Presents ideas for developing psychology curriculum to meet the needs of the increasing numbers of handicapped students (particularly blind students) who are appearing in psychology classes. Suggests resources, teaching aids, and sources to help teachers help handicapped students. (DB)

Examines the attitudinal effects of academic and experiential behavioral training among undergraduate psychology students. Findings indicated that students in a class, but not those in a practicum, became more accepting of behavior modification. Method and results are discussed. (DB)

Replicates results from some earlier studies regarding student performance on multiple choice tests and extends the analysis to show the relationship of student performance to student ability and item difficulty. (DB)

Presents ten generalizations gained from personal experience about psychology, teaching psychology, students and teachers, and facilities in universities in South America, including its orientation toward application, reliance on U.S. and European theory, and inconsistencies in quality and quantity. (CK)

Describes a questionnaire given psychology majors at the University of Houston asking reasons for majoring, degree goals, career goals, other goals and needs in college, and satisfaction ratings. Findings showed a discrepancy between student goals and curriculum offerings. Recommends better counseling. (CK)

Affirms the possibility of interdisciplinary psychology/religion courses in which both remain fully autonomous. Describes a course on inquiry into religious experience showing one way in which this possibility can be actualized. (Author/CK)

Rebuts Wagner and Struzynski's critique of her 1976 article "Teaching Psychology/Religion in the Seventies: Monopoly or Cooperation?" concerning the complete integration of psychology and theology through full cooperation. (Author/CK)

Analyzes content in social psychology texts and journal articles for attention to the aged and identifies shortcomings. Suggests sources and alternative ways to teach the subject. (CK)

Describes a survey of undergraduate field placement programs in 29 liberal arts colleges' psychology departments. Findings show that programs vary greatly in scope and requirements. Recommendations include intrafaculty communication and obtaining malpractice insurance coverage for undergraduate field placement programs. (CK)

Presents a description of an undergraduate abnormal psychology course developed from a theory of instruction and active student participation, the theoretical basis for the course, student course evaluation, and an interpretation of the students' performances. (Author/CK)

Describes an extension of E. D. Vaughan's Test of Common Beliefs, which verifies that undergraduate student beliefs about what psychology is and what psychologists do change very little, even those which teachers in an introductory course believe they have changed. (Author/CK)

Describes a study examining the correlation between student misbeliefs and academic performance in an undergraduate introductory psychology course. Findings suggest that misbelief can predict course performance and that the course has a differential effect on misbeliefs of achievers v nonachievers. (CK)

Describes an instructional method for college marriage and family courses which uses theoretical and practical experience in understanding family relationships, personal growth, and family structure. (Author/CK)

Describes a study measuring 203 students' attitude and behavior changes as a result of college human sexuality and social psychology courses. Findings showed significant attitude change and little behavior change, especially for human sexuality students. Conclusions are that a college sexuality course causes more liberal attitudes. (CK)

Describes a study measuring how student expectations of an abnormal psychology course affect their rating of professors. Findings showed a significant impact, especially in relation to popularized topics. Recommends evaluative instruments separating course-related factors from instructor ratings. (CK)