Described is an exercise that will help college-level psychology students learn abstract and relational thinking skills. The exercise will provide students with a new way to handle compare-and-contrast questions. (RM)

Analyzes two studies in which undergraduates set deadlines for either nine course tasks or five course tasks in a personalized psychology course. Compares results of student-set (SS) and instructor-set (IS) deadline conditions. Shows students who met nine deadlines complied better with the testing schedule; students in SS deadline conditions…

Compares two studies in which the effects of a writing component in introductory psychology were measured. Evaluates the impact of the format on students' writing skills. Notes essay questions were restricted to four rhetorical forms previously encountered by students in freshman composition classes. (Author/NL)

Compares graduate students as teachers with faculty as teachers by analyzing the course evaluations of 41 faculty and 68 teaching assistants (TAs) at Queens College of the City University of New York over an 8-year period. Reports that students rated TAs higher for introductory psychology four out of the seven semesters. (NL)

Urges the inclusion of comparative psychology in the undergraduate curriculum. Defines zoological or comparative psychology as a field that explores the behavior patterns and minds of many animal species and the genesis, control, and consequences of a range of behavioral patterns. Traces the history and development of the discipline. Discusses…

Examines how reading ability relates to course performance in an introductory developmental psychology course. Compares personalized system of instruction (PSI) to contingency managed lecture (CML) sections. Shows previous academic performance best predicted final examination scores for CML students while reading comprehension best predicted PSI…

Presents study results comparing psychology graduates with graduates in other areas. Includes comparisons of high school interests, grades, and achievement measures. Concludes that psychology graduates exhibited vocational interests in artistic, general cultural, scientific, and service areas. Reports that psychology majors had similar interests…

Compares 3 Japanese and 2 U.S. psychology departments, using course catalog data and questionnaire responses from 30 professors and 335 undergraduates. Reports U.S. students studied more and learned specific, career-oriented content, whereas Japanese students emphasized extracurricular activities related to future careers. Links findings to…

Examines the catalog descriptions of 42 undergraduate psychology programs in North Carolina. Reveals that minimum introductory and methodological requirements consists of one-term introductory, statistics, and experimental design courses. A required integrated experience was most often a history and systems course or senior seminar. This is…