Graduate preparation in research methods: The current status of APA-accredited professional programs in psychology.

Graduate preparation in research methods is needed to help ensure that the next generation of psychologists is prepared to consume and engage in research. This study examined the availability of courses in research methods in 192 American Psychological Association (APA)-accredited programs based on reports from program directors in clinical, counseling, school, and combined psychology programs. Results suggest that, although most doctoral-level psychology programs require introductory methods courses, the requirement to take more advanced courses in research methods is less common. Although many programs offer advanced methods courses as electives, fewer than 10% of program directors believe additional courses are needed. Among the areas of specialization, significant differences in required coursework in research methods were found only for factor analysis, which was required most by school psychology programs, followed by clinical psychology and then counseling psychology. In addition, PhD and PsyD programs generally do not differ in requiring coursework in research methods. Data from this study reflect a significant improvement in course offerings in research methods during the last two decades. Implications of these findings are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Teaching in Psychology Award: Peter S. Fernald.

Presents the American Psychological Foundation Distinguished Teaching in Psychology Award to Peter S. Fernald for a career of outstanding dedication to his undergraduate and graduate students as an effective teacher of both large-enrollment, introductory psychology courses and intensive, small-enrollment, upper-level courses. His scholarly contributions include research articles, an introductory psychology textbook, and pieces on classroom demonstrations and activities and pedagogical strategies. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

History of psychology 1900–2000: Uncertain Genesis.

The new discipline of psychology had been established at a number of American colleges and universities by 1900, but it usually existed in a more rudimentary form, as compared with the familiar autonomous department of psychology found today. The current form took quite a number of years to evolve: A century ago, a survey of these schools would have shown psychology programs to have existed mostly at early stages of development. Many of the schools were still teaching some form of moral or mental philosophy or only one or two courses in psychology. A few of the schools had established psychology laboratories. Fewer still were offering the doctor of philosophy degree in psychology, while a mere handful had independent psychology departments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Contributions of American mental philosophers to psychology in the United States.

Professors of mental philosophy who taught and wrote textbooks in colleges and universities in the US before the Civil War contributed significantly to the development of the new psychology that replaced mental philosophy in the last quarter of the 19th century. Their contributions have been neglected in textbooks on the history of psychology, even those devoted to the history of psychology in the US. These mental philosophers eased the transition to, and influenced the nature of, the new psychology in the US by establishing a place in the curriculum for mental philosophy that the new psychology came to occupy; by identifying topics for laboratory methods to address; by pursuing an empirical, inductive, scientific approach to the study of the mind; and by their tradition of functional analysis that came to characterize psychology in the US. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

There is more to our history of giving: The place of introductory textbooks in American psychology.

Despite their continued widespread use in higher education, introductory psychology textbooks have rarely been the subject of historical study. The centennial of the American Psychological Association offers an appropriate moment for considering the disciplinary and cultural functions of introductory texts. Preliminary analysis indicates that this literary genre has contained far more than a compendium of secondhand knowledge; it also has provided a well-used cultural medium for defining social relations and ideals. Textbooks published around the turn of the century are examined to illustrate how these writings both reflect and contribute to shifts in social identities and aspirations. Close reading of introductory textbooks reveals that they are an inextricable part of what it means to give psychology away and are enmeshed in the cultural enterprise of fashioning human welfare. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On History of Psychology’s launch.

This editorial describes the launching of a new scholarly journal at the end of 20th century, and discusses why print publication remains for many reasons the preferred (and most accessible) medium for circulation. Also discussed are the journal's intellectual and institutional goals. If History of Psychology is to prosper it must address the scholarly and pedagogical needs and interests of its audience. One of its most significant components comprises those who teach the thousands of courses in history and systems of psychology required by just about all U.S. graduate and undergraduate programs in psychology. Others are interested in the opportunity of applying psychological methods and insights to the study of the past itself (an endeavor long recognized as "psychohistory") or studying the history of consciousness and behavior (what some now call "historical psychology"). Remarkably, no currently published scholarly journal provides in one place a forum where serious historians of psychology, psychohistorians, and historical psychologists can all publish their work and read that of those who share their interests. History of Psychology seeks to fill this gap. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Breadth and Depth in Teaching History.

This article discusses the place and role of the history of psychology in the undergraduate curriculum. The author believes that a rigorous standardization, at least at this stage, would be undesirable. Instead, an introductory sequence of courses is suggested. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Applied Social Psychology: Understanding and Addressing Social and Practical Problems.

Reviews the book, Applied Social Psychology: Understanding and Addressing Social and Practical Problems edited by Frank W. Schneider, Jamie A. Gruman, and Larry M. Coutts (see record 2005-02098-000). Though I think the appeal of this text ought to extend well beyond the intended audience, Schneider et al. are marketing their book as an undergraduate level introductory text. It thus contains much of the pedagogy that instructors have come to expect in textbooks. Of course, the typical undergraduate text is written by a single author or group of authors. Schneider et al. opted for a different approach; Theirs is an edited volume, a collection of chapters written by specialists in a wide range of topic areas. Whereas it might have been natural in this case to expect problems with lack of consistency in style, organization, and content across the chapters, I was impressed by the effectiveness with which the editors maintained consistency throughout. One of the main strategies by which they achieved this level of success seems to have been by encouraging authors to use several classic theories and studies, where appropriate, in discussing the content relevant to their own areas of expertise. In total, there are 16 chapters. The first four chapters, which include an introductory chapter and chapters on theory, research methods, and intervention and evaluation, serve largely to set the context for the more focused, topic-driven material that comes later. Because this book is intended as a broad introduction to applied social psychology and because the chapters are rather short in length (20 to 25 pages on average), the coverage within any given chapter is selective rather than comprehensive in nature. I think Applied Social Psychology will make a substantial contribution as an undergraduate text--useful both as an introductory text in courses on applied social psychology and, where time will permit, as a secondary text to complement the main text in introductory or junior graduate-level survey courses on social psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Gold Medal Award for Enduring Contributions to Psychology in the Public Interest Award.

Presents Wilbert J. McKeachie with the Gold Medal Award for Enduring Contributions to Psychology in the Public Interest. Recognizes his classic book Teaching Tips: Strategies, Research, and Theory for College and University Teachers (1951), now in its 10th edition, as having been important in fostering the idea that education in psychology could have an impact on human welfare. He is credited with having supported courses on the psychology of women, prior to it being politically correct, and as having been at the forefront of efforts to increase the number of underepresented minorities in psychology. His contributions to the American Psychological Association (APA) are noted. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Introducing and teaching much-needed understanding of the scientific process.

Discusses the importance of teaching the scientific method in introductory psychology courses. It is suggested that the value of the empirical method needs to be emphasized and understood. One use is in settling arguments with facts rather than polemics. Another is in discovering the facts that will solve a problem. An example of a social problem created by inadequate use of the empirical method was the mass emptying of state mental hospitals after the beneficent effects of antipsychotic drugs were discovered, resulting in many patients not getting needed help and an increase in the mentally ill homeless on the streets. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Psychology and life (Canadian edition).

Reviews the book, Psychology and life (Canadian edition) (2009), by Richard J. Gerrig, Philip Zimbardo, Serge Desmarais, and Tammy Ivanco. As part of an effective strategy to deal with the many emerging challenges of teaching large introductory psychology classes, a modern textbook geared toward introductory psychology must keep up with these changes and offer useful features that address the needs of the student. To this end, Psychology and Life (Canadian Edition) presents an impressive update of the classic textbook by Gerrig and Zimbardo. The text continues to hit on the key principle of psychology as a science with a thorough and updated research-based presentation. The textbook is well organised into 17 chapters covering the range of typical introductory psychology topics. The chapters are written in a midlevel text that will be accessible to the broad range of students enrolled in most introductory psychology courses. While maintaining a high level of readability and interest, the work is solidly grounded in research as it highlights psychology as a science. As the title of the textbook suggests, the authors make a conscious effort to demonstrate that the research and curriculum presented in each chapter have an immediate impact on daily life. This is a well-written, organised, and appealing text that students will find engaging and instructors will find suitable for providing a solid grounding in the science of contemporary psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Statistical significance testing and cumulative knowledge in psychology: Implications for training of researchers.

Data analysis methods in psychology still emphasize statistical significance testing, despite numerous articles demonstrating its severe deficiencies. It is now possible to use meta-analysis to show that reliance on significance testing retards the development of cumulative knowledge. But reform of teaching and practice will also require that researchers learn that the benefits that they believe flow from use of significance testing are illusory. Teachers must revamp their courses to bring students to understand that (a) reliance on significance testing retards the growth of cumulative research knowledge; (b) benefits widely believed to flow from significance testing do not in fact exist; and (c) significance testing methods must be replaced with point estimates and confidence intervals in individual studies and with meta-analyses in the integration of multiple studies. This reform is essential to the future progress of cumulative knowledge in psychological research. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

On recruiting graduate students.

"In the fall of 1955, the Committee on Undergraduate Education conducted a questionnaire survey of American colleges regarding their undergraduate psychology programs." About ? of the country's 4 year liberal arts colleges cooperated. 73% of responding institutions offer a major in psychology. About 75% of the colleges offering majors have 1 term courses in introductory psychology, the other 25% have 2 terms 10 colleges require less than 20 semester hours work for the major in psychology, 12 require 35 semester hours or more. Data are also presented in answer to the following questions: (a) How many students enter graduate school each year? (b) What proportion of seniors and senior majors continue into graduate study? (c) Are small colleges better at producing graduate students? (d) Did the survey identify any single variable associated with rate of producing graduate students? (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Influence of research methods and statistics courses on everyday reasoning, critical abilities, and belief in unsubstantiated phenomena.

Examined whether undergraduate courses in psychology research methods (RM) and statistics (STAT) improve general reasoning skills and scientific critical abilities. 76 students concurrently enrolled in introductory RM and STAT were assigned to 1 of 3 conditions: a baseline group, a group that was tested after completion of RM and STAT, and a group that completed RM and STAT and also received 3 tutorial sessions. 19 students in a humanities program provided a comparison group. All Ss were assessed on tests of general reasoning and of critical abilities. Ss also completed a questionnaire that assessed their willingness to endorse scientifically unsubstantiated phenomena. The RM and STAT courses by themselves did not enhance Ss' general reasoning skills or critical abilities. The group receiving tutorial sessions in addition to the RM and STAT performed better than the baseline group. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Outside Readings.

Discusses the use of "outside readings" in introductory psychology courses, noting that Scientific American published articles that are a perfect answer to the problem of finding reading materials which dramatically suggest scientific adventure with expression of uniformly high quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

More on correlates of success in undergraduate statistics.

A study of 70 undergraduate psychological statistics students showed that grades in this class, in another psychology course, and an introductory statistics course intercorrelated at approximately the same level; and all were strongly and equally associated with cumulative general grade point average (GPA). There was essentially no correlation for these courses and Mathematics scores on the Scholastic Aptitude Test. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Harriet Easterbrooks O’Shea (1895–1986).

Presents an obituary for Harriet O'Shea, a major influence in the application of psychology to children, families, counseling, psychotherapy, and schools. She was equally concerned with the development and strengthening of organizations that united academic and applied psychologists, and with making these organizations more effective in legislative arenas and public policy development. For most of her professional career, she was at Purdue University, moving through the ranks from associate professor to professor emeritus. In keeping with her life history of multiple involvements she not only taught courses in child and adolescent development, clinical psychology, and the usual introductory, general, and educational courses, but she also expanded the teaching and clinical resources in related fields. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Is the first course a monster?

Author comments on his increasing concern regarding introductory undergraduate psychology courses as reflections upon the discipline. He suggests that the discipline needs a thorough, nationwide, and representative-sample survey of the relationship of the first course to the undergraduate student. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Back to the future in the education and training of psychologists.

In this article, I discuss issues concerning the training and education of psychologists at both the undergraduate and graduate levels. I propose a new introductory course on the applications of psychology to oneself and to society. This course would cover many applications of psychology and would also explain what the major psychological specialties do and the specific training needed to pursue a career in a chosen specialty. A common core of graduate courses is recommended for all graduate students regardless of specialty. A broad-based interdisciplinary course is recommended to ensure that all psychologists know the basic scientific principles that are ultimately essential to the understanding of psychology itself. (PsycINFO Database Record (c) 2010 APA, all rights reserved)