Handbook for Teaching Introductory Psychology

This comprehensive volume is an essential resource for instructors of beginning courses in psychology. Reflecting the wisdom and creativity of many teachers of introductory psychology who contributed their ideas to the journal Teaching of Psychology, the articles discuss a variety of issues and approaches as well as provide a large number of suggestions for classroom and extra-classroom activities and demonstrations.

Table of Contents:
Contents: Part I: Issues and Approaches in Teaching Introductory Psychology. Section I: Course Organization. D.J. Senn, Introductory Psychology: Should It Be Taught as a General Survey Course. G. Lenthall, D. Andrews, Psychological Seduction: Effective Organization of the Introductory Course. R.F. Stanners, L.T. Brown, Conceptual Interrelationships Based on Learning in Introductory Psychology. J.K. Bare, The Introductory Psychology Course in the Eighties. R.E. Dimond, R.J. Senter, An Organizational Framework for the Teaching of Basic Psychology. Section II: A Variety of Approaches to the Introductory Course. P.N. Chase, B. Sulzer-Azaroff, A. Well, Designing an Introductory Course for Transfer Students: A Behavioral Systems Approach. B. Silverstein, Teaching a Large Lecture Course in Psychology: Turning Defeat Into Victory. L.D. Walker, P.W. Inbody, A Different Approach to Teaching Introductory Psychology. W.J. McKeachie, Y-G. Lin, M.M. Moffett, M. Daugherty, Effective Teaching: Facilitative vs. Directive Style. H.R. Arkes, Teaching Information Processing Systems (TIPS): Evaluation in a Large Introductory Psychology Class. S.I. Splane, R.I. Kushner, An Individual Differences Model for the Design of Courses in General Psychology. M.E. Gorman, A. Law, T. Lindegren, Making Students Take a Stand: Active Learning in Introductory Psychology. E.T. Brown, P.S. Engram, Reciprocal Learning: A Supplemental Tutoring Program for Introductory Psychology. M. Brender, The Relevance Connection: Relating Academic Psychology to Everyday Life. Section III: Team Teaching Approaches. R.V. Levine, An Interdisciplinary Approach to the Introductory Psychology Course. D.S. Kirschenbaum, S.W. Riechmann, Learning With Gusto in Introductory Psychology. M.E. Ware, L.E. Gardner, D.P. Murphy, Team Teaching Introductory Psychology as Pedagogy and for Faculty Development. Section IV: PSI, Mastery, and Other Individualized Approaches. S.H. Hobbs, A Comparison of Student- and Instructor-Paced Formats in the Introductory Psychology Course. J.R. Nation, S.S. Roop, A Comparison of Two Mastery Approaches to Teaching Introductory Psychology. M. Terman, Personalizing the Large-Enrollment Course. P.S. Fernald, M.J. Chiseri, D.W. Lawson, G.F. Scroggs, J.C. Riddell, Systematic Manipulation of Student Pacing, the Perfection Requirement, and Contact With a Teaching Assistant in an Introductory Psychology Course. B.C. Goldwater, L.E. Acker, Instructor-Paced, Mass-Testing for Mastery Performance in an Introductory Psychology Course. J.R. Nation, P. Massad, D. Wilkerson, Student Performance in Introductory Psychology Following Termination of the Programmed Achievement Contingency at Mid-Semester. Section V: Selecting a Textbook. C.J. Morris, Choosing a Text for the Introductory Course. K.W. Jacobs, Textbook Evaluations by Students. Section VI: Conceptions of Students in Introductory Psychology. E.D. Vaughan, Misconceptions About Psychology Among Introductory Psychology Students. P.A. Lamal, College Students' Common Beliefs About Psychology. A. Gutman, Misconceptions of Psychology and Performance in the Introductory Course. L.T. Brown, Some More Misconceptions About Psychology Among Introductory Psychology Students. L.T. Brown, What the Consumer Thinks Is Important in the Introductory Psychology Course. Section VII: Motivating Students in Introductory Psychology. J. Lamberth, J.M. Knight, An Embarrassment of Riches: Effectively Teaching and Motivating Large Introductory Psychology Sections. C.D. Batson, A. Johnson, Arousing Intrinsic Motivation as a Goal for Introductory Classes: A Case Study. P.R. Solomon, The Two-Point System: A Method for Encouraging Students to Read Assigned Material Before Class. M.J. Bebeau, J.L. Eubanks, H.J. Sullivan, Incentive Preferences of Introductory Psychology Students. Section VIII: Use of Student Teaching Assistants. C.B. Wortman, J.W. Hillis, Undergraduate-Taught "Minicourses" in Conjunction With an Introductory Lecture Course. W.J. Gnagey, Peer Leadership of Small Research Teams in Two Introductory Psychology Classes. A. Kohn, M. Brill, An Introductory Demonstration Laboratory Produced Entirely by Undergraduates. K.M. White, R.G. Kolber, Undergraduate and Graduate Students as Discussion Section Leaders. Section IX: Testing in the Introductory Course. G.M. Diekhoff, True-False Tests That Measure and Promote Structural Understanding. R. Lore, Effects of Competing Activities on Test Performance in Large Introductory Courses in Psychology. F.E. Fulkerson, G. Martin, Effects of Exam Frequency on Student Performance, Evaluations of Instructor, and Test Anxiety. R.T. Tauber, INSTA-EXAM: A Card-Based Exam Preparation System That Eliminates Repeated Typing and Proofreading. J.G. Carroll, R.J. Senter, Test Administration in Large Lectures: An Alternative to the Paper Chase. Part II: Demonstrations and Activities in Introductory Psychology. Section X: General. P. Hettich, The Journal: An Autobiographical Approach to Learning. R.L. Kellogg, Sherlock Holmes and the Educational Process. L.L. Schwartz, Tying It All Together: Research, Concepts, and Fiction in an Introductory Psychology Course. L.E. Gardner, A Relatively Painless Method of Introduction to the Psychological Literature Search. C.B. Wortman, J.W. Hillis, Some "Thrilling" Short Articles for Use in an Introductory Psychology Class. J.L. Sorensen, Increasing the Relevance of the Media to Psychology Courses. J.K. Bare, Microcomputers in the Introductory Laboratory. D. Winzenz, M. Winzenz, Individualized Reading for Introductory Psychology. B. Berg, Panel Discussions in the Classroom. B.A. Baldwin, A Brief Structured Activity Model to Facilitate Group Learning in the Classroom. M.F. Flanagan, A Strategy for Increasing Class Participation. Section XI: Physiological Psychology. P. Rozin, J. Jonides, Mass Reaction Time: Measurement of the Speed of the Nerve Impulse and the Duration of Mental Processes in Class. C.E. Daniels, Should a Psychology Student Have a Brain of Clay? Section XII: Perception and Sensory Processes. P.R. Solomon, Perception, Illusion, and Magic. J.R. Mason, A Novel Experiment for Introductory Psychology Courses: Psychophysical Assessment of Olfactory Adaptation. L.T. Benjamin, Jr., Perceptual Demonstrations -- Or What to Do With an Equipment Budget of $75. B. Beins, The Light Box: A Simple Way of Generating Complex Color Demonstrations. T.M. Cowan, Creating Illusions of Movement by an Overhead Projector. D.H. Mershon, Additive (and Subtractive) Color Mixtures With a Single Slide Projector. E.A. Lumsden, A Laboratory Exercise Demonstrating the Relation of Projected Size to Distance. Section XIII: Learning. J.S. Edwards, Words vs. Records: A Practical Behavior Recording Exercise for Psychology Courses. E.D. Kemble, K.M. Phillips, Constraints on Learning: A Useful Undergraduate Experiment. J.W. Kling, Demonstration Experiments in Learned Taste Aversions. G.D. Gibb, Making Classical Conditioning Understandable Through a Demonstration Technique. A.N. Katz, Inexpensive Animal Learning Exercises for Huge Introductory Laboratory Classes. L. Plant, The Gerbil Jar: A Basic Home Experience in Operant Conditioning. Section XIX: Memory and Cognition. R. Chaffin, D.J. Herrmann,A Classroom Demonstration of Depth o