Table Of Content

Index to Volume 18, 1991 Acknowledgment. 204 Herzog, H. A. (See McCord, D. M.) Archer, D. (See Costanzo, M.) Hodge, G. K., & Nelson, N. H. Demonstrating differential reinforce- Arthur, W., Jr., & Olson, E. Computer attitudes, computer experience, ment by shaping classroom participation. 239 and their correlates: An investigation of path linkages. 51 Hogan, P. M. Vocational preparation within a liberal arts framework: Ault, R. L. What goes where? An activity to teach the organization of Suggested directions for undergraduate psychology programs. 148 journal articles. 45 Icochea, H. (See Roig, M.) Baird, B. N. In-class poster sessions. 27 Jenkins, J. J. Teaching psychology in large classes: Research and personal Bates, J. A. Teaching hypothesis testing by debunking a demonstration experience. 74 of telepathy. 94 Johnson, D. E. Psychologists and high school science fairs: Some ethical Batsell, W. R., Jr. Timing like a rat: A classroom demonstration of the and professional concerns. 111 internal clock. 229 Johnson, D. E. A Teaching of Psychology database: 1974-1990. 49 Beck, H. P., Rorrer-Woody, S., & Pierce, L. G. The relations of Jones, M. Gender stereotyping in advertisements. 231 learning and grade orientations to academic performance. 35 Jordan, E. A. (See Fernald, P. S.) Benjamin, L. T., Jr. Personalization and active learning in the large Kahn, A. S., & Brookshire, R. G. Using a computer bulletin board in a introductory psychology class. 68 social psychology course. 245 Benjamin, L. T., Jr. (See Ware, M. E.) Keith-Spiegel, P. A message from the past president. 192 Berrenberg, J. L., & Prosser, A. The create-a-game exam: A method to Keith-Spiegel, P. Message from the president. 118 facilitate student interest and learning. 167 Kite, M. E. Observer biases in the classroom. 161 Braun, J., & Sdorow, L. M. Reviewer and author discuss Sdorow’s Korn, J. H., & Munz, D. C. Evaluating responsibilities of the depart- Psychology. 186 ment chairperson. 177 Brewer, C. L. (See McKeachie, W. J.) Kozub, F. J. Oh say, can you see? 180 Brooks, C. I., & Mercincavage, J. E. Grades for men and women in Larsen, J. D. Pay attention! Demonstrating the role of attention in college courses taught by women. 47 learning. 238 Brookshire, R. G. (See Kahn, A. S.) Leong, F. T. L., & Poynter, M. A. The representation of counseling Brosamer, J. J. (See Madigan, R. J.) versus clinical psychology in introductory psychology textbooks. 12 Brothen, T. Implementing a computer-assisted cooperative learning Lloyd, M. A. Annual business meeting: San Francisco. 268 model for introductory psychology. 183 Lloyd, M. A. Division Two financial statement. 269 Buck, J. L. A demonstration of measurement error and reliability. 46 Lunneborg, C. E., & Lunneborg, P. W. Who majors in psychology? 144 Chabot, D. R. (See Glenwick, D. S.) Lunneborg, P. W. (See Lunneborg, C. E.) Chastain, J. D. (See Ware, M. E.) Lyman, R. D. (See Rickard, H. C.) Costanzo, M., & Archer, D. A method for teaching about verbal and Madigan, R. J., & Brosamer, J. J. Holistic grading of written work in nonverbal communication. 223 introductory psychology: Reliability, validity, and efficiency. 91 Cronan-Hillix, T. Teaching students the importance of accuracy in Matiya, J. C., & Stahl, R. J. Bringing psychologists into the precollege research: A reply to McDonald and Peterson. 101 classroom: A correspondence exercise. 25 Crosby, D. A. (See Viney, W.) Matthews, J. R. The teaching of ethics and the ethics of teaching. 80 Cuzzucoli, A. (See Roig, M.) Matthews, J. R. (See Puente, A. E.) DeFour, D. C., & Paludi, M. A. Integrating scholarship on ethnicity Matthews, L. H. (See Puente, A. E.) into the psychology of women course. 85 McConnell, J. V. (See Gorenflo, D. W.) Division Two. 58, 118, 119, 121, 132, 192, 193, 194, 262, 266, 268, McCord, D. M., & Herzog, H. A. What undergraduates want to know 269, 270 about homosexuality. 243 Dunn, D. S., & Toedter, L. J. The collaborative honors project in McDonald, C. S., & Peterson, K. A. Teaching commitment to accuracy psychology: Enhancing student and faculty development. 178 in research: Comment on Cronan-Hillix (1988). 100 Fernald, P. S., & Jordan, E. A. Programmed instruction versus standard McKeachie, W. J., & Brewer, C. L. Report from August Council of text in introductory psychology. 205 Representatives meeting. 268 Foster, J. D. (See McMinn, M. R.) McKeachie, W. J. Report from February Council of Representatives Fraley, S. E. From self-blame to self-acceptance: Benefits of learning meeting. 193 psychology in a prison undergraduate program. 234 McMinn, M. R., & Foster, J. D. A computer program to teach nonsexist Friedman, H. (See Harcum, E. R.) language. 115 Fulkerson, F. E. (See Wise, P. S.) Mercincavage, J. E. (See Brooks, C. I.) Gardner, L. E. An interactive problem-solving approach to the teaching Metzner, B. S. (See Rajecki, D. W.) of a marriage and family course. 30 Miserandino, M. Memory and the Seven Dwarfs. 169 Gibson, B. Research methods jeopardy: A tool for involving students Morris, E. J. Classroom demonstration of behavioral effects of the split- and organizing the study session. 176 brain operation. 226 Gilbert, S. J. A new kinetic depth illusion for introductory psychology Munz, D. C. (See Korn, J. H.) and sensation and perception courses. 55 Murphy, B. C., & Polyson, J. A. Peace, war, and nuclear issues in the Glenwick, D. S., & Chabot, D. R. The undergraduate clinical child psychology classroom. 153 psychology course: Bringing students to the real world and the real Nelson, N. H. (See Hodge, G. K.) world to students. 21 News Tips From ToP. 57, 118, 190, 261 Goodwin, C. J. Using psychologists’ letters to teach about introspection. Olson, E. (See Arthur, W., Jr.) 237 Osberg, T. M. Teaching current advances in psychology: Student and Gorenflo, D. W., & McConnell, J. V. The most frequently cited journal instructor advantages. 41 articles and authors in introductory psychology textbooks. 8 Palladino, J. J. President’s message: Reflections and vision. 266 Harcum, E. R. Rap singing as an icebreaker for large classes. 181 Paludi, M. A. Placing women psychologists in the psychology of women Harcum, E. R., & Friedman, H. Students’ ethics ratings of demonstra- course. 172 tions in introductory psychology. 215 Paludi, M. A. (See DeFour, D. C.) Vol. 18, No. 4, December 1991 Paludi, M. A. Value of a developmental perspective in teaching the Scogin, F. R. (See Rickard, H. C.) psychology of women. 37 Sdorow, L. M. (See Braun, J.) Peden, B. F. Teaching the importance of accuracy in preparing Semb, G. B. (See Reboy, L. M.) references. 102 Smith, R. A. Report from the Program Committee. 119 Perkins, D. V. A case-study assignment to teach theoretical perspectives Sommer, B. A. (See Sommer, R.) in abnormal psychology. 97 Sommer, R., & Sommer, B. A. Teaching psychology in Estonia, USSR. Peterson, K. A. (See McDonald, C. S.) 105 Pierce, L. G. (See Beck, H. P.) Stahl, R. J. (See Matiya, J. C.) Polyson, J. A. (See Murphy, B. C.) Strube, M. J. Demonstrating the influence of sample size and reliability Poynter, M. A. (See Leong, F. T. L.) on study outcome. 113 Prentice-Dunn, S. (See Rickard, H. C.) Strube, M. J. Some rules for effective and ineffective teaching: Generat- Procidano, M. E. Students’ evaluation of writing assignments in an ing lists as an educational exercise. 174 abnormal psychology course. 164 Suter, W. N. Using What Works in e‘ucational psychology courses. 42 Prosser, A. (See Berrenberg, ]. L.) Toedter, L. J. (See Dunn, D. S.) Puente, A. E., Matthews, J. R., Williams, ]. M., & Matthews, L. H. Viney, W., & Crosby, D. A. The psychology and philosophy of William Integrating clinical neuropsychology into the undergraduate curricu- James: An interdisciplinary teaching project. 107 lum. 17 Walsh, J. F. Using summary statistics as data in ANOVA: A SYSTAT Rajecki, D. W., & Metzner, B. S. Declaring the psychology major: An macro. 249 archival, general model from an urban university. 4 Ware, M. E., & Benjamin, L. T., Jr. The APA centennial and teaching Rea, D. W. College students’ perceptions of academic success: An history of psychology. 136 examination of motivational orientation. 109 Ware, M. E., & Chastain, J. D. Developing selection skills in Reboy, L. M., & Semb, G. B. PSI and critical thinking: Compatibility introductory statistics. 219 or irreconcilable differences? 212 Webb, W. B. History from our textbooks: Boring, Langfeld, and Weld’s Reinehr, R. C. Demonstrating personality scale validation procedures. introductory texts (1935—1948+). 33 241 Weiten, W. (See Williams, P. S.) Rickard, H. C., Prentice-Dunn, S., Rogers, R. W., Scogin, F. R., & Williams, ]. M. (See Puente, A. E.) Lyman, R. D. Teaching of psychology: A required course for all Williams, P. S., & Weiten, W. Reviewer and author discuss Weiten’s doctoral students. 235 Psychology: Themes and Variations. 187 Rogers, R. W. (See Rickard, H. C.) Wilson, J. F. Teaching physiological psychology versus teaching biolog- Roig, M., Icochea, H., & Cuzzucoli, A. Coverage of parapsychology in ical psychology: Is there a difference? 43 introductory psychology textbooks. 157 Wise, P. S., & Fulkerson, F. E. Annotated bibliography on the teaching Rorrer-Woody, S. (See Beck, H. P.) of psychology: 1990. 252 Teaching of Psychology