Describes how the author uses the well-known 1965 film series THREE APPROACHES TO PSYCHOTHERAPY as a case study for interpreting the filmed client's personality from various theoretical perspectives. Explains how assignments were organized around the films and discusses how students benefited from the exercise. (Author/GEA)

Describes a method for demonstrating dichotic listening tasks in the classroom which involves substituting live readers for tape recorded messages to allow direct student observation of various selective attention phenomena. Concludes that live readers offer pedagogical benefits that make them superior to tape recorded dichotic listening tasks.…

Reports on a survey of twenty-one 1987 introductory psychology textbooks which revealed an unusually high error rate for homunculus illustrations, those drawings in which body parts are depicted in proportion to brain areas that control them. Traces the source of these errors to homunculus drawings made by Mrs. H. P. Cantlie in the Penfield and…

Good teaching involves making decisions about the organization of course content, leading students toward comprehending course material, and providing evaluative information (testing) to enhance long-term retention and retrieval. Though teaching is often evaluated by students and peers, self-appraisal is the most significant "feedback" most…

The order of presentation of topics is an important factor in the success of introductory psychology courses. Criteria for judging the efficacy of a course sequence should include use of students' entry level skills as a foundation, sections following each other coherently, and motivation for students to learn "hard" material. (CS)

Graduate students enter training programs with varying but substantial levels of interest in research, and these programs generally enhance their research interest. The failure of most psychologists to produce postgraduate research may be caused by the demands of their employment. (CS)

The Great Lakes College Association has held two successful conferences on the teaching of psychology at liberal arts colleges. Based on this experience, a list of suggestions is given for planners of small conferences. (CS)

Distressed research participants were identified and contacted to investigate their experiences. Anxiety due to physical discomfort was the primary complaint. However, the experiments had very mild distress effects on the subjects. Anonymity did not influence responses. (CS)

Basic science courses that emphasize relationships between behavior and health have been developed at several medical schools. Surveys of students who took these courses indicated that they were interested in the psychosocial aspects of medicine. These data deny the stereotype of the medical student who is biased against behavioral science. (CS)

Mental health professionals were interviewed to determine their priorities concerning curriculum logistics and the kind of student-volunteer-paraprofessionals they considered ideal. Results can be used by college instructors who wish to place students in clinical practicum programs. (CS)

Presents a model of an integrated psychology course for teacher education programs that combines cognitive, behavioral, and affective components. Follow-up indicated that students taking the course developed more confidence in their teaching role, greater understanding of psychological concepts, and had high levels of class participation. (CS)

An analysis of research methods textbooks in psychology showed that little coverage is given to control issues in research, such as experimenter expectancies and subject bias. However, space and attention given to research ethics has increased considerably. This is probably due to imposition of controls from the government and the profession. (CS)

Provides an introduction to both the history and literature of the role of memory in cognitive psychology. Discussions of aspects of cognitive learning theory are followed by short annotated bibliographies. A list of journals in the field is also provided. (CS)

Describes a college course for both men and women that investigates issues related to women in business, e.g., sex roles in organizations, leadership theories, sexual stereotypes, support networks, and equal employment opportunity guidelines. Activities and course requirements are discussed. (CS)

Describes a program that gives psychology students practice in written and oral communication. It involves students in writing an abstract of a journal article and in making an oral presentation. Writing and speaking skills, along with methodology, may be the most enduring legacy of introductory psychology courses. (CS)