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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: http://teachpsych.org/ebooks/tips2011/index.php
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