Teaching of Psychology 2006: Vol 33 Index

2006·0.6 MB·English

Index to Volume 33, 2006
Acknowledgment. 4 Dickson, K. L., Devoley, M.S., & Miller, M. D. Effect of study guide exercises
Akers, K. G., & Hodge, G. K. The virtual cola challenge. 125 on multiple-choice exam performance in introductory psychology. 41
Ali, R. S. (See Peck, A. C.) Doverspike, D. (See Robinson, R. P.)
Allen, C. C. (See Madsen, S. D.) Eaton, N. R. (See Balsis, S.)
Altman, W. S., Ericksen, K., & Pena-Shaff, J. B. An inclusive process for de- Enders, C. K., Laurenceau, J.-P., & Stuetzle, R. Teaching random assign-
partmental textbook selection. 228 ment: A classroom demonstration using a deck of playing cards. 239
Appleby, K. M. (See Appleby, D. C.) Ericksen, K. (See Altman, W. S.)
Appleby, D. C., & Appleby, K. M. Kisses of death in the graduate school ap- Ernst, K., & Michel, L. Deviations from APA style in textbook sample manu-
plication process. 19 scripts. 57
Austad, C. S. (See Fallahi, C. R.) Evalenko, K. (See Hogan, T. P.)
Backhaus, A. L. (See Grover, C. A.) Fairchild, J. A. (See Grover, C. A.)
Balch, W. R. Encouraging distributed study: A classroom experiment on the Fallahi, C. R., Wood, R. M., Austad, C. S., & Fallahi, H. A program for im-
spacing effect. 249 proving undergraduate psychology students’ basic writing skills. 171
Balch, W. R. Introducing psychology students to research methodology: A Fallahi, H. (See Fallahi, C. R.)
word-pleasantness experiment. 132 Faunce, G. J. (See Hatfield, J.)
Balsis, S., Eaton, N. R., Zona, D. M., & Oltmanns, T. F. Teaching advanced Firment, M. J. Developing and presenting auditory demonstrations: Two
psychopathology: A method that promotes basic undergraduate clinical sound editor programs. 208
and research experience. 242 Foels, R. (See Tomcho, T. J.)
Barker, L. Teaching evolutionary psychology: An interview with David M. Garbin, C. P. (See Narloch, R.)
Buss. 69 Gianaros, P. J. A seminar on scientific writing for students, postdoctoral
Barker-Hackett, L. An innovative international experience teaching com- trainees, and junior faculty. 120
munity psychology. 61 Gomez, M. D. (See Roberts, M. C.)
Barron, S. 2005 financial statement. 302 Graham, S. M. Understanding the applicability of social psychology: The
Bartels, L. K., Nordstrom, C. R., & Koski, J. A. A structured interview dem- benefits of a semiweekly journal assignment. 54
onstration. 55 Grover, C. A., Leftwich, M. J. T., Backhaus, A. L., Fairchild, J. A., @ Weaver
Bartsch, R. Improving attitudes toward statistics in the first class. 197 K. A. Qualities of superstar graduate students. 271
Batsell, W.R., Jr. Acquisition, extinction, and renewal of classical condition- Gwizdowski, I. (See Trafimow, D.)
ing: Updating Cogan and Cogan (1984). 129 Hall, S.S., & Seery, B. L. Behind the facts: Helping students evaluate media
Bigatti, S. (See Svanum, S.) reports of psychological research. 101
Blackhart, G. C., Peruche, B. M., DeWall, C. N., & Joiner, T. E., Jr. Factors Hammer, E. Y. 2006 teaching award winners. 222
influencing teaching evaluations in higher education. 37 Harlow, L. L., Burkholder, G. J., & Morrow, J. A. Engaging students in learn-
Bloom, C. M., & Lamkin, D. M. The Olympian struggle to remember the cra- ing: An application with quantitative psychology. 231
nial nerves: Mnemonics and student success. 128 Hatfield, J., Faunce, G. J., & Job, R. F.S. Avoiding confusion surrounding the
Bodle, J. H. (See Lawson, T. J.) phrase “correlation does not imply causation.” 49
Borrego, J., Jr. (See Pemberton, J. R.) Haubner, R. R. (See Lawson, T. J.)
Borshuk, C. Incorporating diverse perspectives into research methods Henderson, B. B. The nonspecialist and the History of Psychology course. 59
courses. 256 Henslee, A. M., Burgess, D. R., & Buskist, W. Student preferences for first
Burgess, D. R. (See Henslee, A. M.) day of class activities. 189
Burgess, D., & Buskist, W. An effective model of engaging graduate students Hodge, G. K. (See Akers, K. G.)
in the scholarship of teaching. 140 Hogan, T. P., & Evalenko, K. The elusive definition of outliers in introduc-
Burkholder, G. J. (See Harlow, L. L.) tory statistics textbooks for the behavioral sciences. 252
Buskist, W. (See Burgess, D.) Hollis, A. M. (See Paul, S. T.)
Buskist, W. (See Henslee, A. M.) Horvath, M., Pury, C. L.S., & Johnson, J. Online surveys in participant pools:
Buskist, W. (See Keeley, J.) Implications for students, researchers, and participant pool managers. 273
Buskist, W. (See Kite, M.) Houlette, M. A. (See Lawson, T. J.)
Calkins, S. (See Kelley, M. R.)
Jackson, J. L. (See Michels, K. T.)
Call for Nominations/Applications for Teaching of Psychology Editor. 5 Job, R. F. S. (See Hatfield, J.)
Carroll, D. W. Thinking about historical issues: Debates in the History and Joiner, T. E., Jr. (See Blackhart, G. C.)
Systems class. 137 Johnson, D. E., & Lloyd, M. A. Report from the August 2006 Council of Rep-
Christopher, A. N., & Walter, M. I. An assignment to help students learn to resentatives meeting. 298
navigate primary sources of information. 42 Johnson, D. E., & Lloyd, M. A. Report from the February 2006 Council of
Clump, M. A. An active learning classroom activity for the “cocktail party Representatives meeting. 154
phenomenon.” 51 Johnson, D. E., & Schroder, S. I. Annotated bibliography on the teaching of
Cohen, L. M. (See Pemberton, J. R.) psychology: 2005. 288
Connor-Green, P. A. Interdisciplinary critical inquiry: Teaching about the Johnson, J. (See Horvath, M.)
social construction of madness. 6 Keeley,J .,S mith, D., & Buskist, W. The Teacher Behaviors Checklist: Factor
Corbin, S. R. (See Roberts, M. C.) analysis of its utility for evaluating teaching. 84
Cunningham, J. B., & MacGregor, J. N. The Echo Approach in developing Kelley, M. R., & Calkins, S. Evaluating popular portrayals of memory in
items for student evaluation of teaching performance. 96 film. 191
Devoley, M.S. (See Dickson, K. L.) Kim, K. L. (See Roberts, M. C.)
DeWall, C. N. (See Blackhart, G. C.) Kite, M. E. Greetings from the president. 155
Dickson, K. L., & Miller, M. D. Effect of crib card construction and use on Kite, M., & Buskist, W. Greetings from the presidents. 299
exam performance. 39 Klinzing, D. G. A parent interview course assignment. 202
Teaching of Psychology
Index to Volume 33, 2006
Acknowledgment. 4 Dickson, K. L., Devoley, M.S., & Miller, M. D. Effect of study guide exercises
Akers, K. G., & Hodge, G. K. The virtual cola challenge. 125 on multiple-choice exam performance in introductory psychology. 41
Ali, R. S. (See Peck, A. C.) Doverspike, D. (See Robinson, R. P.)
Allen, C. C. (See Madsen, S. D.) Eaton, N. R. (See Balsis, S.)
Altman, W. S., Ericksen, K., & Pena-Shaff, J. B. An inclusive process for de- Enders, C. K., Laurenceau, J.-P., & Stuetzle, R. Teaching random assign-
partmental textbook selection. 228 ment: A classroom demonstration using a deck of playing cards. 239
Appleby, K. M. (See Appleby, D. C.) Ericksen, K. (See Altman, W. S.)
Appleby, D. C., & Appleby, K. M. Kisses of death in the graduate school ap- Ernst, K., & Michel, L. Deviations from APA style in textbook sample manu-
plication process. 19 scripts. 57
Austad, C. S. (See Fallahi, C. R.) Evalenko, K. (See Hogan, T. P.)
Backhaus, A. L. (See Grover, C. A.) Fairchild, J. A. (See Grover, C. A.)
Balch, W. R. Encouraging distributed study: A classroom experiment on the Fallahi, C. R., Wood, R. M., Austad, C. S., & Fallahi, H. A program for im-
spacing effect. 249 proving undergraduate psychology students’ basic writing skills. 171
Balch, W. R. Introducing psychology students to research methodology: A Fallahi, H. (See Fallahi, C. R.)
word-pleasantness experiment. 132 Faunce, G. J. (See Hatfield, J.)
Balsis, S., Eaton, N. R., Zona, D. M., & Oltmanns, T. F. Teaching advanced Firment, M. J. Developing and presenting auditory demonstrations: Two
psychopathology: A method that promotes basic undergraduate clinical sound editor programs. 208
and research experience. 242 Foels, R. (See Tomcho, T. J.)
Barker, L. Teaching evolutionary psychology: An interview with David M. Garbin, C. P. (See Narloch, R.)
Buss. 69 Gianaros, P. J. A seminar on scientific writing for students, postdoctoral
Barker-Hackett, L. An innovative international experience teaching com- trainees, and junior faculty. 120
munity psychology. 61 Gomez, M. D. (See Roberts, M. C.)
Barron, S. 2005 financial statement. 302 Graham, S. M. Understanding the applicability of social psychology: The
Bartels, L. K., Nordstrom, C. R., & Koski, J. A. A structured interview dem- benefits of a semiweekly journal assignment. 54
onstration. 55 Grover, C. A., Leftwich, M. J. T., Backhaus, A. L., Fairchild, J. A., @ Weaver
Bartsch, R. Improving attitudes toward statistics in the first class. 197 K. A. Qualities of superstar graduate students. 271
Batsell, W.R., Jr. Acquisition, extinction, and renewal of classical condition- Gwizdowski, I. (See Trafimow, D.)
ing: Updating Cogan and Cogan (1984). 129 Hall, S.S., & Seery, B. L. Behind the facts: Helping students evaluate media
Bigatti, S. (See Svanum, S.) reports of psychological research. 101
Blackhart, G. C., Peruche, B. M., DeWall, C. N., & Joiner, T. E., Jr. Factors Hammer, E. Y. 2006 teaching award winners. 222
influencing teaching evaluations in higher education. 37 Harlow, L. L., Burkholder, G. J., & Morrow, J. A. Engaging students in learn-
Bloom, C. M., & Lamkin, D. M. The Olympian struggle to remember the cra- ing: An application with quantitative psychology. 231
nial nerves: Mnemonics and student success. 128 Hatfield, J., Faunce, G. J., & Job, R. F.S. Avoiding confusion surrounding the
Bodle, J. H. (See Lawson, T. J.) phrase “correlation does not imply causation.” 49
Borrego, J., Jr. (See Pemberton, J. R.) Haubner, R. R. (See Lawson, T. J.)
Borshuk, C. Incorporating diverse perspectives into research methods Henderson, B. B. The nonspecialist and the History of Psychology course. 59
courses. 256 Henslee, A. M., Burgess, D. R., & Buskist, W. Student preferences for first
Burgess, D. R. (See Henslee, A. M.) day of class activities. 189
Burgess, D., & Buskist, W. An effective model of engaging graduate students Hodge, G. K. (See Akers, K. G.)
in the scholarship of teaching. 140 Hogan, T. P., & Evalenko, K. The elusive definition of outliers in introduc-
Burkholder, G. J. (See Harlow, L. L.) tory statistics textbooks for the behavioral sciences. 252
Buskist, W. (See Burgess, D.) Hollis, A. M. (See Paul, S. T.)
Buskist, W. (See Henslee, A. M.) Horvath, M., Pury, C. L.S., & Johnson, J. Online surveys in participant pools:
Buskist, W. (See Keeley, J.) Implications for students, researchers, and participant pool managers. 273
Buskist, W. (See Kite, M.) Houlette, M. A. (See Lawson, T. J.)
Calkins, S. (See Kelley, M. R.)
Jackson, J. L. (See Michels, K. T.)
Call for Nominations/Applications for Teaching of Psychology Editor. 5 Job, R. F. S. (See Hatfield, J.)
Carroll, D. W. Thinking about historical issues: Debates in the History and Joiner, T. E., Jr. (See Blackhart, G. C.)
Systems class. 137 Johnson, D. E., & Lloyd, M. A. Report from the August 2006 Council of Rep-
Christopher, A. N., & Walter, M. I. An assignment to help students learn to resentatives meeting. 298
navigate primary sources of information. 42 Johnson, D. E., & Lloyd, M. A. Report from the February 2006 Council of
Clump, M. A. An active learning classroom activity for the “cocktail party Representatives meeting. 154
phenomenon.” 51 Johnson, D. E., & Schroder, S. I. Annotated bibliography on the teaching of
Cohen, L. M. (See Pemberton, J. R.) psychology: 2005. 288
Connor-Green, P. A. Interdisciplinary critical inquiry: Teaching about the Johnson, J. (See Horvath, M.)
social construction of madness. 6 Keeley,J .,S mith, D., & Buskist, W. The Teacher Behaviors Checklist: Factor
Corbin, S. R. (See Roberts, M. C.) analysis of its utility for evaluating teaching. 84
Cunningham, J. B., & MacGregor, J. N. The Echo Approach in developing Kelley, M. R., & Calkins, S. Evaluating popular portrayals of memory in
items for student evaluation of teaching performance. 96 film. 191
Devoley, M.S. (See Dickson, K. L.) Kim, K. L. (See Roberts, M. C.)
DeWall, C. N. (See Blackhart, G. C.) Kite, M. E. Greetings from the president. 155
Dickson, K. L., & Miller, M. D. Effect of crib card construction and use on Kite, M., & Buskist, W. Greetings from the presidents. 299
exam performance. 39 Klinzing, D. G. A parent interview course assignment. 202
Teaching of Psychology
Koski, J. A. (See Bartels, L. K.) Prentice-Dunn, S. Supervision of new instructors: Promoting a rewarding
Lamkin, D. M. (See Bloom, C. M.) first experience in teaching. 45
Lauer, J. B., Rajecki, D. W., & Minke, K. A. Statistics and methodology Pury, C. L. S. (See Horvath, M.)
courses: Interdepartmental variability in undergraduate majors’ first en- Rajecki, D. W. (See Lauer, J. B.)
rollments. 24 Rasmussen, E. B. Expanding your coverage of neuroscience: An interview
Laurenceau, J.-P. (See Enders, C. K.) with Michael Gazzaniga. 212
Lawson, T. J., Bodle, J. H., Houlette, M. A., @ Haubner, R. R. Guiding ques- Ray, G. E. (See Manning, K.)
tions enhance student learning from educational videos. 31 Roberts, M. C., Gomez, M. D., Kim, K. L., & Corbin, S. R. Dr. Phil visits the
Leck, K. Teaching personality theories using popular music. 34 classroom: “Getting real” with child behavior and development. 261
Leftwich, M. J. T. (See Grover, C. A.) Robinson, R. P., & Doverspike, D. Factors predicting the choice ofa n online
Levine, M. E. (See Peck, A. C.) versus a traditional course. 64
Lloyd, M. A. (See Johnson, D. E.) Ryan, R. S. A hands-on exercise improves understanding of the standard er-
Lloyd, M. A. (See Johnson, D. E.) ror of the mean. 180
LoBello, S. (See Manning, K.) Schmidt, R. E. (See Madsen, S. D.)
Madsen, S. D., Van Abbema, D. L., Allen, C. C., & Schmidt, R. E. Question- Schroder, S. I. (See Johnson, D. E.)
ing claims of baby genius: Students evaluate advertisements of infant stim- Schwarzmueller, A. Critiquing media depictions of forensic professionals: A
ulation products. 134 project for students. 205
Madson, L. (See Trafimow, D.) Schwarzmueller, A. Interviews with primary-caregiving fathers via e-mail.
Manning, K., Zachar, P., Ray, G. E., & LoBello, S. Research methods courses 258
and the scientist and practitioner interests of psychology majors. 194 Section name change. 208
Matchock, R. L. (See Peck, A. C.) Seery, B. L. (See Hall, S. S.)
Maurer, T. W. Cognitive dissonance or revenge? Student grades and course Smith, D. (See Keeley, J.)
evaluations. 176 Society for the Teaching of Psychology News. 77, 153, 216, 297
MacGregor, J. N. (See Cunningham, J. B.) Spitalnick, J. (See Verges, M.)
Messina, J. A. (See Paul, S. T.) Stuetzle, R. (See Enders, C. K.)
Michael, K. D. What I think I may have learned—Reflections on 50 years of Svanum, S., & Bigatti, S. Grade expectations: Informed or uninformed opti-
teaching: An interview with Michael Wertheimer. 280 mism, or both? 14
Michaelson, C. Integrating Eastern and Western approaches to psychology: Thornton, B. One semester or two? No student advantage with a two-
An undergraduate senior seminar. 142 semester introductory psychology course. 164
Michel, L. (See Ernst, K.) Tomcho, T. J., Wolfe, W.L., & Foels, R. Teaching about psychological disor-
Michels, K. T., & Jackson, J. L. Special topics courses: Meeting departmental ders: Using a group interviewing and diagnostic approach. 184
needs. 48 Townsend, D. T. (See Moradi, B.)
Michels, K. (See Verges, M.) Trafimow, D., Madson, L., & Gwizdowski, I. Introductory psychology stu-
Miller, M. D. (See Dickson, K. L.) dents’ perceptions of alternatives to research participation. 247
Miller, R. L. (See Wadkins, T.) Turnage, K. D. (See Narloch, R.)
Minke, K. A. (See Lauer, J. B.) Van Abbema, D. L., (see Madsen, S. D.)
Miserandino, M. I scream, you scream: Teaching validity and reliability via Verges, M., Spitalnick, J., & Michels, K. Soapbox sessions: A graduate stu-
the ice cream personality text. 265 dent teaching forum. 123
Moradi, B., & Townsend, D. T. Raising students’ awareness of women in psy- Wade, N. J. (See Ono, H.)
chology. 113 Wadkins, T., Miller, R. L., & Wozniak, W. Team teaching: Student satisfac-
Morrow, J. A. (See Harlow, L. L.) tion and performance. 118
Narloch, R., Garbin, C. P., & Turnage, K. D. Benefits of prelecture Walter, M. I. (See Christopher, A. N.)
quizzes. 109 Warren, C. S. Incorporating multiculturalism into undergraduate psychology
News Tips from ToP. 77, 153, 216, 297 courses: Three simple active learning activities. 105
Nordstrom, C. R. (See Bartels, L. K.) Weaver, K. A. (See Grover, C. A.)
Oltmanns, T. F. (See Balsis, S.) Whittlesey, V. Annual business meeting, New Orleans, Louisiana. 301
Ono, H., & Wade, N. J. Depth and motion perceptions produced by motion Wilson, J. H. Predicting student attitudes and grades from perceptions of in-
parallax. 199 structors’ attitudes. 91
Padilla-Walker, L. M. The impact of daily extra credit quizzes on exam per- Wilson, J. H. Report from the Associate Program Chair. 156
formance. 236 Wilson, K. D. Implementing an undergraduate laboratory course in func-
Paul, S. T., Messina, J. A., & Hollis, A.M . A technology classroom review tional magnetic resonance imaging. 268
tool for general psychology. 276 Wimer, D. J. Raising the bar for the training of college teachers: An interview
Peck, A. C., Ali, R. S., Matchock, R. L., & Levine, M. E. Introductory psy- with Victor Benassi. 148
chology topics and student performance: Where’s the challenge? 167 Wolfe, W. L. (See Tomcho, T. J.)
Pemberton, J. R., Borrego, J., Jr., & Cohen, L. M. Using interactive computer Wood, R. M. (See Fallahi, C. R.)
technology to enhance learning. 145 Wozniak, W. (See Wadkins, T.)
Pena-Shaff, J. B. (See Altman, W. S.) Zachar, P. (See Manning, K.)
Peruche, B. M. (See Blackhart, G. C.) Zona, D. M. (See Balsis, sy)
Vol. 33, No. 4, 2006