This study assessed the nature of psychology and its consensus regarding core content. We hypothesized that psychology possesses little agreement regarding its core content areas and thus may "envy" more canonical sciences, such as physics. Using a global sample, we compared psychologists' and physicists' perceptions regarding…

As the burgeoning field of evolutionary psychology continues to gain exposure and acceptance throughout the psychological community, it is important to explain this field clearly and accurately to students. This article discusses some recent findings and trends in evolutionary psychological research to aid instructors in their efforts to provide…

Gaining a perspective on the evolution of psychological concepts can show students the power of theory and societal perspective in shaping scientific ideas across time. In this article, the author uses two constructs, the broad concept of intelligence and the narrow concept of combat stress reaction, to illustrate how psychologists have grappled…

Classic personality theories, although intriguing, are outdated. The five-factor model of personality traits reinvigorated personality research, and the resulting findings spurred a new generation of personality theories. These theories assign a central place to traits and acknowledge the crucial role of evolved biology in shaping human…

There has been a rapid growth of diversity across North America in recent years, and hence the delivery of culturally sensitive services has found itself at the forefront of the field of psychology (Carter, 2001; Sue & Sue, 2008). Consequently, the need for multicultural education and training is increasingly critical, with a focus being placed on…

Describes how cognitive maps can help to stimulate discussion of the structural inter-relationships of psychological theory in college-level history of psychology classes. The author describes a cognitive mapping activity in which students pair prominent theorists and theories, rate their degrees of similarity, and graph the relationships of their…

William James provided not only practical advice to teachers but also wisdom concerning values in living. Statements from his students show his qualities as a teacher, although some of his statements convey his ambivalence about teaching.

What has changed and what has stayed the same in the years since the first publication of James's "Talks to Teachers on Psychology: And to Students on some of Life's Ideals" (1899) and the 10 editions of McKeachie's "Teaching Tips"? Although research and theory have given us better understanding of learning, memory, cognition, and motivation, much…

Describes a research project for high school students in which they write to an important figure in psychology to ascertain their contributions to the field. Students sent letters to 113 psychologists and received replies from 72 of them. Reports students were enthusiastic about the project. (NL)

Describes a college-level course that highlights women's contributions to and impact on psychology. Recommends the use of biographical information and the implications of women's growing presence in psychology. Provides suggestions for modifying traditional psychology courses using this approach. (CFR)

Introduces a theme issue focusing on teaching critical thinking through college psychology courses. Defines critical thinking and asserts that "learning to think" has been called the central purpose of education. Refers to the Goals 2000 program and its emphasis on thinking skills. (CFR)

Contends that, to become a better critical thinker, one must not only develop expert thinking skills, but also become an expert at choosing the best skills for the particular situation. Reports on a study of critical thinking and metacognition among 65 college students. (CFR)

Reports on a study of effects of critical reading and writing skills among 16 college psychology students. Finds that students receiving critical thinking instruction were better able to use argumentative language in term papers. Includes two tables of statistical data. (CFR)

Discusses a model for teaching critical thinking and the changes observed in student abilities after taking a course emphasizing the model. Finds that scores on a critical thinking test were significantly higher among the 24 students in the course. Presents a graphic example of the model applied to the issue of homelessness. (CFR)

Maintains that psychology courses attract students who are interested in using their knowledge of human behavior in their professional and personal lives. Describes four approaches used in a developmental psychology course to differentiate between experimental and observational research. Discusses implications of the approaches. (CFR)