This book follows in the footsteps of the first three volumes in the "Handbook for Teaching Introductory Psychology" series. In the prefaces to these volumes, the various editors all stressed two major points relevant to the development of this series. These comments also apply to this book. First, introductory psychology is one of the most popular courses with students, and it is central in importance to the undergraduate psychology curriculum. Second, "Teaching of Psychology" ("ToP") is recognized as one of the premier disciplinary pedagogical journals and, as such, regularly includes excellent articles on teaching the introductory course. Thus, a current, readily accessible, and organized collection of articles from ToP on teaching the introductory course should be an invaluable resource to introductory teachers, and indeed, this has proved to be the case for the first three volumes. The editors hope that the same holds true for this volume. To emphasize the resource nature of this new volume in the series, they abandoned the more formal previous titles and entitled this new volume, "Teaching Introductory Psychology: Tips from ToP." Contents include: (1) Service Learning in a General Psychology Class: Description, Preliminary Evaluation, and Recommendations (Molly D. Kretchmar); (2) Instructional Television Versus Traditional Teaching of an Introductory Psychology Course (Steven F. Bacon and Julie A. Jakovich); (3) Exposure to the Fields of Psychology: Evaluation of an Introductory Psychology Project (Amanda M. Maynard, Douglas C. Maynard, and Kirsten A. Rowe); (4) Introductory Psychology Topics and Student Performance: Where's the Challenge? (Andrew C. Peck, Rahan S. Ali, Max E. Levine and Robert L. Matchock); (5) Techniques for Increasing Student Learning From Educational Videos: Notes Versus Guiding Questions (Timothy J. Lawson, James H. Bodle, and Tracy A. McDonough); (6) Classic Articles as Primary Source Reading in Introductory Psychology (Richard A. Griggs and Sherri L. Jackson); (7) The Effect of Refuting Misconceptions in the Introductory Psychology Class (Patricia Kowalski and Annette Kujawski Taylor); (8) Do Student Perceptions of Diversity Emphasis Relate to Perceived Learning of Psychology? (Joelle D. Elicker, Andrea F. Snell, and Alison L. O'Malley); (9) Does the First Week of Class Matter? A Quasi-Experimental Investigation of Student Satisfaction (Anthony D. Hermann, David A. Foster and Erin E. Hardin); (10) Exploring Interdisciplinary Themes in Introductory Psychology (Kristin A. Ritchey and Jennifer P. Bott); (11) Using Exam Bonus Points As Incentive for Research Participation (Joseph R. Ferrari and Stephanie McGowan); (12) Using a Dining Facility As an Introductory Psychology Research Laboratory (Nancy Koschmann and Richard Wesp); (13) An Argument for a Laboratory in Introductory Psychology (Howard C. Berthold, Christopher M. Hakala and Dennis Goff); (14) What's in a Name? Better Letters If It's Mine! (Angela Lipsitz and Lance A. Gifford); (15) The Pedagogical Value of Experimental Participation Paired With Course Content (Michelle Ceynar Rosell, Danielle M. Beck, Katie E. Luther, Kelly M. Goedert, Wendelyn J. Shore, and Dana D. Anderson); (16) Introductory Psychology Students' Perceptions of Alternatives to Research Participation (David Trafimow, Laura Madson, and Iola Gwizdowski); (17) Encouraging Distributed Study: A Classroom Experiment on the Spacing Effect (William R. Balch); (18) Introducing Students to Psychological Research: General Psychology as a Laboratory Course (Thomas J. Thieman, E. Gil Clary, Andrea M. Olson, Rachel C. Dauner, and Erin E. Ring); (19) A Video Introduction to Psychology: Enhancing Research Interest and Participation (Donald F. Sacco and Michael J. Bernstein); (20) Active Learning Within a Lecture: Assessing the Impact of Short, In-Class Writing Exercises (Adam Butler, Kayah-Bah Phillmann and Lona Smart); (21) Obedience, Conformity, and Social Roles: Active Learning in a Large Introductory Psychology Class (April L. Bleske-Rechek); (22) Using Case Studies in Introductory Psychology (Julie A. Leonard, Kirsten L. Mitchell, Steven A. Meyers and Jacqueline D. Love); (23) In Search of Introductory Psychology's Classic Core Vocabulary (Richard A. Griggs and Montserrat C. Mitchell); (24) Focused Interactive Learning: A Tool for Active Class Discussion (Helen C. Harton, Deborah S. Richardson, Ricardo E. Barreras, Matthew J. Rockloff and Bibb Latane); (25) A Motivating Exercise for the Introductory Class (and Beyond) (Louise Katz); (26) Curriculum Review Using a Knowledge, Skills, and Abilities-Based Assessment of Alumni (Carrie B. Fried and John C. Johanson); (27) Students Teaching Students: An Experiential Learning Opportunity for Large Introductory Psychology Classes in Collaboration With Local Elementary Schools (Gary M. Muir and Gretchen J. van der Linden); (28) Difficulty and Discriminability of Introductory Psychology Test Items (Charles Scialfa, Connie Legare, Larry Wenger and Louis Dingley); (29) Using Ignorance Questions to Promote Thinking Skills (David W. Carroll); (30) The Use of Discrimination Indexes in Constructing Course Exams: A Question of Assumptions (Daniel R. Stalder); (31) Use of In-Class Lab Groups to Enrich Independent Research Projects (Cynthia L. S. Pury); (32) Study Tips: How Helpful Do Introductory Psychology Students Find Them? (William R. Balch); (33) Instructor Evaluations of Introductory Psychology Teaching Techniques (Lee I. McCann, Baron Perlman and Tanya L. De Both); (34) Student Perspectives on Grade Changes From Test to Test (Baron Perlman and Lee I. McCann); (35) Student Versus Faculty Perceptions of Missing Class (Merry J. Sleigh, Darren R. Ritzer and Michael B. Casey); (36) How Do Students Really Study (and Does It Matter)? (Regan A. R. Gurung); (37) Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting (Victoria Manion Fleming); (38) Academic Background and Course Involvement as Predictors of Exam Performance (Byron L. Zamboanga, Laura M. Padilla-Walker, Sam A. Hardy, Ross A. Thompson and Sherry C. Wang); (39) Effects of Test Expectation on Multiple-Choice Performance and Subjective Ratings (William R. Balch); (40) Students' Reasons for Writing on Multiple-Choice Examinations (Frank M. LoSchiavo and Mark A. Shatz); (41) The Teaching of Psychology Course: Prevalence and Content (William Buskist, Rachel S. Tears, Stephen F. Davis and Karen M. Rodrigue); (42) Differential Test Performance From Differently Colored Paper: White Paper Works Best (Nicholas F. Skinner); (43) The Most Frequently Cited Books in Introductory Texts (Richard A. Griggs, Derrick L. Proctor and Sheila M. Cook); (44) Effect of Crib Card Construction and Use on Exam Performance (K. Laurie Dickson and Michelle D. Miller); (45) Effect of Study Guide Exercises on Multiple-Choice Exam Performance in Introductory Psychology (K. Laurie Dickson, Michael S. Devoley and Michelle D. Miller); (46) Effect of Paper Color and Question Order on Exam Performance (Ilanit R. Tal, Katherine G. Akers and Gordon K. Hodge); (47) The Exam-A-Day Procedure Improves Performance in Psychology Classes (Frank C. Leeming); (48) Elaborations of Introductory Psychology Terms: Effects on Test Performance and Subjective Ratings (William R. Balch); (49) Influence of Unannounced Quizzes and Cumulative Exam on Attendance and Study Behavior (Haig Kouyoumdjian); (50) Differential Test Performance From Differently Colored Paper: White Paper Works Best (Nicholas F. Skinner); (51) The Impact of Daily Extra Credit Quizzes on Exam Performance (Laura M. Padilla-Walker); (52) Introductory Psychology Student Performance: Weekly Quizzes Followed by a Cumulative Final Exam (R. Eric Landrum); (53) Pedagogical Aids and Student Performance (Regan A. R. Gurung); (54) Pedagogical Aids: Learning Enhancers or Dangerous Detours? (Regan A. R. Gurung); (55) Effect of Textbook Study Guides on Student Performance in Introductory Psychology (K. Laurie Dickson, Michelle D. Miller and Michael S. Devoley); (56) Effect of Study Guide Exercises on Multiple-Choice Exam Performance in Introductory Psychology (K. Laurie Dickson, Michael S. Devoley and Michelle D. Miller); (57) An Assignment to Help Students Learn to Navigate Primary Sources of Information (Andrew N. Christopher and Mark I. Walter); (58) Grade Expectations (Jane F. Gaultney and Arnie Cann); (59) Prior Knowledge and Its Relevance to Student Achievement in Introduction to Psychology (Ross A. Thompson and Byron L. Zamboanga); (60) Does Deliberate Source Monitoring Reduce Students' Misconceptions About Psychology? (Joshua D. Landau and Anthony J. Bavaria); (61) A Motivating Exercise for the Introductory Class (and Beyond) (Louise Katz); (62) Empowering Students: Class-Generated Course Rules (Jeannie D. DiClementi and Mitchell M. Handelsman); (63) Student Use of Introductory Texts: Comparative Survey Findings from Two Universities (Jason F. Sikorski, Kelly Rich, Bryan K. Saville, William Buskist, Oksana Drogan and Stephen F. Davis); (64) Textbook Selection: Balance Between the Pedagogy, the Publisher, and the Student (R. Eric Landrum and LuAnne Hormel); (65) Using a Core Textbook for the Introductory Course (Richard A. Griggs, Sherri L. Jackson and Pam Marek); (66) Using the Barnum Effect to Teach Psychological Research Methods (Thomas E. Boyce and E. Scott Geller); (67) Using Common Core Vocabulary in Text Selection and Teaching the Introductory Course (Richard A. Griggs, Alexandra Bujak-Johnson and Derrick L. Proctor); (68) Conscientiousness Is Key: Incentives for Attendance Make Little Difference (Maureen A. Conard); (69) Evaluating the Electronic Textbook: Is It Time to Dispense With the Paper Text? (James A. Shepperd, Jodi L. Grace and Erika J. Koch); (70) Similarity of Introductory Psychology Textbooks: Reality or Illusion? (Richard A. Griggs and Pam Marek); (71) Operant Conditioning Concepts in Introductory Psychology Textbooks and Their Companion Web Sites (Jane P. Sheldon); (72) Psychology Textbooks: Examining Their Accuracy (Faye B. Steuer and K. Whitfield Ham, II); (73) The Representation of Applied Psychology Areas in Introductory Psychology Textbooks (Charlotte W. Haselhuhn and Kerri L. Clopton); (74) Extra Credit Exercise: A Painless Pop Quiz (B. Michael Thorne); (75) Undergraduate Student Perceptions of the Impact of Faculty Activities on Education (Christopher A. Bjornsen); (76) Extra Credit: Gifts for the Gifted? (Marjorie S. Hardy); (77) Notetaking Predictors of Test Performance (Robert L. Williams and Alan Eggert); (78) Breaking the Silence: Using a Token Economy to Reinforce Classroom Participation (Kurt A. Boniecki and Stacy Moore); (79) The Online Delivery of Psychology Courses: Attrition, Performance, and Evaluation (Stefanie B. Waschull); (80) Integrating Technology and Pedagogy: Web Instruction and Seven Principles of Undergraduate Education (Michael H. Newlin and Alvin Y. Wang); (81) Teaching in Cyberspace: Online Versus Traditional Instruction Using a Waiting-List Experimental Design (Christopher R. Poirier and Robert S. Feldman); (82) Enhancing Online Instruction With Humor (Frank M. LoSchiavo and Mark A. Shatz); (83) Predicting Success in Online Psychology Courses: Self-Discipline and Motivation (Stefanie B. Waschull); (84) Are Computer-Assisted Teaching Methods Effective? (Kurt A. DeBord, Mara S. Aruguete and Jeannette Muhlig); (85) Employing Computer-Administered Exams in General Psychology: Student Anxiety and Expectations (Carolyn A. Schult and John L. McIntosh); (86) Using Group Web Page and Video Clip Creation Exercises in Introductory Psychology Courses (Terry F. Pettijohn II and Elizabeth G. Perelli); (87) Group Differences in Academic Achievement: Service Learning in a Child Psychology Course (Kari Knutson Miller and Shu-Chen Yen); (88) Presentation Software in the College Classroom: Don't Forget the Instructor (Erin E. Hardin); (89) Microsoft Producer: A Software Tool for Creating Multimedia PowerPoint[R] Presentations (Thad R. Leffingwell, David G. Thomas and William H. Elliott); (90) Does an Interactive WebCT Site Help Students Learn? (Joelle D. Elicker, Alison L. O'Malley and Christine M. Williams); (91) They Hear, But Do Not Listen: Retention for Podcasted Material in a Classroom Context (David B. Daniel and William Douglas Woody); (92) High School Psychology and Student Performance in the College Introductory Psychology Course (Marcia Rossi, Jared Keeley and William Buskist); (93) If You Post It, Will They Come? Lecture Availability in Introductory Psychology (M. Christina Hove and Kevin J. Corcoran); (94) Differential Effects of Full and Partial Notes on Learning Outcomes and Attendance (Tara L. Cornelius and Jamie Owen-DeSchryver); (95) Using Interactive Computer Technology to Enhance Learning (Joy R. Pemberton, Joaquin Borrego, Jr. and Lee M. Cohen); (96) A Technology Classroom Review Tool for General Psychology (Stephen T. Paul, Alma M. Hollis and John A. Messina); (97) Promoting Active Learning Using Individual Response Technology in Large Introductory Psychology Classes (Christopher R. Poirier and Robert S. Feldman); (98) Benefits of Electronic Audience Response Systems on Student Participation, Learning, and Emotion (Jeffrey R. Stowell and Jason M. Nelson); (99) Using Wireless Response Systems to Replicate Behavioral Research Findings in the Classroom (Anne M. Cleary); (100) Efficacy of Personal Response Systems ("Clickers") in Large, Introductory Psychology Classes (Beth Morling, Meghan McAuliffe, Lawrence Cohen and Thomas M. DiLorenzo); (101) Using Student Response Systems ("Clickers") to Combat Conformity and Shyness (Jeffrey R. Stowell, Terrah Oldham and Dan Bennett); (102) Effective Student Use of Computerized Quizzes (Thomas Brothen and Cathrine Wambach); (103) The Value of Time Limits on Internet Quizzes (Thomas Brothen and Cathrine Wambach); (104) Are Online Study Questions Beneficial? (Kristin Grimstad and Mark Grabe); (105) Forbidden Words: A Strategy for Studying Psychology (Michelle M. Merwin); (106) Not Another Group Project: Why Good Teachers Should Care About Bad Group Experiences (Krista D. Forrest and Richard L. Miller); (107) Using Web-Based Quizzing to Improve Exam Performance: Lessons Learned (David B. Daniel and John Broida); (108) Encouraging Distributed Study: A Classroom Experiment on the Spacing Effect (William R. Balch); (109) The Elusive Definition of Outliers in Introductory Statistics Textbooks for Behavioral Sciences (Thomas P. Hogan and Kimberly Evalenko); (110) Improving Students' Study Habits by Demonstrating the Mnemonic Benefits of Semantic Processing (Julie M. Bugg, Edward L. DeLosh and Mark A. McDaniel); (111) A One-Minute "Intelligence" Test (Richard A. Griggs); (112) Enhancing Student Motivation: Extensions from Job Enrichment Theory and Practice (Arvid J. Bloom, Stefani L. Yorges and Angela J. Ruhl); (113) A Psychic-Reading Demonstration Designed to Encourage Critical Thinking (Timothy J. Lawson); (114) Textbook Coverage of Ethical Considerations in Research With Children (Kim Ernst); (115) Teaching the Principles of Test Validation in Introductory Psychology (Richard Wesp and Sussie Eshun); (116) Introducing Psychology Students to Research Methodology: A Word-Pleasantness Experiment (William R. Balch); (117) Questioning Claims of Baby Genius: Students Evaluate Advertisements of Infant Stimulation Products (Stephanie D. Madsen, Dana L. Van Abbema, Cassandra C. Allen and Rachel E. Schmidt); (118) Demonstrating Experimenter "Ineptitude" as a Means of Teaching Internal and External Validity (Kimberli R. H. Treadwell); (119) Classroom Demonstrations of Auditory Perception (LaDawn Haws and Brian J. Oppy); (120) Schema Theory: A New Twist Using Duplo[TM] Models (Joe D. Nichols); (121) Seeing the Light: A Classroom-Sized Pinhole Camera Demonstration for Teaching Vision (Matthew W. Prull and William P. Banks); (122) Acquisition, Extinction, and Renewal of Classical Conditioning: Updating Cogan and Cogan (1984) (W. Robert Batsell, Jr.); (123) Examining Memory Phenomena Through Flashbulb Memories (Mark Sudlow Hoyert and Cynthia D. O'Dell); (124) Demonstrating the Concept of Illusory Correlation (Jay W. Jackson); (125) An Active Learning Classroom Activity for the "Cocktail Party Phenomenon" (Michael A. Clump); (126) An Effective Exercise for Teaching Cognitive Heuristics (Alan Swinkels); (127) Demonstrating the Monty Hall Dilemma (Matthew R. Kelley); (128) Themes and Principles of Child Development Illustrated in Music (Marvin W. Daehler and Kristen E. Miller); (129) Helping Students Gain Insight Into Mental Set (Richard A. Griggs); (130) What Are Students Telling Their Friends? Teaching Responses to Lay Psychopathology Questions (Cynthia L. S. Pury); (131) Demonstrating the Concept of Illusory Correlation (Jay W. Jackson); (132) "Parenting" Students: Applying Developmental Psychology to the College Classroom (Mary Barnas); (133) "Me Conform? No Way": Classroom Demonstrations for Sensitizing Students to Their Conformity (C. R. Snyder); (134) Using a "New Classic" Film to Teach About Stereotyping and Prejudice (Andrew N. Christopher, Jamie L. Walter, Pam Marek and Cynthia S. Koenig); (135) Applied Animal Behavior Course: A Service-Learning Collaboration With the Humane Society (Lori R. Kogan and Julie A. Kellaway); (136) You Are What You Wear: An Interactive Demonstration of the Self-Fulfilling Prophecy (Michelle R. Hebl and Eden B. King); (137) Using "The Simpsons" to Teach Social Psychology (Judy Eaton and Ayse K. Uskul); (138) What's in a Name? Better Letters If It's Mine! (Angela Lipsitz and Lance A. Gifford); (139) Why Does the "Above Average Effect" Exist? Demonstrating Idiosyncratic Trait Definition (Jason A. Nier); (140) Two Active Learning Exercises for a History of Psychology Class (David Zehr); (141) I Scream, You Scream: Teaching Validity and Reliability Via the Ice Cream Personality Test (Marianne Miserandino); (142) Implementing an Undergraduate Laboratory Course in Functional Magnetic Resonance Imaging (Kevin D. Wilson); (143) Heeeere's Johnny: A Case Study in the Five Factor Model of Personality (Marianne Miserandino); (144) Academic Guide Maps for Learning Psychology (Michael A. Motes, G. Susanne Bahr, Cindy Atha-Weldon and Donald F. Dansereau); (145) Forbidden Words: A Strategy for Studying Psychology (Michelle M. Merwin); (146) Not Another Group Project: Why Good Teachers Should Care About Bad Group Experiences (Krista D. Forrest and Richard L. Miller); (147) A Comparison of Progressive and Two-Draft Writing Assignments in Introductory Psychology Courses (Laura L. Finken and Ramie R. Cooney); (148) General Psychology Course Evaluations: Differential Survey Response by Expected Grade (Elizabeth M. Ginexi); (149) A Psychic-Reading Demonstration Designed to Encourage Critical Thinking (Timothy J. Lawson); (150) Textbook Coverage of Ethical Considerations in Research With Children (Kim Ernst); (151) Motion Parallax: Is It Presented Accurately in Textbooks? (Yancy B. McDougal, George W. Crowe and Sean M. Holland); (152) Teaching Students to Evaluate Web Information As They Learn About Psychological Disorders (Mark A. Casteel); (153) Service Learning and Problem-Based Learning in a Conflict Resolution Class (Carole V. Wells); and (154) An Evaluation of Industrial/Organizational Psychology Teaching Modules for Use in Introductory Psychology (Douglas C. Maynard, Douglas C. Maynard and Ana C. Luna). Citation Information is appended. Individual papers contain tables, figures, notes, appendices and references. [For Volume 2, "Promoting Student Engagement. Volume 2: Activities, Exercises and Demonstrations for Psychology Courses," see ED533154.]