Psychology Learning & Teaching

Editorial

Mon, 4 Mar 2013 14:16:50 GMT

Title: Editorial
Author: Steve Newstead
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 1-3
ABSTRACT Not available

Adaptive Perfectionism, Maladaptive Perfectionism and Statistics Anxiety in Graduate Psychology Students

Mon, 4 Mar 2013 14:16:50 GMT

Title: Adaptive Perfectionism, Maladaptive Perfectionism and Statistics Anxiety in Graduate Psychology Students
Author: VICTORIA COMERCHERO; DOMINICK FORTUGNO
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 4-11
ABSTRACT The current study examined if correlations between statistics anxiety and dimensions of perfectionism (adaptive and maladaptive) were present amongst a sample of psychology graduate students (N = 96). Results demonstrated that scores on the APS-R Discrepancy scale, corresponding to maladaptive perfectionism, correlated with higher levels of statistics anxiety with several subscales of the Statistics Anxiety Rating Scale (STARS). Results also demonstrated negative correlations between bilingualism and dimensions of statistics anxiety. Implications for future research and practical implications are presented.

Teacher and Student-focused Approaches: influence of learning approach and self-efficacy in a psychology postgraduate sample

Mon, 4 Mar 2013 14:16:50 GMT

Title: Teacher and Student-focused Approaches: influence of learning approach and self-efficacy in a psychology postgraduate sample
Author: LINDA K. KAYE; GAYLE BREWER
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 12-19
ABSTRACT The current study examined approaches to teaching in a postgraduate psychology sample. This included considering teaching-focused (information transfer) and student-focused (conceptual changes in understanding) approaches to teaching. Postgraduate teachers of psychology (N= 113) completed a questionnaire measuring their use of a teacher- or student-focused approach, deep and surface approaches to learning and teaching, and research self-efficacy. Standard multiple regressions revealed that the manner in which postgraduate students approached their own studies (i.e., deep or surface learning approach) predicted the use of a teacher- or student-focused approach in their teaching practice. Specifically, postgraduates adopting a deep approach to their own learning were more likely to adopt a teaching-focused approach to their teaching practice. Those adopting a surface approach to their own studies were most likely to adopt a student-focused approach. Furthermore, postgraduates with a high level of teaching self-efficacy were more likely to adopt a student-focused approach to teaching practice. Additionally, postgraduates who had received formal teaching training scored higher on teacher self-efficacy than those who had not received such training. Taken together, the findings suggest the key role of formal training in enhancing self-efficacy in teaching, and demonstrate an association between the learning styles adopted by postgraduate teachers and their approach to teaching.

Misconceptions about Psychological Science: a review

Mon, 4 Mar 2013 14:16:50 GMT

Title: Misconceptions about Psychological Science: a review
Author: SEAN HUGHES; FIONA LYDDY; SINEAD LAMBE
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 20-31
ABSTRACT This article provides an overview of the available evidence on psychological misconceptions, including key findings, current directions and emerging issues for investigation. We begin by defining misconceptions and then examine their prevalence and persistence, discuss their implications for student learning and highlight potential strategies to eliminate or reduce their influence. Thereafter, several theoretical and methodological issues that have traditionally defined research in this area are discussed. In particular, we highlight the possibility that reported rates of misconceptions may in part be driven by particular features of the measurement procedures employed. On the basis of this analysis, potential avenues for future research are outlined.

Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses

Mon, 4 Mar 2013 14:16:50 GMT

Title: Staff Perspectives of Service User Involvement on Two Clinical Psychology Training Courses
Author: SIMON P. CLARKE; SUE HOLTTUM
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 32-43
ABSTRACT This study investigated both negative and positive staff perspectives of service user involvement on two clinical psychology training courses as part of an ongoing process of service evaluation. Ten clinical psychology staff from two training courses were interviewed over the telephone by a current trainee clinical psychologist using a semi-structured interview method. Data were coded into textual units of meaning and then analysed using content analysis. The categories most cited by participants regarding the positives of service user involvement were that service user involvement 'develops trainees' learning' and 'challenges power differences'. For opportunities of service user involvement to provide benefits to the training courses, most participants cited 'meaningful versus tokenistic involvement', followed by 'strategic involvement'. Regarding negatives and barriers, those most cited were 'differences of opinion or agendas' and 'lack of resources'. Whilst the findings suggested that the service user involvement initiatives on both courses have been well received, research is needed into how service users also experience the process. Interventions that facilitate staff reflection and processing of multiple perspectives were also recommended, particularly with regards to negative experiences of service user involvement.

Quality Assurance in Psychology Programmes across Europe: survey and reflections

Mon, 4 Mar 2013 14:16:50 GMT

Title: Quality Assurance in Psychology Programmes across Europe: survey and reflections
Author: J. FREDERICO MARQUES
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 44-54
ABSTRACT The present article examines how different institutions that offer psychology study cycles across Europe have adopted quality principles and have taken up particular quality assurance initiatives to raise standards and enhance quality. Thirty-eight different institutions from 32 countries who were members of a European psychology network responded to a survey about quality issues. Results are presented regarding (a) policy and procedures for quality assurance, (b) approval, monitoring and periodic review of programmes and awards, (c) assessment of students, and (d) quality assurance of teaching staff. Implications for the quality assurance of psychology programmes and for further studies are discussed.

Teaching Method and Effect on Learning Piagetian Concepts

Mon, 4 Mar 2013 14:16:50 GMT

Title: Teaching Method and Effect on Learning Piagetian Concepts
Author: DAVID J. SWIDERSKI; DEAN M. AMADIO
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 55-63
ABSTRACT Instructors of psychology typically use a variety of methods to teach concepts. The present double-blind experiment is intended to determine the effectiveness of popular television clips as exemplars of Piagetian concepts compared to verbal descriptions of the same exemplars among a sample of 86 undergraduate students enrolled in an introductory psychology course in a US college. Results indicated an advantage in learning the concept of conservation at follow-up stage for students exposed to the popular television exemplars, but there were no differences in overall learning at initial assessment, or on the three other Piagetian concepts.

Using Game-based Learning to Teach Psychopharmacology

Mon, 4 Mar 2013 14:16:50 GMT

Title: Using Game-based Learning to Teach Psychopharmacology
Author: JANINA SCARLET ; LAUREN AMPOLOS
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 64-70
ABSTRACT This article reviews several approaches used to teach psychopharmacology for graduate clinical psychology students. In order to promote engagement and increase student interest, students were broken up into groups and were asked to demonstrate their understanding of the material through a variety of interactive games (i.e., game-based learning, or GBL). Games used to teach this course included Quiz Bowl, Family Feud, Rounds, Potions, Brainopoly, and Puzzles. Results indicated that most students completed the reading prior to each class, were engaged with their team members, and appeared more confident in their understanding of the material over the course of the semester. Additionally, student satisfaction surveys revealed that most students greatly enjoyed these games and reported that they were useful to advancing their understanding of the material.

Using Eportfolios to Aid Reflection in Introductory Psychology

Mon, 4 Mar 2013 14:16:50 GMT

Title: Using Eportfolios to Aid Reflection in Introductory Psychology
Author: SHELDON SIPORIN
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 71-75
ABSTRACT Electronic portfolios (EP) are an academic version of online social media (e.g., Facebook) that archive student work and support integrated learning. Despite limited theory, advocates believe EP enhances the reflective process. Thirty-six students in introductory psychology at Pace University were invited to create EP and complete optional EP assignments: a personality assessment; an appraisal of a group learning project; and a review of a guest lecture on addiction. Reaction to EP was mixed. Twenty-five out of 36 students created an EP and 15 out of 25 earned extra credit. Some higher-level reflection was observed. Results are discussed and a few ideas for future use are suggested.

Counterfactual Thinking in the History of Psychology Course

Mon, 4 Mar 2013 14:16:50 GMT

Title: Counterfactual Thinking in the History of Psychology Course
Author: DAVID W. CARROLL
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 76-82
ABSTRACT History of psychology students wrote essays about historical figures and counterfactual events. A linguistic analysis of the essays revealed that counterfactual assignments included more auxiliary verbs and more references to tentativeness and the future. More important, scores on the counterfactual assignments but not the historical figure assignments correlated positively with a critical thinking subtest of the Collegiate Assessment of Academic Proficiency. The linguistic analysis and standardized test results suggest that the counterfactual assignment promotes a different form of thinking than more traditional historical assignments. Counterfactual thinking assignments may be applied to courses in other areas of psychology.

Organizing an Undergraduate Psychology Conference: the successes and challenges of employing a student-led approach

Mon, 4 Mar 2013 14:16:50 GMT

Title: Organizing an Undergraduate Psychology Conference: the successes and challenges of employing a student-led approach
Author: CORY L. PEDERSEN; JOCELYN LYMBURNER; JORDAN I. ALI; PATRICIA I. COBURN
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 83-91
ABSTRACT Connecting Minds (CM) is a North American undergraduate research conference in psychology, hosted annually by Kwantlen Polytechnic University in British Columbia, Canada. However, CM is a conference with a twist: it is both student-focused and student-led. The organizing committee is comprised of both faculty and students working collaboratively. While prone to some unique challenges, this approach to conference organization has been exceedingly successful, both for the event and the individuals involved. The organization of CM provides an opportunity for faculty to take teaching out of the classroom, and for students to develop skills essential for success at the graduate level of their education or in employment settings. This article presents the challenges and benefits intrinsic to such a model from both a faculty and student perspective.

Strategy to Promote Active Learning of an Advanced Research Method

Mon, 4 Mar 2013 14:16:50 GMT

Title: Strategy to Promote Active Learning of an Advanced Research Method
Author: HILARY J. McDERMOTT; TERENCE M. DOVEY
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 92-95
ABSTRACT Research methods courses aim to equip students with the knowledge and skills required for research yet seldom include practical aspects of assessment. This reflective practitioner report describes and evaluates an innovative approach to teaching and assessing advanced qualitative research methods to final-year psychology undergraduate students. An active-learning approach involving auto-photography was developed and implemented as the assessment requirements for a qualitative component of an advanced research methods module. The authors suggest that this student-centred active-learning exercise is a useful and successful strategy to promote the construction of knowledge.

Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course

Mon, 4 Mar 2013 14:16:50 GMT

Title: Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course
Author: MELISSA BIRKETT; AMY HUGHES
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 96-100
ABSTRACT A collaborative project between an academic librarian and faculty member was implemented in an undergraduate psychology course with the goal of integrating specific information literacy learning outcomes relating to students' use of resources. As part of a semester-long, cumulative project, students' annotated bibliography assignments (N = 67), including 510 unique citations, were reviewed to distinguish resource format and type of research (empirical versus non-empirical). Based on the analysis, students used a variety of resources to complete course assignments. Our evaluation suggests that partnerships between academic librarians and faculty members may be beneficial in positively influencing information literacy skills in psychology classes.

REVIEWS

Mon, 4 Mar 2013 14:16:50 GMT

Title: REVIEWS
Author:
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 101-107
ABSTRACT Not available

Abstracts of recent articles published in Teaching of Psychology

Mon, 4 Mar 2013 14:16:50 GMT

Title: Abstracts of recent articles published in Teaching of Psychology
Author:
Journal: Psychology Learning & Teaching
Year: 2013 Volume: 12 Issue: 1 Pages: 108-111
ABSTRACT Not available

Editorial. Introduction to the Special Issue. Globalization and the Teaching of Psychology: a call to action

Fri, 2 Nov 2012 12:04:10 GMT

Title: Editorial. Introduction to the Special Issue. Globalization and the Teaching of Psychology: a call to action
Author: William Buskist; Carrie Zuckerman; Jessica Busler
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 306-315
ABSTRACT Not available

The Culture of Teaching and the Teaching of Culture

Fri, 2 Nov 2012 12:04:10 GMT

Title: The Culture of Teaching and the Teaching of Culture
Author: KENNETH D. KEITH
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 316-325
ABSTRACT In a world made smaller by information technology and convenient travel, the teaching of a psychology of all people has become increasingly important. However, the content of western psychology, in both research and teaching, has failed to encompass the complexities of culture and the importance of the role of cultural understanding in the modern world. This article presents some of the culture-based challenges facing psychology and teachers of psychology, including ethnocentrism, development of cultural competence, and integration of cultural concepts in teaching. The author concludes that the contributions of psychology to the solution of important world problems depend in part upon broader cultural understanding.

On the Importance of Discovering Water: educating psychologists for the global village

Fri, 2 Nov 2012 12:04:10 GMT

Title: On the Importance of Discovering Water: educating psychologists for the global village
Author: JOHN O. MITTERER
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 326-334
ABSTRACT The current education of undergraduate psychology students leaves them relatively unable to address problems posed by a rapidly emerging worldwide society. In particular, teachers of psychology too often educate their students as naïve empiricists who lack the intellectual tools to identify and question the often-unarticulated cultural assumptions that maintain cultural status quos. An alternative approach to educating these students is to stress a more ironic postmodern epistemologyontology in order to teach them to better critique their own cultures and help find solutions to global problems.

The Role of Culture Bump in Developing Intercultural Communication Competency and Internationalizing Psychology Education

Fri, 2 Nov 2012 12:04:10 GMT

Title: The Role of Culture Bump in Developing Intercultural Communication Competency and Internationalizing Psychology Education
Author: CAROL M. ARCHER; STACEY C. NICKSON
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 335-343
ABSTRACT This article describes the Culture Bump Approach to intercultural training across three separate projects and its impact on the behavior and attitudes of participants in these projects. The authors analyzed participants' self-assessments using Bennett's Developmental Model of Intercultural Sensitivity and found a higher level of positive response than this model would predict, and they discuss this result in terms of culture bump theory. In particular, they highlight the Culture Bump Approach's inclusion of human commonalities and its micro-cultural approach rather than a macro-cultural approach. Finally, they explore how the Culture Bump Approach is salient in promoting integration and connectivity in higher education and its importance in teaching psychology at the college and university level.

Preparing Students for Cross-cultural Practice: Indigenous Australians as a case study

Fri, 2 Nov 2012 12:04:10 GMT

Title: Preparing Students for Cross-cultural Practice: Indigenous Australians as a case study
Author: KEITH McCONNOCHIE; ROB RANZIJN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 344-351
ABSTRACT This article discusses a successful evidence-based strategy for embedding teaching of cultural competence in relation to Indigenous Australians within undergraduate psychology. A multi-stage project commencing in 2004 led to the development of new courses in psychology, and subsequently to curriculum guidelines to assist other lecturers in developing such courses. The authors describe the model of cultural competence that underpins these courses, arguing that its principles are equally applicable to working in diverse cultural contexts, not just with Indigenous Australians. Student feedback has been overwhelmingly positive and suggests that students can generalise the knowledge and skills learned in Indigenous-related courses to interacting and working with people from other cultural contexts.

International Psychology Program Development: the changing face of psychology

Fri, 2 Nov 2012 12:04:10 GMT

Title: International Psychology Program Development: the changing face of psychology
Author: NAUSHEEN PASHA-ZAIDI; BARBARA LUTZ
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 352-358
ABSTRACT Globalization has promoted a renaissance in the teaching and learning of psychology wherein western paradigms that have dominated the field are now being viewed critically by scholars, especially in non-western and culturally diverse contexts. As the notion of a 'community' expands beyond local and national boundaries, the need for academic programs in international psychology is growing. However, international psychology program development comes with unique challenges that must be addressed to ensure that future psychologists are equipped with the necessary knowledge and skills to address diverse topics and populations. The authors look at existing programs in international psychology, explore the wraparound approach as a model for positively integrating western and non-western methodologies, and discuss recommendations for the implementation of international psychology in higher education.

Internationalizing Postsecondary Education in Psychology: a global endeavor

Fri, 2 Nov 2012 12:04:10 GMT

Title: Internationalizing Postsecondary Education in Psychology: a global endeavor
Author: GLORIA GRENWALD; THOMAS OBERLECHNER; RICHARD VELAYO
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 359-364
ABSTRACT The twenty-first century has witnessed a widespread call for internationalizing postsecondary psychology education. The authors discuss the rationale for recent efforts to enrich psychological contents, methods, and practices by internationalizing the teaching of psychology. They present aims and results of an online survey on how psychology instructors, primarily in the United States, can make psychology education more international. They also discuss strategies to incorporate international psychology perspectives in such aspects of teaching as lectures, classroom activities, assignments, and the use of Internet-based technologies. They describe the aims of a second online survey that compares European and US faculty perspectives on internationalization in psychology. Future research should empirically explore the effectiveness of instructional strategies and assess specifically defined learning outcomes of an internationalized psychology education.

Embedding Intercultural Competence Development in the Psychology Curriculum

Fri, 2 Nov 2012 12:04:10 GMT

Title: Embedding Intercultural Competence Development in the Psychology Curriculum
Author: ANITA S. MAK
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 365-369
ABSTRACT Psychology educators recognize the importance of preparing graduates who are interculturally competent. This article outlines and reflects on teaching practices intended to embed intercultural awareness and skills in a health psychology curriculum. It includes descriptions of activities consisting of tutorials involving a schematic approach to mapping intercultural interactions for stress reduction and health communication and a reflective learning journal on culture and health.

Learning from Peers around the Globe without Leaving Campus

Fri, 2 Nov 2012 12:04:10 GMT

Title: Learning from Peers around the Globe without Leaving Campus
Author: MARION A. EPPLER; S. AUSTIN CAVANAUGH
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 370-373
ABSTRACT This article describes an undergraduate course that gives students first-hand experience with a variety of cultures using video conferencing and online instant messaging. Learning about psychology and culture is brought to life as American college students develop personal relationships with peers residing in Europe, Latin America, Asia, sub-Saharan Africa, northern Africa, and the Middle East. Students explored cultural differences in education, human development, religious beliefs, attitudes, and stereotypes via readings and synchronous interaction with international peers.

The Crossing Borders Program: increasing intercultural competency via structured social interactions

Fri, 2 Nov 2012 12:04:10 GMT

Title: The Crossing Borders Program: increasing intercultural competency via structured social interactions
Author: VIRGINIA B. WICKLINE
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 374-381
ABSTRACT Increasing diversity in American college classrooms and recent trends toward globalization require professors to teach more creatively in order to encourage students' face-to-face intercultural interactions and resulting competencies. At a commuter campus with a heterogeneous student population, a series of large-group activities and small-group dialogues between American and international students resulted in satisfaction and growth for a majority of American participants. Areas of self-reported growth primarily involved intercultural competencies, including knowledge of, attitudes toward, and skills when interacting with others from different cultures.

Enhancing the Role of International Human Rights in the Psychology Curriculum

Fri, 2 Nov 2012 12:04:10 GMT

Title: Enhancing the Role of International Human Rights in the Psychology Curriculum
Author: MICHAEL R. HULSIZER; LINDA M. WOOLF
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 382-387
ABSTRACT International human rights are an important concern among psychologists. Consequently, many psychological professional organizations across the globe have begun to incorporate fundamental tenets of human rights into policy statements and ethics codes. As a result of these changes, psychology educators need to expand the curriculum to include human rights. This article provides examples aimed at the integration of human rights content into existing courses (e.g., lecture topics, activities, and service learning opportunities) as well as suggestions for creating courses which are focused solely on human rights. Given the fact that psychological and physical health has been tied to respect for international human rights, it is imperative that our students, as global citizens and future psychologists, understand and value these rights.

Developing Critical Global Consciousness in the Psychology Classroom

Fri, 2 Nov 2012 12:04:10 GMT

Title: Developing Critical Global Consciousness in the Psychology Classroom
Author: JEANNETTE DIAZ
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 388-395
ABSTRACT In this article, the author describes an undergraduate course entitled Psychology and Globalization. The intent of this course is to facilitate students' critical global consciousness. Content analysis of narrative data from the course showed that students developed a complex and nuanced understanding of globalization that integrated cultural, economic, and psychological elements. In addition, many students grasped both the positive and negative aspects of globalization and developed an awareness of themselves as individuals situated within globalized systems of production and distribution of food and non-consumable goods. The author also presents students' suggestions for action responses to some of the negative aspects of globalization discussed in class.

Globalization Influences on Teaching Psychology in Saudi Arabia

Fri, 2 Nov 2012 12:04:10 GMT

Title: Globalization Influences on Teaching Psychology in Saudi Arabia
Author: ABDELWAHAB M. EL-NAGGAR
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 396-400
ABSTRACT In the past two decades, the teaching of psychology in King Saudi University (KSU) has been strongly influenced by globalization. The combination of Saudi faculty earning advanced degrees in western countries, establishing a teaching and learning center that has brought western consultants to advise faculty and administrators on issues surrounding teaching and learning, and seeking institutional and program accreditation has strongly influenced how KSU professors teach psychology. Western influence has been particularly strong on the curricular issues, methods used to teach psychology, and approaches to assess student learning.

International Community-based Work Placements for UK Psychology Undergraduates: an evaluation of three cohorts' experiences

Fri, 2 Nov 2012 12:04:10 GMT

Title: International Community-based Work Placements for UK Psychology Undergraduates: an evaluation of three cohorts' experiences
Author: JACQUELINE AKHURST; CAROL MITCHELL
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 401-405
ABSTRACT In the UK, current governmental discourse is placing growing pressure on psychology programmes to demonstrate the development of students' employability skills in an increasingly globalised world, and work-based learning is gaining currency. Many psychology students are motivated to do community-based work, prompted by their desires to contribute to social justice. The authors' purpose in this article is to explore UK psychology students' experiences of community-based work placements in two African contexts. Drawing from data collected from three cohorts of students at the debriefing stage of their studies, they illustrate the richness of the students' learning. Students reported having their cultural preconceptions challenged and the deepening of their cross-cultural awareness. The experiences had an emotional impact on them, and many students reported their desires to help others and the influence on their future planning.

Empowering Culturally Diverse Students within a Collaborative Learning Community: a student perspective

Fri, 2 Nov 2012 12:04:10 GMT

Title: Empowering Culturally Diverse Students within a Collaborative Learning Community: a student perspective
Author: ORLANDO SÁNCHEZ; NICOLA F. DE PAUL CHISM; KELLY SERAFINI; TEDD JUDD
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 406-412
ABSTRACT Psychologists are typically obliged to learn about the cultures of their minority clients and students before working with them, refining their specific cultural knowledge and deepening their understanding of the influence of cultural factors on their clients and students through direct interaction. Likewise, professors of psychology can utilize these principles to empower minority students by (a) modeling cultural openness, (b) acknowledging students’ rich cultural knowledge and experiences, (c) tailoring assignments to minority students’ culturally influenced learning needs, and (d) seizing teachable moments. Empowering minority students in such a collaborative learning environment allows the burden of incorporating cultural views to shift from minority students to the larger classroom community, in which cultural dynamics may be safely explored, respected, and valued.

Expressions of the Self in Individualistic vs. Collective Cultures: a cross-cultural-perspective teaching module

Fri, 2 Nov 2012 12:04:10 GMT

Title: Expressions of the Self in Individualistic vs. Collective Cultures: a cross-cultural-perspective teaching module
Author: BERNARDO J. CARDUCCI
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 413-417
ABSTRACT To help instructors develop lecture material to introduce the cross-cultural perspective in psychology, the author describes a self-contained teaching module that includes a summary of information, along with supporting references, describing the importance of the cross-cultural perspective while introducing students to two fundamental concepts in the study of the cross-cultural perspective: individualistic and collectivistic cultures. A series of selected topics relating to the expressions of the self (e.g., feelings of happiness and shameguilt and explanations of personal success and failure) is presented to illustrate these cultural differences. To supplement lecture material and facilitate in-class discussion of these cultural differences, each selected topic includes a brief summary of the major findings, illustrative examples, and supporting references. The nature of the information in this teaching module is appropriate for use by instructors teaching a variety of courses seeking a concise introduction to the topic of the cross-cultural perspective in psychology.

Helping Study-abroad Students Design and Conduct a Psychological Study

Fri, 2 Nov 2012 12:04:10 GMT

Title: Helping Study-abroad Students Design and Conduct a Psychological Study
Author: LAWRENCE T. WHITE
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 418-422
ABSTRACT Psychology students who conduct research as part of a study-abroad program are likely to benefit in numerous ways, yet no published reports are available to help instructors who supervise such students. This article offers specific recommendations about how to assist students prior to departure, provide necessary resources while abroad, and ensure that students' projects are practical, ethical, and culturally sensitive.

A Cultural Scavenger Hunt: tools of engagement

Fri, 2 Nov 2012 12:04:10 GMT

Title: A Cultural Scavenger Hunt: tools of engagement
Author: RICHARD WESP; ALETHA BAUMANN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 423-427
ABSTRACT The authors describe the use of a cultural scavenger hunt to engage visiting students in cultural conversations within a short-term study-abroad course in the Caribbean. Students from a host university developed questions designed to engage visiting students in dialog with local residents and encouraged the students to return with artifacts and answers to questions. The authors outline how they developed the scavenger hunt, the activities it required of the students, and possible variations for use in other settings. Students reported that the scavenger hunt helped them develop an appreciation for cultural diversity.

Assigning Culture: an example of a cross-cultural assignment for teaching introductory psychology

Fri, 2 Nov 2012 12:04:10 GMT

Title: Assigning Culture: an example of a cross-cultural assignment for teaching introductory psychology
Author: AFSHIN GHARIB; WILLIAM PHILLIPS
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 428-432
ABSTRACT Psychology teachers and textbooks continually introduce content into courses that emphasizes diversity in all forms, particularly those attributed to culture. The present study examined the effect of an assignment involving a book report and literature review that incorporated cross-cultural psychology into an introductory course. Students were assigned a book on cross-cultural applications of psychology in addition to a standard introductory textbook. Students selected a mental illness as a report topic that included a discussion of cross-cultural applications of western concepts of mental illness. A pre-testpost-test design surveying students' attitudes and knowledge revealed significant improvement in understanding how culture influences the diagnosis and treatment of mental illness. The authors discuss the effectiveness of the assignment in terms of changing student attitudes and knowledge of cross-cultural issues.

Adolescents' Identity Development during Political and Social Transitions: a unit for undergraduate psychology classes

Fri, 2 Nov 2012 12:04:10 GMT

Title: Adolescents' Identity Development during Political and Social Transitions: a unit for undergraduate psychology classes
Author: JO-ANN AMADEO; NATASA HENNESSY; JUDITH TORNEY-PURTA
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 433-438
ABSTRACT Since the end of the cold war, unprecedented developments propelled by the opening of former communist countries and the rapid intensification of communication associated with the Internet have occurred. This new socioeconomic and sociopolitical context creates a need to prepare younger generations for life in an increasingly interconnected and multicultural world. Unfortunately, it is still possible for students to graduate from college with minimal exposure to global issues. This dilemma prompted the authors to develop a unit for an undergraduate developmental psychology course at the University of Maryland (USA) to explore major political, social, and economic transitions before and after the fall of communism and how these social conditions influence adolescent development. They structured the unit within the theoretical frameworks of the ecology of human development, the developmental niche, and psychosocial theory. Comments during the class sessions and the end-of-unit assessment from the pilot class indicated that this unit helped to elaborate students' worldviews about unfamiliar environments and increased their awareness of the influence of context on human development.

Internationalizing Research Methods in the Western Psychology Curriculum

Fri, 2 Nov 2012 12:04:10 GMT

Title: Internationalizing Research Methods in the Western Psychology Curriculum
Author: ANDREW F. SIMON; MAGDALENA GALAZYN; SUSAN A. NOLAN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 439-444
ABSTRACT The authors propose means by which faculty might internationalize undergraduate psychology research methods courses. In addition to highlighting the value of introducing internationalized psychology to undergraduate students, they focus on opportunities for doing so in this particular course. They address major components of research methods courses - namely, investigators, topics, methods, measures, and participants - and consider these components in a way that emphasizes the influence of culture and, ultimately, leads to a more global psychology. Finally, they offer suggestions for class activities that might be adopted by instructors.

BOOK REVIEWS

Fri, 2 Nov 2012 12:04:10 GMT

Title: BOOK REVIEWS
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 445-448
ABSTRACT Not available

Abstracts of recent articles published in Psychology Teaching Review and Teaching of Psychology

Fri, 2 Nov 2012 12:04:10 GMT

Title: Abstracts of recent articles published in Psychology Teaching Review and Teaching of Psychology
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 3 Pages: 449-458
ABSTRACT Not available

Editorial. Introduction to the Special Issue: Vancouver International Conference on the Teaching of Psychology

Thu, 11 Oct 2012 16:09:57 GMT

Title: Editorial. Introduction to the Special Issue: Vancouver International Conference on the Teaching of Psychology
Author: Steve Charlton
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 136-137
ABSTRACT Not available

Note from the Editor

Thu, 11 Oct 2012 16:09:57 GMT

Title: Note from the Editor
Author: Stephen Newstead
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 138-138
ABSTRACT Not available

The Impact of Mindful Awareness Practices on College Student Health, Well-being, and Capacity for Learning: a pilot study

Thu, 11 Oct 2012 16:09:57 GMT

Title: The Impact of Mindful Awareness Practices on College Student Health, Well-being, and Capacity for Learning: a pilot study
Author: KIYOMI YAMADA; TARA L. VICTOR
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 139-145
ABSTRACT This preliminary study examined the feasibility and potential utility of mindful awareness practices (MAPs) in terms of enhancing student learning in the college classroom, as well as improving psychological well-being. One of two identical undergraduate psychology sections included a 10-minute MAP at the beginning of every class (mindfulness group n = 37; control group n = 23). Primary learning and secondary self-report outcomes were obtained. Controlling for significant demographic covariates, students in the mindfulness group demonstrated significant increases in mindful awareness traits and reductions in rumination and state anxiety compared with controls. While mindfulness intervention did not lead to significant improvement in academic performance across the semester, 81% of students self-reported positive effects of MAPs on their learning. It is concluded that it is feasible to incorporate MAPs into a regular college classroom. MAPs may help improve student psychological well-being. Although students perceived themselves to benefit from their mindfulness practice, further research is needed to examine the effects of MAPs on student academic performance.

Transforming Introductory Psychology: a systematic approach to course redesign

Thu, 11 Oct 2012 16:09:57 GMT

Title: Transforming Introductory Psychology: a systematic approach to course redesign
Author: DANAE L. DRAB-HUDSON; BROOKE L. WHISENHUNT; CAROL F. SHOPTAUGH; MARY C. NEWMAN; ANN ROST; RACHEL N. FONDREN-HAPPEL
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 146-157
ABSTRACT Higher education is faced with the daunting task of serving greater numbers of students and improving student outcomes while facing declining resources. This combination of factors has created an environment predisposed to course transformation/redesign. Facing course redesign can be puzzling, intimidating, and overwhelming. The purpose of the current article is to break down barriers and demystify the process of course redesign. Issues that lead to course redesign, including high DFW (grade of D/F or Withdrawal) rates, poor learning outcomes, course drift, and grade inflation, are explored. A systematic approach to course redesign is presented, including the early stages of garnering support through the process of developing an effective evaluation strategy. The ‘whole course’ redesign approach used for a large enrolment, general education Introductory Psychology course at a large Midwestern US university is used as a case study to demonstrate the process, issues, and challenges. Specific redesign plans and suggestions for institutions considering the process are discussed. In addition, data are presented regarding the faculty team’s satisfaction with the redesign process as well as perceptions of the course from the undergraduate learning assistants.

The Value of a Psychology Major: bridging the gap between perceptions and reality

Thu, 11 Oct 2012 16:09:57 GMT

Title: The Value of a Psychology Major: bridging the gap between perceptions and reality
Author: TODD HASKELL; MATTHEW BURROWS; CHELSEA HARRINGTON; KELLYN MCCULLOUGH; KRISTIN SCHUH; ANDREA SPERBERG
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 158-170
ABSTRACT In theory, a psychology major provides students with a set of skills that is highly valued by employers. In practice, however, US psychology majors fare relatively poorly in the job market. We hypothesised that one cause of this paradox may be a mismatch between student perceptions and the reality of the working world. To test this hypothesis, we first used existing data to determine what skills employers value most, and what types of jobs US psychology majors typically obtain. The results were compared with interview responses provided by US psychology majors near to graduation. This comparison revealed a substantial mismatch between perceptions and reality. One way to address this mismatch is through a careers course, and data are presented demonstrating that this approach can be effective. However, we argue that career preparation should not be considered as an isolated piece of the curriculum, but in the context of the larger debate regarding the appropriate goals for a college education.

Using Goal Orientation to Enhance College Retention and Graduation Rates

Thu, 11 Oct 2012 16:09:57 GMT

Title: Using Goal Orientation to Enhance College Retention and Graduation Rates
Author: MARK SUDLOW HOYERT; CYNTHIA D. O'DELL; KELLY A. HENDRICKSON
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 171-179
ABSTRACT In this study goal orientation theory, a model used to explore achievement motivation that is commonly covered in introductory psychology textbooks, is used to improve student success. Some variants of the theory posit that mastery goals are associated with adaptive behaviours that can lead to increased success. As a result, the authors of this study developed an intervention designed to increase the pursuit of mastery goals. In previous research, they found that the intervention was associated with altered goals and improved grades. In the current study, they examined the consequences for retention and graduation rates. During the fall 2005 semester, the intervention was extended to 221 students enrolled in introductory psychology classes. A similar set of students who did not receive the intervention served as a comparison group. Five years later, the authors examined the students' transcripts for persistence in school. Students who were at risk for failure and who completed the intervention enrolled in courses at the university at nearly twice the rate of the comparison group in each of the subsequent years, and they graduated at nearly twice the rate of the comparison group. Thus, this intervention was associated with increased retention and graduation rates.

Improving Exam Performance by Metacognitive Strategies

Thu, 11 Oct 2012 16:09:57 GMT

Title: Improving Exam Performance by Metacognitive Strategies
Author: ANDREW JOHNSON; JOHN SMYERS; REBEKAH PURVIS
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 180-185
ABSTRACT When individuals make self-assessment errors, they are generally in the direction of overconfidence. Why do students overestimate their multiple-choice exam scores? Is there a way to boost students' exam performance to match their exam expectations? This study addresses these questions by a manipulation introduced at the end of multiple-choice exams. Students were given an opportunity to improve their score by answering an additional set of upgrade multiple-choice questions. Then the students could swap a subset of the questions with questions from the formal exam. Substitution credit was only given when a correctly answered upgrade question was swapped for an incorrectly answered exam question. The results reveal that the bonus opportunity significantly improves exam performance, and the adjusted scores are close enough to the estimated score that there is no statistically significant difference between the two. The authors believe that the substitution process activates critical thinking and metacognitive processes. It closes the gap between the students' estimated scores and the final exam scores. Finally, this activity gives students credit for knowing what they know and knowing what they do not know.

Validity and Reliability of a Classroom Heart-rate Collection Procedure, with Application for Assessing Arousal Related to Test Anticipation

Thu, 11 Oct 2012 16:09:57 GMT

Title: Validity and Reliability of a Classroom Heart-rate Collection Procedure, with Application for Assessing Arousal Related to Test Anticipation
Author: SERGIO P. DA SILVA
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 186-193
ABSTRACT Measures of cardiac reactivity can be very effective classroom tools for conducting educational activities in psychology courses. Sophisticated laboratory methods provide valid and reliable data, but are costly and have poor ecological validity. In this article, Study 1 established the validity and reliability of a simple method for obtaining self-measures of heart rate in the classroom. The author assessed validity by obtaining self-measures of pulse repeatedly from 74 students, and then correlating them to the students' heart rates measured by electrocardiography in the lab. He also assessed test-retest reliability and internal consistency of self-measures of heart rate. Study 2 utilised the procedure described in Study 1 to assess cardiac reactivity of a group of 107 students prior to taking a test. Mean heart rates were significantly elevated in the test situation. Gender differences were also significant. The findings reported in this article illustrate that self-measured pulse rate taken by students simultaneously in class is a reliable and valid way of assessing cardiac reactivity in educational settings.

Engaging Psychology Students at a Distance: reflections on Australian and Canadian experiences

Thu, 11 Oct 2012 16:09:57 GMT

Title: Engaging Psychology Students at a Distance: reflections on Australian and Canadian experiences
Author: JUDI L. MALONE
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 194-200
ABSTRACT Engagement enhances learning, particularly for abstract and theoretical concepts. This article is an instructor reflection on student engagement with a case example of mobile learning for two differing senior undergraduate psychology courses, Theories of Counselling and Psychotherapy, and Ethics and Current Issues in Psychology. The instructor was experienced and the students were Canadian or Australian, respectively. The courses compared were delivered through an asynchronous online-enhanced distance model for a Canadian university and through a blended learning model for an Australian university. Issues with student engagement are explored through a review of informal and formal student feedback and instructor reflection. Although motivational instruction was a consistent factor in the course and instructional evaluations, this case example highlights the elusive nature of student engagement given the multiple factors involved in student expectations and needs and differing models of delivery for these undergraduate psychology courses. The author is left acknowledging only that different learning opportunities benefit the range of psychology students who may engage in them.

Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course

Thu, 11 Oct 2012 16:09:57 GMT

Title: Integrating Peer Mentoring into the Psychology Curriculum: from an extended induction to an academic skills course
Author: PATRICK ROSENKRANZ
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 201-208
ABSTRACT New undergraduate students embarking on a psychology degree face a host of potential challenges when making the transition from school to university. The School of Psychology at Newcastle University introduced a peer mentoring scheme in 2008 in order to support students in making this transition, help them develop academic skills and facilitate social integration within the cohort. In order to improve the scheme, the peer mentoring was integrated into a new academic skills module called Psychological Enquiry, in 2010. Evaluation showed that the three deliveries of the peer mentoring (2008, 2009 and 2010) were generally well received by both students and mentors. The students especially valued the opportunity to get to know peers on their course in a small group setting. Attendance at the mentoring sessions was higher in 2010 compared with the previous years. Integrating the peer mentoring within a formal module structure allowed for greater interplay between staff-led teaching and peer-based support, and contributed to making the sessions more relevant to the students.

Undergraduate Research Projects: practice and perceptions

Thu, 11 Oct 2012 16:09:57 GMT

Title: Undergraduate Research Projects: practice and perceptions
Author: GAYLE BREWER; ANNE M. DEWHURST; DAWN DORAN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 208-217
ABSTRACT Undergraduate research forms an integral part of higher education, and the research project in particular represents an important component of the undergraduate degree. This study investigated current practice and student and supervisor perceptions of undergraduate research, using both online surveys and telephone interviews. Important differences between student and supervisor perceptions of undergraduate research were identified. In particular, whilst both students and supervisors viewed the research project as a collaborative process, students reported that the project was more student led than supervisors rated it as being. Students were also more likely than supervisors to view activities as part of the supervisor role or to believe that the supervisor should act as a mentor. Students were less likely than supervisors to report that the research project enhanced skill development or that they were members of the departmental or psychological research community. There were no differences between supervisor estimates and direct student ratings of student satisfaction. Students were more satisfied if they believed that their project was student (as opposed to supervisor) led and that it advanced knowledge in the subject area.

Who Wants to Be a Psychology Graduate? Impact of Formative Multiple-choice Review Questions on Summative Assessment Performance

Thu, 11 Oct 2012 16:09:57 GMT

Title: Who Wants to Be a Psychology Graduate? Impact of Formative Multiple-choice Review Questions on Summative Assessment Performance
Author: FAY SHORT; JESSE MARTIN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 218-227
ABSTRACT Evidence suggests that formative assessments can have a positive impact on eventual summative performance, and formative multiple-choice assessments are an effective method for increasing student engagement with course content. The aim of the current research was to explore the value of formative multiple-choice questions in terms of academic performance. The authors predicted that regular use of multiple-choice tests to summarise lecture content would have a positive impact on exam performance. They compared final grades across two student cohorts: students in 2007/08 attended standard lectures, and students in 2008/09 participated in multiple-choice tests at the end of each lecture. Analysis revealed that grades for the exam were significantly higher for students exposed to the formative assessments throughout the module. Furthermore, analysis of a comparable control module indicated that this improvement in performance was not a result of different ability levels for the two year groups. The authors concluded that regular formative assessments could be incorporated into a module without rewriting the lecture content or increasing the marking workload, and the inclusion of these formative multiple-choice questions at the end of every lecture has a positive impact on final exam grades.

Teaching Undergraduate Positive Psychology: an active learning approach using student blogs

Thu, 11 Oct 2012 16:09:57 GMT

Title: Teaching Undergraduate Positive Psychology: an active learning approach using student blogs
Author: K. ROBERT BRIDGES; RICHARD J. HARNISH; DEBORAH SILLMAN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 228-237
ABSTRACT In just over ten years positive psychology has become a major subfield in psychology. This is reflected in the development of positive psychology courses at many universities and in over a thousand empirical articles published in peer-reviewed journals. Thus far, there is little published research suggesting ways to incorporate active learning techniques into these courses. This article describes the use of student blogs, employing a university blog platform, to teach several interventions in an undergraduate positive psychology course. The authors asked students enrolled in an introductory positive psychology course at a large university to complete three exercises, referred to as Three Good Things (recalling three good things that happened in the last 24 hours), Signature Strengths (using signature strengths in novel ways), and the Gratitude Letter (writing a letter of gratitude to someone who has been a positive influence in one's life), and record their experience in a blog. These exercises have been found to increase happiness and positive emotions. Students made a significantly higher evaluation of the course with blogs than of the same course without blogs. The authors describe how the techniques were assigned and scored, and examine the benefits and challenges of this method.

How to Create a More Inclusive Learning Strategy in Large Upper-year Undergraduate Courses: the use of differentiated evaluation

Thu, 11 Oct 2012 16:09:57 GMT

Title: How to Create a More Inclusive Learning Strategy in Large Upper-year Undergraduate Courses: the use of differentiated evaluation
Author: JULIE GOSSELIN
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 238-244
ABSTRACT Classrooms have consistently grown larger in the last decade, and moving higher education from an elite model to one of near universal participation has resulted in more diversity in the student body. While several teaching techniques have been developed to address these challenges, other initiatives have centred on the manner in which classroom assessment is conducted, and how it can stimulate student learning and improve real inclusiveness, despite students' varied backgrounds and special needs. Differentiated evaluation describes the impact of pedagogical differentiation on the evaluation process. It offers all students choices regarding evaluation that are deemed equivalent and fair. While it has most often been used at the primary and secondary school levels, it stands as a valid strategy to be used at the undergraduate level, where we are observing growing diversity within the student body.

A Role for Social Psychology Instruction in Reducing Bias and Conflict

Thu, 11 Oct 2012 16:09:57 GMT

Title: A Role for Social Psychology Instruction in Reducing Bias and Conflict
Author: DANIEL R. STALDER
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 245-255
ABSTRACT Two studies investigated the potential for social psychology instruction to improve interpersonal understanding and to reduce conflict among American undergraduates. In Study 1, in comparison with general-education social science students who received fewer lectures and exercises on the fundamental attribution error (FAE), social psychology students showed: (a) greater openness to their own FAE; (b) less FAE in explaining anti-American terrorism; and (c) less negative feeling and judgment in response to negative behaviour in general. Self-reported understanding of the FAE concept predicted all three of these outcome measures across courses. In Study 2, from pre- to post-instruction periods, social psychology students showed: (a) an increase in openness to their own biases; (b) a decrease in the FAE in judging three of five targets (driver, employee, terrorist); (c) a decrease in negative feelings toward one of four targets (driver); but (d) a slight increase in a self-serving bias. All but one result in Study 2 remained after covarying for social desirability.

Abstracts of Paper Presentations at VICTOP Conference held at Vancouver, Canada

Thu, 11 Oct 2012 16:09:57 GMT

Title: Abstracts of Paper Presentations at VICTOP Conference held at Vancouver, Canada
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 256-287
ABSTRACT Not available

REVIEWS WANTED List of books available for review

Thu, 11 Oct 2012 16:09:57 GMT

Title: REVIEWS WANTED List of books available for review
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 288-288
ABSTRACT Not available

REVIEWS

Thu, 11 Oct 2012 16:09:57 GMT

Title: REVIEWS
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 289-293
ABSTRACT Not available

Abstracts of Recent Articles Published in Teaching of Psychology and Psychology Teaching Review

Thu, 11 Oct 2012 16:09:57 GMT

Title: Abstracts of Recent Articles Published in Teaching of Psychology and Psychology Teaching Review
Author:
Journal: Psychology Learning & Teaching
Year: 2012 Volume: 11 Issue: 2 Pages: 294-305
ABSTRACT Not available