In an experiment to evaluate a new library system, undergraduate psychology students were divided into an online systems group and a basic bibliographic skills group. Comparison of performance by students in each group on a literature review task indicated that the online systems group performed better on the literature review task and felt more…

Brothen and Wambach (2001) found that under certain conditions students do not benefit from online resources. They awarded points toward the course grade for high performance on small sets of practice questions and concluded student strategies in completing these quizzes were not beneficial to course performance. We investigated student use of…

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)

Performances of two sections of a college-level experimental psychology course were compared. Each class worked on a computer simulation and an independent experiment, but in reverse order. There are benefits from both methods. If both are to be used in a given course, the simulation experience probably should be given first. (DB)

Undergraduate students (N = 47), enrolled in 2 separate psychology research methods classes, evaluated a power analysis lab demonstration and homework assignment. Students attended 1 of 2 lectures that included a basic introduction to power analysis and sample size analysis. One lecture included a demonstration of how to use a computer-based power…

A series of computer simulations of the neuronal resting and action potentials are described. Discusses the use of simulations to overcome the difficulties of traditional instruction, such as blackboard illustration, which can only illustrate these events at one point in time. Describes systems requirements necessary to run the simulations.…

The three computer-assisted instruction packages met the goals set for them. They fit the course objective of giving students more experience dealing with the experimental method; they added a new dimension to the learning resources available to students; and they integrated computer and written work. (RM)

We investigated the benefits of using a virtual laboratory, Sniffy Lite CD-ROM (Alloway, Wilson, Graham, & Krames, 2000), as a supplemental teaching tool to present schedules of reinforcement in operant conditioning. Our results suggest that using the virtual laboratory significantly enhanced understanding. Students who used the virtual laboratory…

We assessed the effects of using LearnStar[TM], an interactive, computer-based teaching tool, as an in-class exam review method. Students with higher LearnStar review scores had higher grades. Furthermore, students' satisfaction ratings indicated that LearnStar reviews were more enjoyable and conducive to participation than traditional reviews.…

This experiment tested the hypothesis that the Teaching Information Processing System (TIPS) could improve student learning. Students in six psychology classes were required to use TIPS. In other classes, students could earn extra credit for using it. Posttests indicated that students required to use TIPS scored significantly higher than casual…

Although computer-assisted instruction (CAI) favorably affects academic performance and attitudes toward instruction, most CAI programs target mastery but not fluency. This study used a within-subjects, crossover design to compare the effects of CAI that included fluency training with traditional study (TS) conditions on test performance and…

Two studies examined effects of computer-assisted (CA) teaching methods in introductory psychology classes. In Study 1, we provided students with lectures supplemented with either overhead transparencies or CA visuals. In Study 2, we compared students who used an optional Web site with students who did not. In both studies we held constant lecture…

Discussed is the design, development, and evaluation of a self-paced college program in statistics which used computer assisted instruction. The program permitted a great deal of individual attention to weak students and freed the strong student to whip through the acquisition of the tools necessary to plan and conduct research. (RM)

Describes and evaluates a method for involving large numbers of introductory psychology students as active researchers via an assigned project involving computer analyzed data. Results indicate students valued research more, understood statistical procedures better, and felt less anxious about statistics and computers. Suggests a viable way to…