduate students, postdoctoral trainees,
and junior faculty.
5877. Hall, S. S., & Seery, B. L. (2006). Behind the
facts: Helping students evaluate media reports of psy-
chological research. Teaching of Psychology, 33, 101–
104. Described an activity that can help students un-
derstand how the research process influences the out-
comes of that research and appreciate the media’s lim-
itations of reporting research findings.
5878. Horvath, M., Pury, C. L. S., & Johnson, J.
(2006). Online surveys in participant pools: Implica-
tions for students, researchers, and participant pool
managers. Teaching of Psychology, 33, 273–275. Out-
lined the potential of online surveys to reduce educa-
tional value to student participants, threaten external
validity, and threaten equal access to research partici-
pants for researchers.
5879. Manning, K., Zachar, P., Ray, G. E., & LoBello,
S. (2006). Research methods courses and the scientist
and practitioner interests of psychology majors. Teach-
ing of Psychology, 33, 194–196. Examined changes in
students’ interests in clinical practice and scientific in-
vestigation over the course of a semester.
5880. Miserandino, M. (2006). I scream, you scream:
Teaching validity and reliability via the ice cream
personality test. Teaching of Psychology, 33, 265–
268. Described an exercise using the Internet-based
“Ice Cream Personality Test” to help undergraduates
understand the principles of personality testing in-
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cluding reliability, validity, Barnum statements, and
generalizability.
5881. Rudmann, J. (2006, Spring). Got an IRB? Psy-
chology Teacher Network, 16, 7, 14. Discussed several
scenarios related to doing research in community col-
leges and whether those scenarios required an IRB for
approval of the research.
5882. Wilson, K. D. (2006). Implementing an un-
dergraduate laboratory course in functional magnetic
resonance imaging. Teaching of Psychology, 33, 268–
271. Described the feasibility of implementing a func-
tional magnetic resonance imaging laboratory course at
an undergraduate-focused institution without internal
scanning facilities.
Social, Cultural, Ethnic, Sexuality, and
Gender
5883. Graham, S. M. (2006). Understanding the ap-
plicability of social psychology: The benefits of a semi-
weekly journal assignment. Teaching of Psychology, 33,
54–55. Described a journal assignment for an introduc-
tory social psychology course.
5884. Guiller, J., & Durndell, A. (2006). ‘I totally
agree with you’: Gender interactions in educational
online discussion groups. Journal of Computer Assisted
Learning, 22, 368–381. Found several differences be-
tween male and female communication patterns in
asynchronous discussions and discussed the implica-
tions of increasing this type of communication.
5885. Heckman, A. (2006, Spring). Social psychology
in film: A critical thinking exercise for introductory
psychology students. Psychology Teacher Network, 16,
10–11. Presented an activity that promoted critical
thinking about social psychological concepts by having
student analyze a feature film.
5886. Kite, M. E. (2006, Fall). Teaching about stereo-
typing and prejudice. Psychology Teacher Network, 16,
1, 8. Suggested ways to use literature and popular media
to teach prejudice and discrimination.
5887. Mattimore, P. (2006, Winter). Incorporating
social psychological research in the courtroom. Psy-
chology Teacher Network, 41, 11, 15. Reported on two
conference presentations that outlined ways that so-
cial psychological research can inform the courts of
important principles of human behavior.
5888. McCarthy, M., & McGraw, K. (2006, Fall).
Using OPL to illustrate principles of social psychology.
Psychology Teacher Network, 16, 5. Suggested some
ways to use the Online Psychology Laboratory to
275
provide students greater insight into several social
psychological constructs.
5889. Michaelson, C. (2006). Integrating Eastern and
Western approaches to psychology: An undergraduate
senior seminar. Teaching of Psychology, 33, 142–144.
Described a course developed to help students broaden
their understanding of psychology to include theories
and practices from Eastern cultures.
5890. Moradi, B., & Townsend, D. T. (2006). Raising
students’ awareness of women in psychology. Teach-
ing of Psychology, 33, 113–117. Tested an exercise that
involved making, displaying, and examining posters
about women in psychology to increase students’
awareness of women’s contributions to psychology.
5891. Schwarznueller, A. (2006). Interviews with
primary-caregiving fathers via e-mail. Teaching of Psy-
chology, 33, 258–261. Described a class project that
provided students with a valuable opportunity to learn
about challenges PCFs face, gender stereotypes about
parenting, and fathers’ influence on children’s under-
standing of gender roles.
5892. Warren, C. S. (2006). Incorporating multicul-
turalism into undergraduate psychology courses: Three
simple active learning activities. Teaching of Psychology,
33, 105–109. Designed three easy-to-use activities, us-
ing intelligence testing as a platform, that reinforce
why multicultural factors are critical to consider in
psychology.
Statistics
5893. Bartsch, R. A. (2006). Improving attitudes to-
ward statistics in the first class. Teaching of Psychology,
33, 197–198. Presented an activity designed to improve
students’ attitudes toward statistics; the demonstration
can cover a variety of statistical concepts.
5894. Enders, C. K., Laurenceau, J., & Stuetzle, R.
(2006). Teaching random assignment: A classroom
demonstration using a deck of playing cards. Teach-
ing of Psychology, 33, 239–242. Described a class-
room demonstration using a standard pack of playing
cards that students randomly assign to two treatment
groups.
5895. Guardia, J., Freixa, M., Pero, M., Turbany, J.,
Cosculluela, A., Barrios, M., & Rifa, X. (2006). Fac-
tors related to the academic performance of students
in the statistics course in psychology. Quality & Quan-
tity: International Journal of Methodology, 40, 661–674.
Tested a model of prediction for a grade in a statis-
tics course and found that the models changed from
semester to semester.
276
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5896. Hogan, T. P., & Evalenko, K. (2006). The elu-
sive definition of outliers in introductory statistics text-
books for behavioral sciences. Teaching of Psychology,
33, 252–256. Examined the treatment of outliers in 40
introductory statistics textbooks for behavioral science.
5897. Lauer, J. B., Rajecki, D. W., & Minke, K.
A. (2006). Statistics and methodology courses: In-
terdepartmental variability in undergraduate majors’
first enrollments. Teaching of Psychology, 33, 24–
30. Offered recommendations for increasing students’
direct early exposure to scientific methodology in
psychology.
5898. Lutsky, N. (2006, March). Teaching quanti-
tative reasoning. APS Observer, 19(3). Argued that
psychology is in an excellent position to promote quan-
titative reasoning among undergraduates who may
benefit from a basic understanding of the many statis-
tics they encounter on a daily basis. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 1955.
5899. Mulhern, G., & Wylie, J. (2006). Mathemat-
ical prerequisites for learning statistics in psychology:
Assessing core skills of numeracy and mathematical
reasoning among undergraduates. Psychology Learning
& Teaching, 5, 119–132. Studied the relation between
several components of mathematical reasoning and
statistics performance and found considerable deficien-
cies and some gender differences.
5900. Ryan, R. S. (2006). A hands-on exercise im-
proves understanding of the standard error of the
mean. Teaching of Psychology, 33, 180–183. Described a
hands-on procedure to sample from small populations
representing either a true or false null hypothesis to
illustrate how the Central Limit Theorem provides a
standard error to use for hypothesis testing.
5901. Seabrook, R. (2006). Is the teaching of sta-
tistical calculations helpful to students’ statistical
thinking? Psychology Learning & Teaching, 5, 153–
161. Studied the relation between requiring the
use of statistical formulae without the benefit of
a computer and performance in a statistics course;
found that there was a statistically significant, but
small benefit for requiring computations without the
computer.
5902. Wilson, J. H. (2006, Fall). Vivid statistics to
reduce anxiety. Psychology Teacher Network, 16, 11, 12,
16. Suggested several practical ways to reduce students’
anxiety about studying statistics.
5903. Zeedyk, M. S. (2006). Detective work on Statis-
tics Street: Teaching statistics though humorous anal-
ogy. Psychology Learning & Teaching, 5, 97–109. Found
that students performed better on a statistics module
Teaching of Psychology
when given a handout that used a police detective
analogy written in a humorous style.
Testing and Student Evaluation
5904. Azorlosa, J., & Renner, C. (2006). The effect
of announced quizzes on exam performance. Journal
of Instructional Psychology, 33, 278–283. Found that
students in a Psychology of Learning course felt better
prepared for exams when they experienced announced
quizzes prior to the exam, but they did not perform
better when quizzed.
5905. Burke, B. L. (2006, November). For the “grader”
good: Considering what you grade and why. APS Ob-
server, 19(11). Discussed types of assignments that can
be used in psychology courses and the variety of pros
and cons associated with grading them. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 2089.
5906. Dickson, K. L., Devoley, M. S., & Miller, M. D.
(2006). Effect of study guide exercises on multiple-
choice exam performance in introductory psychol-
ogy. Teaching of Psychology, 33, 40–42. Investigated
whether requiring completion of only multiple-choice
study guide questions differentially affected multiple-
choice exam performance compared to requiring a va-
riety of study exercises.
5907. Dickson, K. L., & Miller, M. D. (2006). Effect of
crib card construction and use on exam performance.
Teaching of Psychology, 33, 39–40. Compared the effect
of self-constructed and other-constructed crib cards on
undergraduates’ multiple-choice exam performance.
5908. Narloch, R., Garbin, C. P., & Turnage, K. D.
(2006). Benefits of prelecture quizzes. Teaching of Psy-
chology, 33, 109–112. Investigated the use of quizzes
administered prior to lecture and compared them to
no-quiz control groups.
5909. Walker-Padilla, L. M. (2006). The impact of
daily extra credit quizzes on exam performance. Teach-
ing of Psychology, 33, 236–239. Examined whether of-
fering daily extra credit quizzes predicted exam perfor-
mance in an advanced psychology course.
Textbooks
5910. Altman, W. S., Ericksen, K., & Pena-Shaff,
J. B. (2006). An inclusive process for departmental
textbook selection. Teaching of Psychology, 33, 228–
Vol. 34, No. 4, 2007
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231. Described a method for developing department-
specific instruments to narrow the available textbook
choices and an in-class textbook trial used in the final
selection.
5911. Ernst, K., & Michel, L. (2006). Deviations from
APA style in textbook sample manuscripts. Teaching of
Psychology, 33, 57–59. Examined sample manuscripts
in research methods textbooks for deviation from
American Psychological Association style; such devi-
ations can adversely affect students’ learning and their
grades.
5912. Landrum, R. E., & Clark, J. (2006). Student
perceptions of textbook outlines. College Student Jour-
nal, 40, 646–650. Found that students preferred tradi-
tional Roman-numeral style outlines in their introduc-
tory psychology textbooks.
Undergraduate Training Issues
5913. Appleby, D. C., & Appleby, K. M. (2006).
Kisses of death in the graduate school application
process. Teaching of Psychology, 33, 19–24. Iden-
tified five categories of mistakes made by graduate
school applicants and discussed three strategies
that psychology departments can use to decrease
the likelihood that students will commit these
mistakes.
5914. Benjamin, L. T., Jr. (2006). American psy-
chology’s struggles with its curriculum: Should a
thousand flowers bloom? Training and Education
in Professional Psychology, S, 58–68. Reprinted an
article from 2001 that discussed the pros and
cons of a core curriculum in graduate psychology
training.
5915. Dunn-Prentice, S. (2006). Supervision of new
instructors: Promoting a rewarding first experience in
teaching. Teaching of Psychology, 33, 45–47. Provided
suggestions for supervisors of new instructors, including
giving advice on how to shape a course and manage
time.
5916. Ekblad, A. (2006). A letter to the graduate
school applicant. The Behavior Therapist, 29, 206–208.
Presented the author’s journey of applying to graduate
school in clinical psychology in a letter to prospective
graduate students in clinical psychology.
5917. Hixenbaugh, P., Dewart, H., Drees, D., &
Williams, D. (2005). Peer e-mentoring: Enhancement
of the first year experience. Psychology Learning &
Teaching, 5, 8–14. Developed and tested the efficacy
of a peer e-mentoring program that led to better social
277
integration of new students and a more positive view
of the institution.
5918. Huws, N., Reddy, P., & Talcott, J. (2006).
Predicting university success in psychology: Are
subject-specific skills important? Psychology Learning
& Teaching, 5, 133–140. Found that science and
English General Certificate of Secondary Education
scores predicted performance in an undergraduate
psychology program in the United Kingdom.
5919. McCann, L. I., & Perlman, B. (2006,
June). Make your teaching and your life more
enjoyable. APS Observer, 19(6). Provided sugges-
tions for teachers to re-energize their teaching
when they experience burnout. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 2005.
5920. Rottinghaus, P. J., Gaffey, A. R., Borgen, F. H.,
& Ralston, C. A. (2006). Diverse pathways of psychol-
ogy majors: Vocational interests, self-efficacy, and in-
tentions. The Career Development Quarterly, 55, 85–93.
Outlined the efficacy of several vocational inventories
and scales when advising students considering diverse
careers in psychology.
5921. Rudmann, J. (2006, Summer). Teaching psy-
chology at the community college. Psychology Teacher
Network, 41, 9, 11. Discussed the pros and cons of
teaching psychology at community colleges.
5922. Sanders, C. E., Basham, M. E., & Ans-
burg, P. I. (2006, May). Building a sense of
community in undergraduate psychology depart-
ments. APS Observer, 19(5). Suggested ways
for departments to enhance the connections
among students, faculty, and staff. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 1990.
5923. Stark-Wroblewski, K., Wiggins, T. L., & Ryan,
J. J. (2006). Assessing student interest and familiarity
with professional psychology specialty areas. Journal
of Instructional Psychology, 33, 273–277. Assessed stu-
dents’ interest and knowledge of five applied specialties
in psychology and found that students knowledge often
lagged behind their interest.
5924. Svanum, S., & Bigatti, S. (2006). Grade expec-
tations: Informed or uninformed optimism, or both?
Teaching of Psychology, 33, 14–18. Investigated op-
timistic grade expectations among college students
from two contrasting perspectives: optimism as un-
informed wishfulness and as an informed aspirational
judgment.
5925. Wells, I., Burton, A., & Burton, E. (2005). The
OCR AS level examination as a means of assessing
the critical thinking skills of undergraduate students:
278
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A pilot study. Psychology Learning & Teaching, 5, 32–
36. Tested whether the Oxford Cambridge RSA exam
might be useful to psychology departments that are re-
quired to demonstrate objectively their students’ ability
to think critically.
5926. Wilson, J. H. (2006). Predicting student atti-
tudes and grades from perceptions of instructors’ atti-
tudes. Teaching of Psychology, 33, 91–95. Investigated
the far-reaching influence of instructors’ attitudes to-
ward students.
Miscellaneous
5927. Bartels, L. K., Nordstrom, C. R., & Koski, J. A.
(2006). A structured interview demonstration. Teach-
ing of Psychology, 33, 55–57. Described a role-playing
activity designed to help students understand issues
surrounding employee selection, standardization, and
scorer reliability.
5928. Dixon, R. (2005). Integrative thinking: Build-
ing personal, working models of psychology that sup-
port problem-solving. Psychology Learning & Teach-
ing, 5, 15–22. Studied the ways that experienced
psychologists integrate theories and from those ap-
proaches suggested ways that students approach theory
integration.
5929. Harlow, L. L., Burkholder, G. J., & Morrow,
J. A. (2006). Engaging students in learning: An
application with quantitative psychology. Teaching
of Psychology, 33, 231–235. Described four learning
enhancement activities designed to engage students
while increasing their confidence and lessening their
trepidation in the learning process.
5930. Michael, K. D. (2006). What I think I may
have learned—Reflections on 50 years of teaching:
An interview with Michael Wertheimer. Teaching of
Psychology, 33, 280–287. Michael and Wertheimer
discussed Wertheimer’s experiences with teaching
and with students and his suggestions for faculty
members.
5931. Michels, K. T., & Jackson, J. L. (2006). Special
topics courses: Meeting departmental needs. Teaching
of Psychology, 33, 48–49. Discussed ways one university
found to offer more upper division special topics courses
to undergraduates while mentoring graduate students
in developing new courses.
5932. Otto, R. K., & Fulero, S. M. (2006, Jan-
uary). Integrating psychology and law into un-
dergraduate instruction. APS Observer, 19(1).
Outlined a variety of ways to increase student
Teaching of Psychology
 knowledge of forensic psychology including curricu-
lum changes and specific course work. Retrieved from
http://www.psychologicalscience.org/observer/get
Article.cfm?id = 1919.
5933. Pastorino, D. (2006, Fall). When generations
collide in the classroom. Psychology Teacher Network,
16, 2, 6, 9. Discussed how to approach teaching a va-
riety of cohorts in today’s classrooms.
5934. Schwarzmueller, A. (2006). Critiquing media
depiction of forensic profession: A project for stu-
dents. Teaching of Psychology, 33, 205–207. Described
a project designed to help students apply what they
learned in a forensic psychology course and to con-
sider screen media’s effect on people’s understanding
of forensic issues.
5935. Wadkins, T., Miller, R. L., & Wozniak, W.
(2006). Team teaching: Student satisfaction and per-
formance. Teaching of Psychology, 33, 118–120. Exam-
ined the influence team teaching had on student per-
formance and satisfaction by comparing team-taught
courses with the same courses taught individually by
the same instructors.
5936. Wimer, D. J. (2006). Raising the bar for the
training of college teachers: An interview with Victor
Benassi. Teaching of Psychology, 33, 148–152. Wimer
and Benassi discussed the graduate psychology program
and the University of New Hampshire.
Vol. 34, No. 4, 2007
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Notes
1. We thank Jon Erickson for his assistance in compil-
ing the database from which the bibliography articles
came.
2. Send correspondence to David E. Johnson, Department
of Psychology, John Brown University, Siloam Springs,
AR 72761; e-mail: djohnson@jbu.edu.
279