Describes a computer program called Estimating Statistics (ESTAT). Focuses on the benefits of the program for teaching statistics to psychology students. Explains that the program is interactive and graphics-based. Explores students' interactions with ESTAT and addresses the criticisms of the program. (CMK)

Explores the impact of unannounced quizzes on students' performance on examinations by comparing course segments with quizzes to segments without quizzes. Finds that test scores following quizzes averaged half a letter grade higher than scores from segments without quizzes; C students demonstrated a grade gain of 84% of a letter grade. (CMK)

Describes a project used in an introductory psychology course that examines flashbulb memories. At two different points in the semester students recorded what they were doing when they first heard of a particular event. Discusses the project assessment and considers the benefits of the project. (CMK)

Describes journal writing as a way to actively engage students in learning about personality theories. Evaluates whether journals increased student learning by comparing test grades from two classes: one with assigned journals, the other without. Reports on students' responses on a questionnaire addressing journal writing. Discusses the findings…

Examines the effects of in-class review questions with and without student-response cards in a community college psychology course on the learning and participation of students. States that a secondary goal was to determine student satisfaction. Provides evidence that response-card instruction can improve student learning and participation. (CMK)

Describes a system that involves randomly administered quizzes and offers suggestions for its implementation in classes of any size. Presents data in support of the effectiveness of this technique stating that students completed their assigned reading at impressive rates when motivated by randomly administered quizzes. (CMK)

Discusses a systematic approach to six study tips recommended to introductory psychology students to improve their study skills. Presents the results of student ratings (n=114) based upon the tips for helpfulness and degree of use. Includes references. (CMK)

Reports on a study to determine the impact of feedback on academic achievement. Finds that students who received daily feedback scored significantly better on tests than students who received partial or no feedback. Maintains that the benefits to students outweigh any difficulties for teachers. (CFR)

Evaluates an interactive, Web-based tutorial that helps students learn about sampling distribution. 111 students enrolled in statistics or research methods courses used either the tutorial or attended a lecture/demonstration. Indicates through pre- and post-test quizzes both groups learned comparable amounts and reveals students' ratings of both…

Provides an in-class activity that enables students in research methods to learn about survey design and multiple regression. Explains that the students developed questionnaires in order to generate five items, as set in a multiple regression equation, that would best predict a particular outcome. Discusses benefits and drawbacks. (CMK)

Presents the results of a two-page survey asking introductory psychology instructors to rate the effectiveness of 22 teaching techniques that focus on improving student performance. Finds that in-class examples/activities, writing assignments, emphasis on core concepts in lectures and examinations, and providing a copy of the lecture outline were…

Describes the Correlator, an interactive computer tutorial that helps students explore positive, zero, and negative correlation coefficients. Discusses studies that assessed whether the Correlator aided in student learning revealing that students completing the Correlator better understand correlation coefficients and enjoy the tutorial. (CMK)

Examines the effect of self-referencing on recall of material from a child psychology text, comparing the effectiveness of the self-referencing strategy to the SQ4R strategy (a study method consisting of survey, question, read, reflect, recite, and review components). Determines whether both strategies enhance learning/retention compared to…

Investigates compliance with required reading assignments from 1981 to 1997 (excluding 1984 and 1985) in psychology classes. Finds that compliance declined dramatically since 1981 and compliance improved as a function of increasing class level. Suggests a renewed emphasis on compliance with required reading assignments and an incorporation of…

Describes a method for assessing student attitudes toward studying international psychology. States that 33 seniors participated in a seminar course in which they took a pretest, wrote and presented information on a country, and then took a posttest. Reveals that five months after the course students' attitudes improved significantly. (CMK)