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Handbook for Teaching Introductory Psychology : Volume Ii - Michelle Rae Hebl

Handbook for Teaching Introductory Psychology

Volume Ii

By: Michelle Rae Hebl (Editor), Charles L. Brewer (Editor), Ludy T. Benjamin, Jr. (Editor)

Paperback Published: 1st July 2000
ISBN: 9780805839210
Number Of Pages: 280

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Like its predecessors, Volume III of the "Handbook for Teaching Introductory Psychology" provides introductory psychology instructors with teaching ideas and activities that can immediately be put into practice in the classroom. It contains an organized collection of articles from "Teaching of Psychology (TOP), " the official journal of the Society for the Teaching of Psychology, Division 2 of the American Psychological Association. Volume III contains 89 articles from "TOP" that have not been included in other volumes. Another distinction between this volume and its predecessors is its emphasis on testing and assessment.
The book is divided into two sections. Section One, Issues and Approaches in Teaching Introductory Psychology, contains 52 articles on critical issues, such as: how to approach the course; understanding students' interests, perceptions, and motives; students' existing knowledge of psychology (including their misconceptions); a comparison of introductory textbooks and tips on how to evaluate them; test questions and student factors affecting exam performance; an overview of different forms of feedback; giving extra credit; and how to deal with academic dishonesty.
Section Two consists of 37 articles that present demonstrations, class and laboratory projects, and other techniques to enhance teaching and learning in both the introductory, as well as advanced courses in the discipline. This section is organized so as to parallel the order of topics found in most introductory psychology textbooks.
Intended for academicians who teach the introductory psychology course and/or oversee grad assistants who teach the course, all royalties of the book go directly to the Society for the Teaching of Psychology to promote its activities to further improve the teaching of psychology.

Issues and Approaches in Teaching Introductory Psychology
Approaches to the Introductory Course
Bringing psychology to lifep. 3
Using Psychology Today articles to increase the perceived relevance of the introductory coursep. 5
Encouraging responsibility, active participation, and critical thinking in general psychology studentsp. 6
What do students remember from introductory psychology?p. 8
Students' Interests, Perceptions, and Motives
Student perspectives on the first day of classp. 12
What introductory psychology students attend to on a course syllabusp. 14
Students' pet peeves about teachingp. 19
Effects of topic order in introductory psychology on student achievement, interest, and perceived course difficultyp. 21
Student belief and involvement in the paranormal and performance in introductory psychologyp. 23
University, community college, and high school students' evaluations of textbook pedagogical aidsp. 27
Students' Knowledge About Psychology
Misconceptions tests or misconceived tests?p. 30
Some retention, but not enoughp. 34
Commonsense and research findings in personalityp. 35
Research findings in developmental psychology: Common sense revisitedp. 38
College students' misconceptions about behavior analysisp. 40
Counterattitudinal advocacy as a means of enhancing instructional effectiveness: How to teach students what they do not want to knowp. 43
Introductory Textbooks: Objective Features
Introductory psychology textbooks: Assessing levels of difficultyp. 49
Introductory textbooks and psychology's core conceptsp. 54
Pedagogical aids in textbooks: Do college students' perceptions justify their prevalence?p. 60
Critical thinking in introductory psychology texts and supplementsp. 68
Introductory Textbooks: Problems
Kohler's insight revisitedp. 80
Who is Mrs. Cantlie and why are they doing those terrible things to her homunculi?p. 82
The portrayal of child sexual assault in introductory psychology textbooksp. 83
Examinations: Questions
The quiz game: Writing and explaining questions improve quiz scoresp. 89
Effects of student-written questions on student test performancep. 91
Oral application questions as a teaching strategyp. 93
Multiple-choice questions with an option to comment: Student attitudes and usep. 95
Answer justification: Removing the "trick" from multiple-choice questionsp. 99
The use of literal and applied test questions to assess understanding of conceptsp. 101
Examinations: Test Factors Affecting Exam Performance
Affective cues and processing strategy: Color-coded examination forms influence performancep. 104
Item order affects performance on multiple-choice examsp. 106
Does item order affect performance on multiple-choice exams?p. 108
Chapters and units: Frequent versus infrequent testing revisitedp. 110
Examinations: Student Factors Affecting Exam Performance
A reexamination of the relationship of high school psychology and natural science courses to performance in a college introductory psychology classp. 114
Self-report measures of ability, effort, and nonacademic activity as predictors of introductory psychology test scoresp. 116
The relations of learning and grade orientations to academic performancep. 121
Students' lecture notes and their relation to test performancep. 123
Examinations: Feedback
Assessing the essay feedback technique of providing an example of a full-credit answerp. 128
Self-scoring: A self-monitoring procedurep. 130
Immediate feedback, no return test procedure for introductory coursesp. 132
Student evaluation of Friedman's immediate feedback, no return test procedure for introductory psychologyp. 133
Consequences of missing postexam review sessionsp. 134
Extra Credit
Of barfights and gadflies: Attitudes and practices concerning extra credit in college coursesp. 136
Extra credit and peer tutoring: Impact on the quality of writing in introductory psychology in an open admissions collegep. 140
Blood, sweat, and trivia: Faculty ratings of extra-credit opportunitiesp. 143
Faculty use and justification of extra credit: No middle ground?p. 147
Empowering the marginal student: A skills-based extra-credit assignmentp. 149
Academic Dishonesty
Academic dishonesty: Prevalence, determinants, techniques, and punishmentsp. 153
Additional data on academic dishonesty and a proposal for remediationp. 157
Detection of cheating on multiple-choice tests by using error-similarity analysisp. 160
Detection of copying on multiple-choice tests: An updatep. 164
Fraudulent excuse making among college studentsp. 167
Demonstrations and Activities in Introductory Psychology
A jigsaw puzzle approach to learning history in introductory psychologyp. 173
Student-created skits: Interactive class demonstrationsp. 174
Understanding and applying psychology through use of news clippingsp. 176
The media assignment: Enhancing psychology students' ability to apply their knowledge of psychologyp. 178
Psychology is not just common sense: An introductory psychology demonstrationp. 180
Excerpts from journal articles as teaching devicesp. 182
Research Methods and Statistics
Teaching observational research in introductory psychology: Computerized and lecture-based methodsp. 184
Simulating Clever Hans in the classroomp. 187
Using the Barnum effect to teach about ethics and deception in researchp. 189
Defying intuition: Demonstrating the importance of the empirical techniquep. 192
Teaching hypothesis testing by debunking a demonstration of telepathyp. 194
Using astrology to teach research methods to introductory psychology studentsp. 197
Reaction time as a behavioral demonstration of neural mechanisms for a large introductory psychology classp. 200
The colossal neuron: Acting out physiological psychologyp. 201
Sensation and Perception
Demonstrations of the size-weight illusionp. 205
A computer-assisted difference threshold exercise for introductory psychologyp. 207
The Janus illusionp. 209
Oh say, can you see?p. 212
Negative reinforcement and positive punishmentp. 214
An objective and functional matrix for introducing concepts of reinforcement and punishmentp. 216
Using a spatial system for teaching operant conceptsp. 218
Demonstrating differential reinforcement by shaping classroom participationp. 220
Memory and Cognition
Name seven words: Demonstrating the effects of knowledge on rate of retrievalp. 223
Coming to terms with the keyword method in introductory psychology: A "neuromnemonic" examplep. 225
Developmental Psychology
Piagetian conservation in college students: A classroom demonstrationp. 228
Using feature films to teach social developmentp. 229
Bringing Piaget's preoperational thought to the minds of adults: A classroom demonstrationp. 231
The nature-nurture issue: Lessons from the Pillsbury doughboyp. 233
Abnormal Psychology
A life stress instrument for classroom usep. 236
A humorous demonstration of in vivo systematic desensitization: The case of eraser phobiap. 238
Participant modeling as a classroom activityp. 239
Social Psychology and Personality
Hindsight bias and the Simpson trial: Use in introductory psychologyp. 242
Demonstrating a self-serving biasp. 243
On seeing oneself as less self-serving than others: The ultimate self-serving bias?p. 245
Bringing cognitive dissonance to the classroomp. 248
Prisoner's dilemma as a model for understanding decisionsp. 250
Robbers in the classroom: A deindividuation exercisep. 251
Citation Informationp. 254
Subject Indexp. 256
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780805839210
ISBN-10: 0805839216
Series: Handbook for Teaching Introductory Psychology : Book 3
Audience: Professional
Format: Paperback
Language: English
Number Of Pages: 280
Published: 1st July 2000
Country of Publication: US
Dimensions (cm): 27.74 x 21.69  x 1.45
Weight (kg): 0.64
Edition Number: 1

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