About the Book
These books provide an invaluable reference for teachers of psychology. The plethora of teaching strategies and techniques discussed should serve to improve the quality of their teaching. For those who teach high school, college, and graduate students in psychology, education, and the social sciences, these volumes present immediate practical applications and rich sources of ideas. They contain the collective experiences of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Volume 1 addresses teaching strategies for courses that make up the core of most psychology curricula; introductory psychology, statistics, research methods, and the history of psychology. Volume 2 discusses teaching physiology, perception, learning, memory, and developmental psychology. Volume 3 deals with teaching personality, abnormal clinical-counseling, and social psychology.
Each volume contains a table listing the articless in that volume and identifying the primary and secondary courses in which each demonstration can be used.
Table of Contents:
1: Introductory, Statistics, Research Methods, and History. Contents:Preface. Part I:Introductory. Section 1:Promoting Active Participation. M.E. Gorman, A. Law, T. Lindegren,Making Students Take a Stand: Active Learning in Introductory Psychology. R.L. Kellogg,The Mini-Biographical Approach to Psychology Instruction. R. Wesp,Conducting Introductory Psychology Activity Modules as a Requirement in Advanced Undergraduate Courses. Section 2:Introducing Research Methods. J.A. Bates,Teaching Hypothesis Testing by Debunking a Demonstration of Telepathy. J.A. Polyson, K.A. Blick,Basketball Game as Psychology Experiment. A. Kohn, M. Brill,An Introductory Demonstration Laboratory Produced Entirely by Undergraduates. N. Lutsky,Undergraduate Research Experience Through the Analysis of Data Sets in Psychology Courses. R.A. Ward, A.F. Grasha,Using Astrology to Teach Research Methods to Introductory Psychology Students. J.C. Larkin, H.A. Pines, J.W. Julian,Science, Psychology and Self: A Demonstration Experiment for Introductory Psychology. Section 3:Using Computers. T. Brothen,Three Computer-Assisted Laboratory Exercises for Introductory Psychology. T. Brothen, J. Schneider,A Computerized Application of Psychology's Top 100. J.K. Bare,Microcomputers in the Introductory Laboratory. Section 4:Integrating Supplementary Literature. D.C. Appleby,Using Psychology Today Articles to Increase the Perceived Relevance of the Introductory Course. L.L. Schwartz,Tying It All Together: Research, Concepts, and Fiction in an Introductory Psychology Course. D. Winzenz, M. Winzenz,Individualized Reading for Introductory Psychology. Section 5:Employing Introductory Laboratories. T.A. Fish, I.H. Fraser,The Science Fair: A Supplement to the Lecture Technique. A.N. Katz,Inexpensive Animal Learning Exercises for Huge Introductory Laboratory Classes. Part II:Statistics. Section 1:Starting the Semester. K.M. Dillon,Statisticophobia. M.W. Hastings,Statistics: Challenge for the Students and the Professor. K.W. Jacobs,Instructional Techniques in the Introductory Statistics Course: The First Class Meeting. Section 2:Making Statistics Relevant. B. Beins,Teaching the Relevance of Statistics Through Consumer-Oriented Research. M.A. Shatz,The Greyhound Strike: Using a Labor Dispute to Teach Descriptive Statistics. K.A. Weaver,Elaborating Selected Statistical Concepts With Common Experience. M.C. Dillbeck,Teaching Statistics in Terms of the Knower. Section 3:Generating Data. L.J. Cake, R.C. Hostetter,DATAGEN: A BASIC Program for Generating and Analyzing Data for Use in Statistics Courses. P. Hettich,The Student as Data Generator. W.P. McGown, W.B. Spencer,For Statistics Classes: Data Sets With Integer Means and Standard Deviations. F.J. Dudek,Data Sets Having Integer Means and Standard Deviations. Section 4:Teaching Specific Concepts. J.D. Duke,Tables to Help Students Grasp Size Differences in Simple Correlations. S.W. Huck, S.P. Wright, S. Park,Pearson's r and Spread: A Classroom Demonstration. D.E. Johnson,Demonstrating the Central Limit Theorem. J. Karylowski,Regression Toward the Mean Effect: No Statistical Background Required. J.R. Levin,Modifications of a Regression-Toward-the-Mean Demonstration. D.J. Zerbolio, Jr.,A "Bag of Tricks" for Teaching About Sampling Distributions. M. Moore,An Empirical Investigation and a Classroom Demonstration of Reliability Concepts. D.E. Johnson,An Intuitive Approach to Teaching Analysis of Variance. R.H. Williams,A New Method for Teaching Multiple Regression to Behavioral Science Students. J.L. Buck,A Demonstration of Measurement Error and Reliability. G.A. Allen,The X2 Statistic and Weber's Law. Section 5:Combining Statistics and Research Methods. J.S. Rossi,How Often Are Our Statistics Wrong? A Statistics Class Exercise. K.H. Dillon,A Funny Thing Happened to Me One Day in Statistics Class. Part III:Research Methods. Section 1:Reviewing the Literature. L.E. Gardner,A Relatively Painless Method of Introduction to the Psychological Literature Search. J.B. Mathews,"Hunting" for Psychological Literature: A Methodology for the Introductory Research Course. V.H. Parr,Course-Related Library Instruction for Psychology Students. V.H. Parr,Online Information Retrieval and the Undergraduate. R.A. Feinberg, D. Drews, D. Eynman,Positive Side Effects of Online Information Retrieval. L.K. Lewis,Bibliographic Computerized Searching in Psychology. Section 2:Teaching Experimental Design and Methods of Observation. W.M. Stallings,Return to Our Roots: Raising Radishes to Teach Experimental Design. D.J. Zerbolio, Jr., J.T. Walker,Factorial Design: Binocular and Monocular Depth Perception in Vertical and Horizontal Stimuli. K.W. Kerber,Rewards, Costs, and Helping: A Demonstration of the Complementary Nature of Experimental and Correlational Research. K.W. Kerber,Beyond Experimentation: Research Projects for a Laboratory Course in Psychology. A.S. Zeren, V.P. Makosky,Teaching Observational Methods: Time Sampling, Event Sampling, and Trait Rating Techniques. H.A. Herzog, Jr.,Naturalistic Observation of Behavior: A Model System Using Mice in a Colony. Section 3:Teaching Research Ethics. B.C. Beins,Using the Barnum Effect to Teach About Ethics and Deception in Research. R.L. Rosnow,Teaching Research Ethics Through Role-Play and Discussion. D.B. Strohmetz, A.A. Skleder,The Use of Role-Play in Teaching Research Ethics: A Validation Study. H.A. Herzog,Discussing Animal Rights and Animal Research in the Classroom. Section 4:Teaching Principles, Concepts, and Skills. J.W. Hatcher, Jr.,Using Riddles to Introduce the Process and Experience of Scientific Thinking. L.R. Vandervert,Operational Definitions Made Simple, Lasting, and Useful. A. Kohn,Defying Intuition: Demonstrating the Importance of the Empirical Technique. J. Yoder,Teaching Students to Do Interviewing. V.P. Falkenberg,A Funding Simulation for Use in an Advanced Experimental Laboratory Class. D.W. Carroll,Use of the Jigsaw Technique in Laboratory and Discussion Classes. B.F. Peden,Teaching the Importance of Accuracy in Preparing References. P.A. Gore, Jr., C.J. Camp,A Radical Poster Session. B. Gibson,Research Methods Jeopardy: A Tool for Involving Students and Organizing the Study Session. Section 5:Using Computers. R.J. Gregory,Introduction to Computer Data Generators. A.A. Hartley, L.A. Fisher, J.T. Hartley,Teaching the Arts of Psychological Research. A.A. Hartley, D.G. Smith,Vitamin C and the Common Cold: A Simulation for Teaching Methods of Research. J.O. Benedict, B.D. Butts,Computer Simulation or Real Experimentation: Is One Better for Teaching Experimental Design? B.F. Peden,Learning About Microcomputers and Research. J.R. Hovancik,Using Microcomputers in the Undergraduate Laboratory. B.F. Peden, G.D. Steinhauer,FACES in the Lab and Faces in the Crowd: Integrating Microcomputers Into the Psychology Course. Section 6:Using Popular Media and Scholarly Publications. P.A. Connor-Greene,From the Laboratory to the Headlines: Teaching Critical Evaluation of Press Reports of Research. S.V. McCarthy,Interview With a Former Hostage as Class Material. P.R. Solomon,Science and Television Commercials:
