Reviews PSYCHOLOGY, an introductory textbook by Wade and Tavris (1987). Concludes that the text is well-balanced and engaging, with a good mixture of classic studies, current research, and applications. Includes a statement by the authors concerning their goals in writing this book. (GEA)

This listing of 109 introductory psychology textbooks for college students is followed by a list of book reviews. (RM)

As an introduction to subsequent articles about psychology textbooks, som publishing and textbook adoption problems are mentioned. (ND)

Forty introductory psychology texts from the 1950s and 160 texts from the 1970s were compared for their inclusion of information on religion, and then evaluated for the objectivity of their treatment of the subject. Results showed no systematic presentation of the subject and increasingly neutral references to religion. (AM)

Discusses a study to evaluate student understanding of and interest in general psychology textbooks in college level introductory psychology course. Findings indicate that students generally found a high correlation between readability and human interest. (DB)

Violations of assumptions, inflated Type I error rates, and robustness are important concepts for students to learn in an introductory statistics course. However, these abstract ideas can be difficult for students to understand. Monte Carlo simulation methods can provide a concrete way for students to learn abstract statistical concepts. This…

Presents an evaluation of a computer-aided personalized system of instruction program in two undergraduate psychology courses. The computer presented short essay tests and arranged for students who had completed various assignments satisfactorily to help evaluate other students' mastery of those assignments. Student response generally was…

Presents four primary objectives for written assignments. Describes the use of writing assignments in a college probability and statistics course. Maintains that this approach requires students to show statistical and writing skills rarely elicited elsewhere in their coursework. (CFR)

Reports on a study that compared graduate student and faculty views of effective psychology courses. Finds that students placed greater emphasis on course components directly related to their class performance. Suggests strategies for addressing the different perspectives of students and faculty. (CFR)

Doctoral-level training in psychology places importance on helping students acquire facilitative research-related attitudes, skills, and interests. Training models in PhD applied psychology programs also value sound teaching of research. We demonstrate how a research training environment can be evaluated using both standardized instruments and…

We describe the development and evolution of an interdisciplinary introductory course in psychology and sociology. Such a course benefits students by encouraging a wider view of the social sciences and interdisciplinary critical thinking. The challenges of a combined course include reduced content for each discipline, the selection of appropriate…

Observes a general dislike among instructors for large classes. Reviews research which suggests that instruction in large introductory college psychology classes may be superior to more conventional teaching methods. Explains that large group teaching can be helped through audiovisual aids, outlines, and detailed notes. Emphasizes the importance…

Two studies were initiated to examine the effects of study habits, personality traits, and approach to content in college-level psychology courses. It was found that with the exception of regular study habits, none of the factors is either a help or a hindrance to academic success as measured by multiple-choice, open-book exams. (Author/JR)

Describes a process which enables students to take an examination, discuss it, and calculate grades in one class period. Points out the benefits of discussing the test and announcing grades at a time when interest and attendance is high. Discusses benefits to the instructor such as not having to rush to grade examinations. (GEA)

Described and evaluated is a course structured around SPSS (the Statistical Packages for Social Sciences) that helps psychology students review what they have learned in an introductory statistics course and apply these quantitative skills to other courses. Student evaluation showed that course objectives were met. (Author/RM)