Handbook of Demonstrations and Activities in the Teaching of Psychology, Second Edition: Volume I: Introductory, Statistics, Research Methods, and History

by Ware, Mark E.; Johnson, David E.

• ISBN13: 9780805830453
• ISBN10: 0805830456
• Edition: 2nd
• Format: Paperback
• Copyright: 2000-02-01
• Publisher: Lawrence Erlbau

Summary

For those who teach students in psychology, education, and the social sciences, theHandbook of Demonstrations and Activities in the Teaching of Psychology, Second Editionprovides practical applications and rich sources of ideas. Revised to include a wealth of new material (56% of the articles are new), these invaluable reference books contain the collective experience of teachers who have successfully dealt with students' difficulty in mastering important concepts about human behavior. Each volume features a table that lists the articles and identifies the primary and secondary courses in which readers can use each demonstration. Additionally, the subject index facilitates retrieval of articles according to topical headings, and the appendix notes the source as it originally appeared inTeaching of Psychology--especially useful for users needing to cite information. The official journal of the Society for the Teaching of Psychology, Division Two of the American Psychological Association,Teaching of Psychologyis a highly respected publication devoted to improving teaching and learning at all educational levels. Volume III consists of 95 articles about teaching personality, abnormal, clinical-counseling, and social psychology. Divided into four sections (one for each specialty), the book suggests ways to work with case studies, advocate a research perspective, use the arts and literature as teaching tools, and otherwise facilitate understanding of theoretical concepts.

Table of Contents

Preface	ix
Section I: Introductory
Promoting Active Learning and Discussion
Conducting introductory psychology activity modules as a requirement in advanced undergraduate courses	5	(1)
Richard Wesp
A method for enhancing student interest in large introductory classes	6	(3)
William Buskist
Devin Wylie
Psychology is not just common sense: An introductory psychology demonstration	9	(2)
Timothy M. Osberg
A life stress instrument for classroom use	11	(4)
Michael J. Renner
R. Scott Mackin
Learning Psychological Terminology
A computerized application of psychology's top 100	15	(2)
Thomas Brothen
Janet Schneider
Coming to terms with the keyword method in introductory psychology: A ``neuromnemonic'' example	17	(6)
Russell N. Carney
Joel R. Levin
Introducing Research and Scientific Thinking
Teaching hypothesis testing by debunking a demonstration of telepathy	23	(3)
John A. Bates
Using astrology to teach research methods to introductory psychology students	26	(3)
Roger A. Ward
Anthony F. Grasha
Demonstrating personality scale validation procedures	29	(1)
Robert C. Reinehr
The science fair: A supplement to the lecture technique	30	(2)
Thomas A. Fish
Ian H. Fraser
Undergraduate research experience through the analysis of data sets in psychology courses	32	(4)
Neil Lutsky
Critiquing articles cited in the introductory textbook: A writing assignment	36	(3)
Karen C. Gareis
Fighting shyness with shyness: An exercise in survey methodology and self-awareness	39	(3)
Bernardo J. Carducci
Integrating research ethics into the introductory psychology course curriculum	42	(7)
Celia B. Fisher
Tara L. Kuther
Using Supplemental Readings
Using Psychology Today articles to increase the perceived relevance of the introductory course	49	(6)
Drew C. Appleby
Section II: Statistics
Making Statistics Relevant
Teaching the relevance of statistics through consumer-oriented research	55	(1)
Bernard Beins
The Greyhound strike: Using a labor dispute to teach descriptive statistics	56	(2)
Mark A. Shatz
Elaborating selected statistical concepts with common experience	58	(5)
Kenneth A. Weaver
Generating Data
Making data analysis realistic: Incorporating research into statistics courses	63	(3)
W. Burt Thompson
DATAGEN: A Basic program for generating and analyzing data for use in statistics courses	66	(5)
Leslie J. Cake
Roy C. Hostetter
Teaching Concepts and Principles
A sweet way to teach students about the sampling distribution of the mean	71	(3)
Jennifer L. Dyck
Nancy R. Gee
A ``bag of tricks'' for teaching about sampling distributions	74	(3)
Dominic J. Zerbolio, Jr
Demonstrating the central limit theorem	77	(1)
David E. Johnson
Regression toward the mean effect: No statistical background required	78	(1)
Jerzy Karylowski
An intuitive approach to teaching analysis of variance	79	(3)
David E. Johnson
Demonstrating the consequences of violations of assumptions in between-subjects analysis of variance	82	(3)
Roberto Refinetti
Teaching analysis of interaction in the 2 x 2 factorial design	85	(3)
W. Kirk Richardson
Don M. Segal
A demonstration of measurement error and reliability	88	(5)
Jane L. Buck
Exploring Pedagogical Strategies
Developing selection skills in introductory statistics	93	(3)
Mark E. Ware
Jeffrey D. Chastain
A microcomputer-based statistics course with individualized assignments	96	(2)
Richard L. Rogers
Classroom use of the personal computer to teach statistics	98	(3)
Patricia A. Oswald
How often are our statistics wrong? A statistics class exercise	101	(4)
Joseph S. Rossi
Teaching basic statistical concepts through continuous data collection and feedback	105	(2)
Jean M. Low
Teaching statistics with the Internet	107	(12)
Connie K. Varnhagen
Sean M Drake
Gary Finley
Section III: Research Methods
Introducing Scientific Thinking
Using riddles to introduce the process and experience of scientific thinking	119	(2)
Joe W. Hatcher, Jr
Defying intuition: Demonstrating the importance of the empirical technique	121	(2)
Art Kohn
Demonstrating scientific reasoning	123	(2)
Michhael A. Stadler
Simulating Clever Hans in the classroom	125	(3)
Michael J. Marshall
David R. Linden
Basketball game as psychology experiment	128	(1)
James A. Polyson
Kenneth A. Blick
A ``handy'' way to introduce research methods	129	(2)
David E. Johnson
Taking the fear out of research: A gentle approach to teaching an appreciation for research	131	(3)
Christiane Brems
The problem method of teaching research methods	134	(3)
Donald H. McBurney
The research methods script	137	(6)
Thomas L. Wilson
Douglas A. Hershey
Reviewing the Literature
Bibliographic computerized searching in psychology	143	(2)
Linda K. Lewis
The benefits of in-class bibliographic instruction	145	(2)
Pam M. Baxter
A strategy for improving literature reviews in psychology courses	147	(4)
Retta E. Poe
Teaching Research Ethics
Using the Barnum effect to teach about ethics and deception in research	151	(3)
Bernard C. Beins
Teaching research ethics through role-play and discussion	154	(3)
Ralph L. Rosnow
The use of role-play in teaching research ethics: A validation study	157	(2)
David B. Strohmetz
Anne A. Skleder
The human subjects review procedure: An exercise in critical thinking for undergraduate experimental psychology students	159	(2)
Richard W. Hubbard
Kathy L. Ritchie
Learning ethics the hard way: Facing the ethics committee	161	(3)
W. Brad Johnson
Rioh'det Corser
Discussing animal rights and animal research in the classroom	164	(9)
Harold A. Herzog
Teaching Research Design and Methods of Observation
A computerized Stroop experiment that demonstrates the interaction in a 2 x 3 factorial design	173	(4)
Mark W. Vernoy
Factorial design: Binocular and monocular depth perception in vertical and horizontal stimuli	177	(2)
Dominic J. Zerbolio, Jr.
James T. Walker
Return to our roots: Raising radishes to teach experimental design	179	(2)
William M. Stallings
A classroom demonstration of single-subject research designs	181	(3)
James E. Carr
John Austin
Naturalistic observation of behavior: A model system using mice in a colony	184	(2)
Harold A. Herzog, Jr
An observational emphasis in undergraduate psychology laboratories	186	(3)
Dwight Krehbiel
Paul T. Lewis
Teaching observational methods: Time sampling, event sampling, and trait rating techniques	189	(3)
Andrea S. Zeren
Vivian Parker Makosky
``The eye of the beholder'': A classroom demonstration of observer bias	192	(7)
Miriam D. Goldstein
J. Roy Hopkins
Michael J. Strube
Working in Groups
Undergraduate research groups: Two models	199	(3)
Pamela Reed Gibson
Arnold S. Kahn
Virginia Andrioli Mathie
Use of the jigsaw technique in laboratory and discussion classes	202	(2)
David W. Carroll
A laboratory group model for engaging undergraduates in faculty research	204	(2)
Thomas G. Plante
Collaborative learning in an introduction to psychological science laboratory: Undergraduate teaching fellows teach to learn	206	(11)
Andrew F. Newcomb
Catherine L. Bagwell
Presenting Research Results
A radical poster session	217	(1)
Paul A. Gore, Jr.
Cameron J. Camp
In-class poster sessions	218	(3)
Brian N. Baird
What goes where? An activity to teach the organization of journal articles	221	(1)
Ruth L. Ault
Do inexperienced and experienced writers differentially evaluate Ault's (1991) ``What Goes Where'' technique?	222	(4)
Blaine F. Peden
Student research proposals in the experimental psychology course	226	(2)
William E. Addison
Teaching students to write literature reviews: A meta-analytic model	228	(3)
Arnold D. Froese
Brandon S. Gantz
Amanda L. Henry
Using an everyday memory task to introduce the method and results sections of a scientific paper	231	(2)
William R. Marmie
Teaching the importance of accuracy in preparing references	233	(6)
Blaine F. Peden
Using Computers
Learning about microcomputers and research	239	(3)
Blaine F. Peden
FACES in the lab and faces in the crowd: Integrating microcomputers into the psychology course	242	(2)
Blaine F. Peden
Gene D. Steinhauer
Using microcomputers in the undergraduate laboratory	244	(2)
John R. Hovancik
Publication bias: A computer-assisted demonstration of excluding nonsignificant results from research interpretation	246	(7)
Todd C. Riniolo
Using Popular Media and Scholarly Publications
Using scholarly journals in undergraduate experimental methodology courses	253	(3)
W. Newton Suter
Paula Frank
Motivating students to read journal articles	256	(2)
David M. Carkenord
Devising relevant and topical undergraduate laboratory projects: The core article approach	258	(3)
Kerry Chamberlain
Excerpts from journal articles as teaching devices	261	(2)
Helen Pennington
From the laboratory to the headlines: Teaching critical evaluation of press reports of research	263	(6)
Patricia A. Connor-Greene
Examining Miscellaneous Issues
Collaborative writing in a statistics and research methods course	269	(2)
Dana S. Dunn
You can't judge a measure by its label: Teaching the process of instrumentation	271	(3)
Jennifer Howard Brockway
Fred B. Bryant
Research methods jeopardy: A tool for involving students and organizing the study session	274	(2)
Bryan Gibson
Reducing fear of the laboratory rat: A participant modeling approach	276	(2)
Nigel Barber
Corporate-sponsored undergraduate research as a capstone experience	278	(9)
Francis T. Durso
Section IV: History
Promoting Active Participation
Involving students and faculty in preparing a departmental history	287	(3)
Ludy T. Benjamin, Jr
Toward eloquentia perfecta in the history and systems course	290	(3)
C. James Goodwin
Critical-thinking exercises for the history of psychology course	293	(4)
Bruce B. Henderson
Of theater, pedagogy, and the history of psychology: An exploration	297	(4)
Susan E. Rhoads
Randall D. Wight
A role-playing exercise for the history of psychology course	301	(1)
Charles I. Brooks
Scientific eminence, the history of psychology, and term paper topics: A metascience approach	302	(7)
Dean Keith Simonton
Expanding Students' Knowledge
The create-a-game exam: A method to facilitate student interest and learning	309	(2)
Joy L. Berrenberg
Ann Prosser
Expanding coverage in the history course by toasting significant but often overlooked contributors	311	(1)
Randall D. Wight
The use of slides in class: A demonstration of incidental learning	312	(5)
Alfred C. Raphelson
Discovering Philosophies of Psychology
Students' basic philosophical assumptions in history of psychology: A measure and teaching tool	317	(3)
Brian D. Cox
Philosophies of psychology: A discovery process for undergraduates	320	(3)
James E. Waller
Table	323	(4)
Appendix	327	(2)
Subject Index	329