While psychology appeared occasionally as part of the high school curriculum as early as the late 1800s, and more frequently since the 1920s, the original focus was on the study of the mind and mental hygiene. Since then there has been an increasing emphasis on the scientific underpinnings of the field with a growing number of students, approximately a million a year, graduating each year having taken a high school course in psychology.  

To address some of the recommendations to strengthen high school psychology curriculums, an American Psychological Association (APA) Summit on High School Psychology Education was held in July 2017 at Weber State University in Ogden, Utah.  The Summit’s Working Group or Strand 1 (Psychology as Science) was charged with creating a template that would provide high school teachers of psychology with lab exemplars. The rationale for this is that other science classes taught in high schools generally include lab instruction and this often forms the public’s basis for considering what is and what is not a science. To facilitate this goal, the Society for the Teaching of Psychology has assembled this e-book that provides lab exercises for most of the topics taught in a high school psychology course. The exercises were created by a dedicated group of high school and college teachers. Each of the exercises provides students with the opportunity to plan and carry out investigations utilizing laboratory procedures just as would occur in biology, chemistry, and physics courses, including suggestions for data analysis and the preparation of lab reports.

ISBN: 978-1-941804-50-6 

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The individual essays and chapters contained within this collection are Copyright © 2018 by their respective authors. This collection of essays and chapters as a compendium is Copyright © 2018 Society for the Teaching of Psychology. You may print multiple copies of these materials for your own personal use, including use in your classes and/or sharing with individual colleagues as long as the author's name and institution, and a notice that the materials were obtained from the website of the Society for the Teaching of Psychology (STP) appear on the copied document. For research and archival purposes, public libraries and libraries at schools, colleges, universities and similar educational institutions may print and store in their research or lending collections multiple copies of this compendium as a whole without seeking further permission of STP (the editors would appreciate receiving a pro forma notice of any such library use). No other permission is granted to you to print, copy, reproduce, or distribute additional copies of these materials. Anyone who wishes to print, copy, reproduce, or distribute copies for other purposes must obtain the permission of the individual copyright owners. Particular care should be taken to seek permission from the respective copyright holder(s) for any commercial or "for profit" use of these materials.

Suggested Reference Format

We suggest that the overall text be referenced in this fashion:

Miller, R. L. (Ed.). (2018). Promoting psychological science: A Compendium of laboratory exercises for teachers of high school psychology. Retrieved from the Society for the Teaching of Psychology web site:

Individual chapters may be referenced in this fashion:

Miller, R. L. (2018). Introduction. In R. L. Miller (Ed.). Promoting psychological science: A Compendium of laboratory exercises for teachers of high school psychology. Retrieved from the Society for the Teaching of Psychology web site: 

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