Pam Marek

Similarity of Introductory Psychology Textbooks: Reality or Illusion?.

Because the perception of extensive similarity in introductory psychology textbooks is important in the textbook selection process, we examined whether this perception was accurate. We systematically reviewed extant research encompassing 6 textbook dimensions and found that perceived similarity is the product of 2 salient, easily accessible, global text variables: chapter topics and organization. Beyond these variables, textbook homogeneity disappears. We consider stereotyping due to the arduous, complex nature of the textbook selection process as an explanation for this misperception of similarity and urge teachers to consider introductory texts more thoroughly to make the best choices for their individual courses.

Critical Thinking in Introductory Psychology Texts and Supplements

The importance of critical thinking to education in psychology prompted us to examine the coverage of critical thinking in the 37 full-length introductory psychology textbooks published during the period 1995 to 1997. In addition, we checked for coverage of scientific thinking, cognitive biases in thinking, and difficulties in statistical reasoning. We also reviewed critical thinking supplements. The findings should guide and facilitate the review and decision process for teachers interested in incorporating critical thinking into the introductory course.

Three Decades of Social Psychology: A Longitudinal Analysis of Baron and Byrne's Textbook.

We analyzed the first 10 editions of Baron and Byrnes social psychology textbook. Modeling our methodology on Griggs and Jacksons (1996) longitudinal analysis of Hilgards (1953) introductory psychology text, we ascertained changes in objective features, content, and contributors and contributions to social psychology. Changes in objective features partially mirrored changes in introductory texts. Topical coverage of areas related to social cognition increased. A small core of classic publications emerged. We discuss findings in relation to other analyses of textbooks, journal content, and researcher eminence.

Applying Technology to Facilitate Poster Presentations

Because college graduates with baccalaureate degrees in psychology are often employed in positions that are not directly related to psychology, we offer a rationale for introducing applied technological skills in the classroom. We focus specifically on presentation software, primarily as a vehicle for creating posters. Given the surge in popularity of poster presentations and the impact of high-quality visual displays, we review sources of information for preparing posters and graphs. We also offer guidelines for the use of PowerPoint™ presentation software to create single-unit poster presentations, a skill applicable in a variety of academic and employment settings.

A Palatable Introduction to and Demonstration of Statistical Main Effects and Interactions

Because concrete explanations in a familiar context facilitate understanding, we illustrate the concept of an interaction via a baking analogy to provide students with food for thought. The demonstration initially introduces the concepts of independent and dependent variables using a chocolate chip cookie recipe. The demonstration provides an opportunity to distinguish between the main effect of an ingredient and the interactions between ingredients on taste perception. Student performance on exam questions suggests that this demonstration effectively helps students understand the concept and interpretation of an interaction.

A Sweet Tasting Demonstration of Random Occurrences

We describe an active learning demonstration using LifeSavers® candy to illustrate the phenomenon of random occurrences. We provide each student with a roll of Five Flavor LifeSavers. In a dyad, students take turns trying to guess the flavor of candy in their mouths when deprived of the senses of sight and smell. Because there are 5 flavors of candy, students have a 20% chance of randomly guessing the correct flavor. In a sample of 49 undergraduates, student performance reflects this chance guessing rate. Students report that this demonstration was informative and enjoyable. Exam results indicate that students mastered the concept of random occurrences. We discuss other uses of this demonstration.

Supplementary Books on Critical Thinking

To complement our companion study of critical thinking in introductory psychology textbooks and ancillary workbooks and readers, we describe 12 critical thinking books that instructors could use as supplements in psychology courses. Some books strongly emphasize skills in evaluating arguments, whereas others stress methodology and biases in thinking. Although the breadth and depth of most of these books limit their use in a one-term introductory course, they fit comfortably in a two-term course. We suggest alternative ways to incorporate supplementary critical thinking books into the psychology curriculum.

Workshops Increase Students’ Proficiency at Identifying General and APA-Style Writing Errors

To determine the effectiveness of 20- to 30-min workshops on recognition of errors in American Psychological Association-style writing, 58 introductory psychology students attended one of the three workshops (on grammar, mechanics, or references) and completed error recognition tests (pretest, initial posttest, and three follow-up tests). As a comparison condition for the workshops, an additional 47 students attended one discussion session about the reasons for style rules. Workshop participants improved from pretest to initial posttest for all topics (whereas comparison groups did not) and retained their proficiency in follow-up tests. Feedback and note taking enhanced improvement. By providing students with supplementary training in basic writing skills, workshops may conserve course time in methodology courses, allowing for greater conceptual emphasis.

Economic Psychology: Its Connections With Research-Oriented Courses

To enhance student interest in research methods, tests and measurement, and statistics classes, we describe how teachers may use resources from economic psychology to illustrate key concepts in these courses. Because of their applied nature and relevance to student experiences, topics covered by these resources may capture student attention and provide continuity to what might otherwise be regarded as disconnected or uninteresting material. We conclude by discussing student reaction to and cautions about introducing such applied resources.