The student pacing feature of the Personalized system of Instructional (PSI) is found to have the most influence on student test scores. (DE)

Weekly testing coupled with a mastery performance requirement generated higher student performance in an introductory psychology class. (DE)

Three components of instruction and withdrawal rates are compared between a traditional lecture and a Personalized Systems of Instruction (PSI) course. The results indicate a more favorable response to the PSI course. (DE)

A course designed to provide basic knowledge about psychology as a profession is described. Suggested readings for the course are included. (DE)

How the criticism of a teacher led to the improvement of his experimental psychology course and a symposium on teaching experimental psychology. (Author/DE)

A psychology course which uses original experiments to test about research design and validity is described. (DE)

An experimental psychology course which analyzes the broad probability of operant conditioning is described. (DE)

A laboratory course in experimental physiological psychology and animal behavior is described. (DE)

A course in teaching research methods in an experimental child psychology course is described. (DE)

The two experiments described show that college students in psychology can slant their essays in the direction of originality when the teacher's expectations are made clear to them. (Author/RM)

This research indicates that training techniques that employ the graduated fading of discriminative stimuli over successive exposures to stimulus materials are superior to both nonfading and trial and error techniques in the teaching of factual written material to normal adults. (Author)

This research compares two popular mastery-based instructional programs: Programmed Student Achievement and Total Mastery Learning. The primary objective is to determine which mastery technique results in the best classroom performance of college students in an introductory psychology course. (Author/RM)

The thrust of this paper is to focus on a possible method of fostering research independence and competence in undergraduate psychology students. Particular emphasis is given to undergraduate research conferences as an educational tool. (Author/RM)

A college teacher explains how she and her students organized and taught humanistic psychology in a humanistic fashion. An evaluation of the course is also provided. (Author/RM)

The need for career training of the psychology major who does not plan on going to graduate school is discussed. Some career-oriented psychology programs are described. (Author/RM)