An content analysis of introductory psychology textbooks revealed that only 25 percent of the texts include a section on industrial/organizational (I/O) psychology and that another 25 percent fail to even mention the area. Such limited coverage of the I/O field may limit career alternatives that students consider. (RM)

Identification of objectives, review of texts, assessment of outcomes, and consideration of students are suggested procedures for effective textbook adoption. (Author)

Comparison of evaluation method and results of ten introductory psychology textbooks. They were evaluated according to both Flesch formulas and student opinions on both readability and interest levels. (ND)

A survey of how 17 recent experimental psychology textbooks treated the subject of random assignment of subjects to groups for purposes of experimentation is discussed. Findings indicate that the textbooks generally gave favorable coverage to the practice. Further research might improve this simplistic understanding. (Author/DB)

Presents ideas and activities to be used in a course on the history and systems of psychology. Explains that the students prepared topic summaries to demonstrate knowledge rather that formal testing. Describes projects such as a reaction journal, intellectual genealogy, textbook comparison, and multiple timelines. (DK)

Presents results from a content analysis of 12 human sexuality textbooks published between 1989 and 1996 to determine the relationship between the content and presentation of the material in the texts. States that the textbooks demonstrate a preference for how sexual material is visually presented. (CMK)

An objective index-based textbook evaluation method that can be reliably applied to large collections of introductory textbooks is described. The method was designed to help teachers reduce the pool of available introductory texts to a manageable number for more in-depth treatments. Dimensions assessed were key concepts and major theorists…

Discusses the relationship between psychological ethics and the teaching of psychology. Reviews the manner in which ethics is presented in college psychology instruction through textbooks and specific ethics courses. Analyzes ethical psychology instruction principles set forth by the American Psychological Association and how these principles…

Compares a content analysis of 60 college introductory psychology textbooks published or revised between 1969 and 1975 with another analysis of 52 texts published or revised between 1980 and 1989. Finds recent texts more voluminous and more comprehensive, yet more readable than their predecessors. (CFR)

Reports on a content analysis of data graphs in introductory level and upper level psychology textbooks. Explains that upper level and introductory textbooks did not differ on the frequency and variability of data graph presentation. Presents the results and discusses implications for teachers of psychology. (CMK)

Discussed are presentations and evaluations of Freud found in psychology textbooks from 1908 to 1975 in terms of the empirical versus the nonempirical views about the proper subject matter of psychology. Findings indicate that psychologists remain divided in their attitudes toward Freud. (Author/DB)

Asserts that current animal research enables students to understand basic developmental principles. Presents results from a study that evaluated the content of 24 developmental textbooks published between 1995 and 2000, demonstrating that older studies are typically used. (CMK)

Examines whether there was a common vocabulary present within introductory psychology textbooks during the 1950s and if a classic core vocabulary exists. Reports that no common core existed in the textbooks during the 1950s, but there is a set of 100 classic vocabulary terms. (CMK)

Articles stress the need for (1) a system to reduce the number of multiple applications to graduate programs in psychology; (2) centralized information about the status of psychology in precollege curricula; and (3) greater research experience with real-life relevance for undergraduate psychology students. (AV)

Examines the extent to which industrial/organizational (I/O) psychology is covered within introductory psychology textbooks (n=54). Determined whether I/O psychology was in a section, appendix, or chapter; and also compiled the number of pages that contained I/O psychology. Reports that only one-fourth of the textbooks had an overview. (CMK)