Reports on a survey of twenty-one 1987 introductory psychology textbooks which revealed an unusually high error rate for homunculus illustrations, those drawings in which body parts are depicted in proportion to brain areas that control them. Traces the source of these errors to homunculus drawings made by Mrs. H. P. Cantlie in the Penfield and…

Proposes use of prepublication student evaluations of textbooks. Feedback from students helps to improve comprehensibility and interest and is most useful when done on a chapter-by-chapter basis using a systematic evaluation procedure. (Author/KC)

A content analysis of college-level introductory and social psychology textbooks showed that many texts do not discuss ethics at all and, if they do, it is usually in one or two pages. Things that classroom teachers can do to fill this important gap are discussed. (RM)

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…

The uncritical use of social psychology textbooks may perpetuate origin myths, historical myths created to justify current practice. Practices portrayed in social psychology textbooks, one historical origin myth, and some suggestions for alternative approaches to the teaching of social psychology are discussed. (AM)

Describes the disciplinary role of comparative psychology and examines why comparative psychologists do not consider professional associations of psychology to be representative of the discipline's core. Reviews the treatment of comparative psychology in textbooks and emphasizes the view of comparative psychology on the nature of causation and…

Uses an experience from a senior-level research design class to disprove textbook suggestions that the illusory movement of the autokinetic effect is susceptible to suggestion. Cautions instructors not to use these misleading textbook accounts simply because they are a "grabber." (Author/GEA)

Discusses weakness in 11 introductory psychology textbooks in distinguishing between the terms proactive behavior and negative transfer. Negative transfer relates to a detrimental effect of prior experience on the learning of a new task, whereas proactive interference concerns a detrimental affect of prior interference on the recall of a second…

Integrates two faculty members' experiences learning how to become textbook authors. Considers differences between publishing journal articles and textbooks, and provides suggestions for successfully making the shift. Notes specific problems and solutions with finding publishers, negotiating contracts, and preparing the manuscripts. (DSK)

Presents an interview with Chris Spatz who is a professor of psychology at Hendrix College in Conway (Arkansas). Discusses the null hypothesis statistical texts (NHST) and the arguments for and against the use of NHST, the changes in research articles, textbook changes, and the Internet. (CMK)

Considers the origins and development of the textbook view of causality and experiment by examining the various editions of Woodworth's PSYCHOLOGY (1921-1947). Examining the gradual emergence of the experiment-causality relationship, Winston contends that introductory textbooks oversimplify the concept of causality and he explores possible…

Describes the educators' problems in communicating psychology's value and relevance to students in introductory courses. Course and texts must be improved in order to increase student understanding of the practical consequences of psychological principles. The author suggests changes in course and textbook content to increase student cognitive…