Society for the Teaching of Psychology

Teaching Introductory Psychology: Tips from ToP

Teaching Introductory Psychology: Tips from ToP

ISBN: 978-1-941804-21-6

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Table of Contents

  • Title Page
  • Foreword
  • Brief Table of Contents
  • Full Table of Contents
  • Appendix: Citation Information

Section I. Approaches and Issues in Teaching Introductory Psychology

1. Approaches to the Introductory Course
Service learning in a general psychology class: Description, preliminary evaluation, and recommendations. Molly D. Kretchmar
Instructional television versus traditional teaching of an introductory psychology course. Steven F. Bacon and Julie A. Jakovich
Exposure to the fields of psychology: Evaluation of an introductory psychology project. Amanda M. Maynard, Douglas C. Maynard, and Kirsten A. Rowe
Introductory psychology topics and student performance: Where's the challenge? Andrew C. Peck, Rahan S. Ali, Robert L. Matchock, and Max E. Levine
Techniques for increasing student learning from educational videos: Notes versus guiding questions. Timothy J. Lawson, James H. Bodle, and Tracy A. McDonough
Classic articles as primary source reading in introductory psychology. Richard A. Griggs and Sherri L. Jackson
The effect of refuting misconceptions in the introductory psychology class. Patricia Kowalski and Annette Kujawski Taylor
Do student perceptions of diversity emphasis relate to perceived learning of psychology. Joelle D. Elicker, Andrea F. Snell, and Alison L. O'Malley
Does the first week of class matter? A quasi-experimental investigation of student satisfaction. Anthony D. Hermann, David A. Foster, & Erin E. Hardin
Exploring interdisciplinary themes in introductory psychology. Kristin A. Ritchey & Jennifer P. Bott
2. Research Participation for Introductory Students
Using a dining facility as an introductory psychology research laboratory. Nancy Koschmann and Richard Wesp
Using exam bonus points as incentive for research participation. Joseph R. Ferrari and Stephanie McGowan
An argument for a laboratory in introductory psychology. Howard C. Berthold, Christopher M. Hakala, and Dennis Goff
The pedagogical value of experimental participation paired with course content. Michelle Ceynar Rosell, Danielle M. Beck, Katie E. Luther, Kelly M. Goedert, Wendelyn J. Shore, and Dana D. Anderson
Introductory psychology students' perceptions of alternatives to research participation. David Trafimow, Laura Madson, and Iola Gwizdowski
Introducing students to psychological research: General psychology as a laboratory course. Thomas J. Thieman, E. Gil Clary, Andrea M. Olson, Rachel C. Dauner, and Erin Ring
A video introduction to psychology: Enhancing research interest and participation. Donald F. Sacco and Michael J. Bernstein
3. Active Learning
Active learning within a lecture: Assessing the impact of short, in-class writing exercises. Adam Butler, Kayah-Bah Phillmann, and Lona Smart
Obedience, conformity, and social roles: Active learning in a large introductory psychology class. April L. Bleske-Rechek
Focused interactive learning: A tool for active class discussion. Helen C. Harton, Deborah S. Richardson, Ricardo E. Barreras, Matthew J. Rockloff, and Bibb Latané
Using case studies in introductory psychology. Julie A. Leonard, Kirsten L. Mitchell, Steven A. Meyers, and Jacqueline D. Love
A motivating exercise for the introductory class (and beyond). Louise Katz
Students teaching students: An experiential learning opportunity for large introductory psychology classes in collaboration with local elementary schools. Gary M. Muir and Gretchen J. van der Linden
4. Examinations: Test Items
Difficulty and discriminability of introductory psychology test items. Charles Scialfa, Connie Legare, Larry Wenger, and Louis Dingley
Using ignorance questions to promote critical thinking skills. David W. Carroll
The use of discrimination indexes in constructing course exams: A question of assumptions. Daniel R. Stalder
5. Examinations: Student Preparation
Study tips: How helpful do introductory psychology students find them? William R. Balch
Student perspectives on grade changes from test to test. Baron Perlman and Lee I. McCann
Improving students' exam performance by introducing study strategies and goal setting. Victoria Manion Fleming
How do students really study (and does it matter)? Regan A. R. Gurung
Academic background and course involvement as predictors of exam performance. Byron L. Zamboanga, Laura M. Padilla-Walker, Sam A. Hardy, Ross A. Thompson, and Sherry C. Wang
Effects of test expectation on multiple-choice performance and subjective ratings. William R. Balch
6. Examinations: Testing Factors
Students' reasons for writing on multiple-choice examinations. Frank M. LoSchiavo and Mark A. Shatz
Differential test performance from differently colored paper: White paper works best. Nicholas F. Skinner
Effect of crib card construction and use on exam performance. K. Laurie Dickson and Michelle D. Miller
Effect of paper color and question order on exam performance. Ilani R. Tal, Katherine G. Akers, and Gordon K. Hodge
7. Examinations: Course Design Factors
The exam-a-day procedure improves performance in psychology classes. Frank C. Leeming
Influence of unannounced quizzes and cumulative exam on attendance and study behavior. Haig Kouyoumdjian
Elaborations of introductory psychology terms: Effects on test performance and subjective ratings. William R. Balch
The impact of daily extra credit quizzes on exam performance. Laura M. Padilla-Walker
Introductory psychology student performance: Weekly quizzes followed by a cumulative final exam. R. Eric Landrum
8. Examinations: Effects of Study Guide and Pedagogical Aid Use
Pedagogical aids and student performance. Regan A. R. Gurung
Pedagogical aids: Learning enhancers or dangerous detours? Regan A. R. Gurung
Effect of textbook study guides on student performance in introductory psychology. K. Laurie Dickson, Michelle D. Miller, and Michael S. Devoley
Effect of study guide exercises on multiple-choice exam performance in introductory psychology. K. Laurie Dickson, Michael S. Devoley, and Michelle D. Miller
9. Students’ Course Preferences and Knowledge about Psychology
Grade expectations. Jane F. Gaultney and Arnie Cann
Prior knowledge and its relevance to student achievement in introduction to psychology. Ross A. Thompson and Byron L. Zamboanga
Does deliberate source monitoring reduce students' misconceptions about psychology? Joshua D. Landau and Anthony J. Bavaria
Empowering students: Class-generated course rules. Jeannie D. DiClementi and Mitchell M. Handelsman
10. Introductory Textbooks: Selection and Student Use
Textbook selection: Balance between the pedagogy, the publisher, and the student. R. Eric Landrum and LuAnne Hormel
Student use of introductory texts: Comparative survey findings from two universities. Jason F. Sikorski, Kelly Rich, Bryan K. Saville, William Buskist, Oksana Drogan, and Stephen F. Davis
Using a core textbook for the introductory course. Richard A. Griggs, Sherri L. Jackson, and Pam Marek
Using common core vocabulary in text selection and teaching the introductory course. Richard A. Griggs, Alexandra Bujak-Johnson, and Derrick L. Proctor
Evaluating the electronic textbook: Is it time to dispense with the paper text? James A. Shepperd, Jodi L. Grace, and Erika J. Koch
11. Introductory Textbooks: Content
Similarity of introductory psychology textbooks: Reality or illusion. Richard A. Griggs and Pam Marek
Operant conditioning concepts in introductory psychology textbooks and their companion web sites. Jane P. Sheldon
Psychology textbooks: Examining their accuracy. Faye B. Steuer and K. Whitfield Ham, II
The representation of applied psychology areas in introductory psychology textbooks. Charlotte W. Haselhuhn and Kerri L. Clopton
12. Extra Credit
Extra credit exercise: A painless pop quiz. B. Michael Thorne
Extra credit: Gifts for the gifted? Marjorie S. Hardy
Breaking the silence: Using a token economy to reinforce classroom participation. Kurt A. Boniecki and Stacy Moore

Section II. Technology in Teaching Introductory Psychology

1. Online Delivery of the Course
The online delivery of psychology courses: Attrition, performance, and evaluation. Stefanie B. Waschull
Integrating technology and pedagogy: Web instruction and seven principles of undergraduate education. Michael H. Newlin and Alvin Y. Wang
Teaching in cyberspace: Online versus traditional instruction using a waiting-list experimental design. Christopher R. Poirier and Robert S. Feldman
Predicting success in online psychology courses: Self-discipline and motivation. Stefanie B. Waschull
Enhancing online instruction with humor. Frank M. LoSchiavo and Mark A. Shatz
2. Computer Assisted Instruction
Are computer-assisted teaching methods effective? Kurt A. DeBord, Mara S. Aruguete, and Jeannette Muhlig
Employing computer-administered exams in general psychology: Student anxiety and expectations. Carolyn A. Schult and John L. McIntosh
Using group web page and video clip creation exercises in introductory psychology courses. Terry F. Pettijohn II and Elizabeth G. Perelli
Presentation software in the college classroom: Don't forget the instructor. Erin E. Hardin
Does an interactive WebCT site help students learn? Joelle D. Elicker, Alison L. O'Malley, and Christine M. Williams
They hear, but do not listen: Retention for podcasted material in a classroom context. David B. Daniel & William Douglas Woody
3. Posting Course Lecture Notes
Providing students with instructors' notes: Problems with reading, studying, and attendance. Michael A. Vandehey, Crystale M. Marsh, and George M. Diekhoff
Differential effects of full and partial notes on learning outcomes and attendance. Tara L. Cornelius & Jamie Owen-DeSchryver
If you post it, will they come? Lecture availability in introductory psychology. M. Christina Hove and Kevin J. Corcoran
4. Electronic Review Tools
Using interactive computer technology to enhance learning. Joy R. Pemberton, Joaquin Borrego, Jr., and Lee M. Cohen
A technology classroom review tool for general psychology. Stephen T. Paul, John A. Messina, and Alma M. Hollis
5. Electronic Student Response Systems
Promoting active learning using individual response technology in large introductory psychology classes. Christopher R. Poirer and Robert S. Feldman
Benefits of electronic audience response systems on student participation, learning, and emotion. Jeffrey R. Stowell and Jason M. Nelson
Using wireless response systems to replicate behavioral research findings in the classroom. Anne M. Cleary
Efficacy of personal response systems ("clickers") in large, introductory psychology classes. Beth Morling, Meghan McAuliffe, Lawrence Cohen, and Thomas M. DiLorenzo
Using student response systems ("Clickers") to combat conformity and shyness. Jeffrey R. Stowell, Terrah Oldham, & Dan Bennett
6. Computerized Quizzing
Effective student use of computerized quizzes. Thomas Brothen and Cathrine Wambach
The value of time limits on internet quizzes. Thomas Brothen and Cathrine Wambach
Are online study questions beneficial? Kristin Grimstad and Mark Grabe
Using web-based quizzing to improve exam performance: Lessons learned. David B. Daniel and John Broida

Section III. Demonstrations and Activities in Introductory Psychology

1. General
Forbidden words: A strategy for studying psychology. Michelle M. Merwin
Encouraging distributed study: A classroom experiment on the spacing effect. William R. Balch
Improving students' study habits by demonstrating the mnemonic benefits of semantic processing. Julie M. Bugg, Edward L. DeLosh, and Mark A. McDaniel
2. Research Methods and Statistics
A one-minute "intelligence" test. Richard A. Griggs
A psychic-reading demonstration designed to encourage critical thinking. Timothy J. Lawson
Teaching the principles of test validation in introductory psychology. Richard Wesp and Sussie Eshun
Introducing psychology students to research methodology: A word-pleasantness experiment. William R. Balch
Demonstrating experimenter "ineptitude" as a means of teaching internal and external validity. Kimberli R. H. Treadwell
3. Sensation and Perception
Classroom demonstrations of auditory perception. LaDawn Haws and Brian J. Oppy
Seeing the light: A classroom-sized pinhole camera demonstration for teaching vision. Matthew W. Prull and William P. Banks
4. Learning
Acquisition, extinction, and renewal of classical conditioning: Updating Cogan and Cogan (1984). W. Robert Batsell, Jr.
5. Memory
Examining memory phenomena through flashbulb memories. Mark Sudlow Hoyert and Cynthia D. O'Dell
An active learning classroom activity for the "cocktail party phenomenon." Michael A. Clump
6. Cognition
An effective exercise for teaching cognitive heuristics. Alan Swinkels
Helping students gain insight into mental set. Richard A. Griggs
Demonstrating the Monty Hall dilemma. Matthew R. Kelley
7. Social Psychology
Demonstrating the concept of illusory correlation. Jay W. Jackson
"Me conform? No way": Classroom demonstrations for sensitizing students to their conformity. C. R. Snyder
Using a "new classic" film to teach about stereotyping and prejudice. Andrew N. Christopher, Jamie L. Walter, Pam Marek, and Cynthia S. Koenig
You are what you wear: An interactive demonstration of the self-fulfilling prophecy. Michelle R. Hebl and Eden B. King
Using The Simpsons to teach social psychology. Judy Eaton and Ayse K. Uskul
8. Personality
What's in a name? Better letters if it's mine! Angela Lipsitz and Lance A. Gifford
Why does the "above average effect" exist? Demonstrating idiosyncratic trait definition. Jason A. Nier
I scream, you scream: Teaching validity and reliability via the ice cream personality test. Marianne Miserandino
Heeeere's Johnny: A case study in the five factor model of personality. Marianne Miserandino
9. Abnormal Psychology
Teaching students to evaluate web information as they learn about psychological disorders. Mark A. Casteel
10. Industrial-Organizational Psychology
An evaluation of industrial/organizational psychology teaching modules for use in introductory psychology. Douglas C. Maynard, Peter D. Bachiochi, and Ana C. Luna

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Suggested Reference Format

Griggs, R. A., & Jackson, S. L. (2011). Teaching introductory psychology: Tips from ToP. Retrieved from the Society for the Teaching of Psychology Web site:


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