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Carsrud, Alan L.; And Others – Teaching of Psychology, 1984
Characteristics of undergraduate psychology research conferences (UPRC) are discussed, the role of UPRCs in undergraduate education is examined, and guidelines for organizing such a conference are presented. (RM)
Descriptors: Conferences, Curriculum Development, Educational Objectives, Educational Policy
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Wapner, Seymour – Teaching of Psychology, 1984
The major goals of this two-semester seminar are to help first-year graduate students understand the links among perspective, theory, assumptions, problem formulation, methods, and findings in psychological research and to optimize their transition into the PhD program. The seminar is described and evaluated and suggestions for change are made.…
Descriptors: Course Content, Course Descriptions, Course Evaluation, Doctoral Programs
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Shimamura, Arthur P. – Teaching of Psychology, 1984
Cognitive and educational psychology have much to offer in developing strategies for efficient learning and memory. How mnemonic skills were taught in continuing education and in introductory college-level cognitive psychology courses is described. (RM)
Descriptors: Continuing Education, Course Descriptions, Course Evaluation, Higher Education
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Morris, Stephen B.; Haas, Leonard J. – Teaching of Psychology, 1984
A method for evaluating undergraduate field experiences in psychology that takes into account attainment of individual goals and quality of supervision is evaluated. Results showed that the most satisfactory field placements are those in which there is a well-organized, explicitly structured training program. (RM)
Descriptors: Course Evaluation, Evaluation Methods, Field Experience Programs, Higher Education
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Cogan, Dennis; Cogan, Rosemary – Teaching of Psychology, 1984
An easy-to-implement method for demonstrating classical conditioning in an introductory psychology course is described. (RM)
Descriptors: Conditioning, Demonstrations (Educational), Higher Education, Introductory Courses
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France, Kenneth – Teaching of Psychology, 1984
The best way to teach psychology majors interviewing skills is through supervised practice. How one teacher used graduates of his interviewing techniques course as peer trainers in subsequent courses is described. (RM)
Descriptors: Course Descriptions, Higher Education, Interviews, Peer Teaching
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Panek, Paul E. – Teaching of Psychology, 1984
Students ask five individuals what three terms or words come to mind when they hear the term old person. The student prepares an overall list and frequency count of responses. Students present their findings to the class. Each response is discussed and its connotation (e.g., negative, positive, neutral) determined. (RM)
Descriptors: Aging (Individuals), Aging Education, Higher Education, Interviews
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Anderson, Dana D.; Stein, Debra K. – Teaching of Psychology, 1984
To be effective the psychology practicum must meet the needs and goals of the individual student, the community agency sponsoring the practicum, and the psychology department. Common student practicum goals are examined, and organizing and administering the practicum program are discussed. (RM)
Descriptors: Educational Administration, Educational Objectives, Field Experience Programs, Higher Education
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Grabe, Mark; And Others – Teaching of Psychology, 1984
A computerized study system that is being used in an introductory psychology course is described. A total of 2,000 multiple-choice test items have been catalogued by chapter and page number and stored on hard disk. The student selects the chapter to be reviewed and is given randomly selected test items. (RM)
Descriptors: Computer Assisted Instruction, Course Descriptions, Higher Education, Independent Study
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Cumming, Geoff – Teaching of Psychology, 1984
In an introductory psychology statistics course that required students to work in small groups, it was found that letting students select their own groups worked well. There were no differences in success between the groups that could be classified as mixed-ability and those that were homogeneous. (RM)
Descriptors: Ability Grouping, Course Descriptions, Higher Education, Introductory Courses
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Dalton, James H. – Teaching of Psychology, 1984
A field work, internship, or practicum course, by virtue of its emphasis on practical decisions and interventions, is perhaps more directly concerned with values and ethical issues than any other course in the undergraduate psychology curriculum. Methods and resources for facilitating discussion of ethical issues are discussed. (RM)
Descriptors: Ethical Instruction, Ethics, Field Experience Programs, Higher Education
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Collyer, Charles E. – Teaching of Psychology, 1984
Five ways the computer can be used in psychology courses to teach thinking are described: using the computer to replace things that already work (e.g., a tachistoscope); programing the computer; simulating specialized procedures and situations; providing behavior to be observed and described; and posing problems for analysis and solution. (RM)
Descriptors: Computer Assisted Instruction, Computers, Higher Education, Problem Solving
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Magnello, M. Eileen; Spies, Carl J. – Teaching of Psychology, 1984
Graduate psychology students were presented with statistical concepts and asked to rate their similarity-dissimilarity. Multidimensional scaling was used to judge how students organized the concepts. Results showed that the students were able to organize the materials into a meaningful structure only after the concepts were presented in an…
Descriptors: Concept Formation, Concept Teaching, Educational Research, Graduate Study
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Ward, Eric F. – Teaching of Psychology, 1984
Students perform better under the multiple final method (MFM) of teaching statistics. MFM covers all course material in five weeks. Students who do well on the final are excused from further course work, but are required to tutor their peers. Other students have the opportunity to repeat the course several times. (RM)
Descriptors: Course Descriptions, Course Evaluation, Educational Innovation, Educational Research
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Beins, Barney – Teaching of Psychology, 1984
The effectiveness of a Sensation and Perception course was improved when the teacher used slides in his presentations. Using slides allows smoother presentation of the material, speeds the pace of the class without confusing students, and provides them with a more positive experience in dealing with a difficult psychology course. (RM)
Descriptors: Audiovisual Aids, Course Evaluation, Educational Research, Higher Education
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