Distinguished teaching in psychology: Benton J. Underwood.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Benton J. Underwood, who received the award for Distinguished Teaching in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished teaching in psychology: Ludy T. Benjamin, Jr.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Ludy T. Benjamin, Jr., one of the recipients of the award for Distinguished Teaching in Psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished teaching in psychology award: Charles L. Brewer.

Presents the citation and biography for Charles L. Brewer, recipient of the American Psychological Association's Distinguished Teaching in Psychology Award. The Distinguished Teaching in Psychology Award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. The recipient is selected by the APF Teaching Award Committee from nominations submitted at large. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished teaching in psychology awards.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Teaching in Psychology Awards.

The Distinguished Teaching in Psychology Award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished contribution to education in psychology: Ellen P. Reese.

The Distinguished Teaching in Psychology award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The following guidelines are used to determine the recipient: (a) demonstrated influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) engagement in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) being an especially effective trainer of teachers of psychology, and (g) being responsible for administrative facilitation of outstanding teaching. This article provides a citation and a biography for Ellen P. Reese for her distinguished contribution to education in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fred S. Keller: Distinguished Contributions to Education in Psychology Award.

Presents the citation of the American Psychological Foundation's Distinguished Contributions to Education in Psychology Award for 1970. Fred S. Keller is one of this year's recipients. His award citation reads: "Pioneer in applying behaviorism to the teaching of psychology. He and his followers have wrought major changes in undergraduate psychology courses." A check for $1,000 was also presented to the recipient. The article includes Keller's personal biographic information. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A Tabulation of Inferential Statistics Used in Psychology Journals.

Every year thousands of psychology students take courses in statistics. In spite of the importance attributed to statistics, there is no available tabulation of the usage of various statistics in the psychological literature to show what the student needs to know in order to interpret the literature and to show what statistics psychologists have found useful. This report presents such a tabulation. To allow comparisons between the statistics used in different fields of psychology, the journals examined were the APA journals that specialize in particular fields of psychology: Journal of Abnormal and Social Psychology, Journal of Applied Psychology, Journal of Comparative and Physiological Psychology, Journal of Consulting Psychology, Journal of Educational Psychology, and Journal of Experimental Psychology. Tabulations were made of the inferential statistics used in articles in these journals for the even-numbered years from 1948 to 1962, inclusive. The use of a particular type of statistical technique was recorded only once for each article, no matter how many times that technique was used in the article. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An integrated course in biology and psychology.

"The problem of providing a broad and sound education in science for liberal arts students has led many colleges and universities to establish integrated science courses… . Within the last few years, an Integrated Course in Biology and Psychology has been developed at Wayne State University through the cooperation of the Departments of Biology and Psychology." Objectives of this course include providing: (a) an overview of basic biology and psychology, (b) knowledge of the scientific method, (c) an appreciation of these disciplines in our practical culture. Titles of some laboratory demonstrations are indicated, and 3 of these are briefly described. Themes developed are specified. The principal strength of the course is "integration" and its principal weakness, "lack of depth." (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)     

Review of Forensic psychology: Emerging topics and expanding roles.

Reviews the book, Forensic psychology: Emerging topics and expanding roles by Alan M. Goldstein (see record 2006-13463-000). The main goal of this book is to provide a comprehensive examination of diverse specialized topics related to practice and research in forensic psychology. It was intended to address specialized issues not covered in his Forensic Psychology (the original planned title for the book under review was Forensic Psychology: Advanced Topics), which effectively covered the "bread and butter" topics in the field. The editor now has made an effort to provide the reader with a wide array of specialized forensic topics of interest primarily to psychologists, postdoctoral fellows, and graduate students who practice in the areas of forensic assessment and treatment. The contents also are well suited for law students and lawyers who represent clients coming into contact with the mental health system. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Award for Distinguished Teaching in Psychology.

The American Psychological Foundation invites nominations for the 1981 Award for Distinguished Teaching in Psychology. The annual award, which includes a check for $1,000, is given to the recipient for his or her contributions to the teaching of psychology. The committee that selects the awardee uses the following guidelines in arriving at its choice: (a) demonstration of influence as a teacher of students who become outstanding psychologists, (b) development of effective teaching methods and/or teaching materials, (c) participation in significant research on teaching, (d) development of innovative curricula and courses, (e) outstanding performance as a classroom teacher, (f) exceptionally effective trainer of teachers of psychology, and (g) responsible for administrative facilitation of outstanding teaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Charles W. Bray II (1904–1982).

Presents an obituary for Charles William Bray, II. Bray received the master's degree in psychology in 1926, and the PhD in 1928; his doctoral thesis on "Vitamin A Deficiency and Its Relation to Hearing" was published in the Journal of Experimental Psychology in 1941. He was appointed instructor in psychology in the Princeton department in 1928, and then continued to rise through the academic ranks, becoming assistant professor in 1931, associate professor in 1941, and full professor in 1945. In his academic teaching, Bray was mainly concerned with experimental methodology, working with other members of the departmental staff in laboratory training courses for undergraduate students and was also deeply involved in the training of graduate students and especially their guidance in connection with their doctoral theses. He taught courses in differential psychology and educational psychology, as well as the laboratory training course in experimental psychology. Personally, Chuck was a man of warmth, grace, forthrightness, and sound judgment; he was the perfect friend to all who knew him well. As a scientist he was perceptive, painstaking, and thoroughgoing, with an unhurried objectivity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of Approaches to psychology.

Reviews the book, Approaches to Psychology by John Medcof and John Roth (Eds.) (1979). The preface of Approaches to Psychology states that standard psychology texts do not meet the needs of instructors teaching one-semester courses to students taking psychology as an adjunct to their own field of study. According to Medcof and Roth, standard texts do not fill these needs because they are too long and students often perceive the information as a disjointed collection of conflicting theories and findings. In addition, they claim that students who are taking Psychology as an adjunct to their own field are not interested in rats and other non-human organisms. To correct what they perceived as deficiencies in standard texts they chose to write this book as a text that was brief, stressed human behavior and was coherent. Although the individual chapters are well written, the reviewer feels that Approaches to Psychology fails to meet its goals. It is not necessarily brief nor does it present a coherent picture of psychology. He recommends that professors who are selecting a text for a one semester course in general psychology would be wise to consider some of the short versions of standard texts. These texts, in spite of their difficulties, would provide students with a better overall picture of the field of psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology and the law: A shared vision for the 21st century.

Traces how the interface between psychology and law has emerged as a unique speciality within psychology, and notes initiatives by the American Psychological Association (APA) and the Canadian Psychological Association (CPA) on regarding legal issues. James Ogloff, president-elect of the CPA, has launched an initiative, "Taking Psychology and Law into the 21st Century," which includes a focus on "Law and Psychology: A Bridge to the Future." This project will review the field, with the goal of determining where areas of research have been, are now, and should head. The APA presidential initiative started with the appointment of a working group that is planning for the first APA miniconference on Psychology and Law at the annual convention in 2000. The conference theme will be "Law and Psychology in the Workplace." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Review of The Experimental Psychology of Sensory Behaviour.

Reviews the book, The Experimental Psychology of Sensory Behaviour by John F. Corso. The evaluation of John Corso's book depends to a great extent upon the use for which it is intended. As a text for an experimental psychology course, this book unfortunately has some serious limitations. This is of considerable value for some types of courses; however, for a course in experimental psychology it would seem desirable to give students a broader range of methodologies than those used in sensory psychology. This is a good, but somewhat limited, experimental psychology text that would need considerable supplementation from other sources in order to be adequate for general experimental courses in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

G. Stanley Hall and the Clark School of Religious Psychology.

The role of G. Stanley Hall as cofounder of American psychology of religion and helmsperson of the Clark School of Religious Psychology is examined. Background ingredients include Hall's religious biography, his definition of religion, and his genetic psychology. Elements of the Clark School of Religious Psychology abstracted here include Hall's courses and plans for the library, the writings of his students, the 7 volumes of the Journal of Religious Psychology, and religious articles in other Clark journals. Hall's major religious contribution, Jesus, the Christ, in the Light of Psychology, serves as a focal point. Other contributions briefly examined include Hall's sexual theory of conversion and his approach to religious education and missionary work. Reasons are offered for Hall's relatively swift obscurity as a religious psychologist. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Distinguished Teaching in Psychology Award.

The APF Distinguished Teaching in Psychology Award recognizes an outstanding career contribution to the teaching of psychology. Patricia Marks Greenfield is the 1992 recipient of the APF Distinguished Teaching in Psychology Award. This article includes a citation, biography and a selected biography. The citation is quoted: "For rare dedication to teaching excellence. Patricia Marks Greenfield embodies the academic ideal of the creative and productive scholar whose talents are expressed equally in teaching and research. Her ability to fire the imagination of students is truly remarkable. She draws them into a deep appreciation of the intellectual challenge of psychology and its relation to their own daily lives. Her success is directly related to her philosophy that active participation is essential to learning. This approach is embodied in her development of a format that encourages animated discussions, even in large lecture classes, of "hands-on" participation and of an extremely effective practicum for both undergraduate and graduate teaching assistants. Also, Greenfield has mentored many exceptional graduate students, who credit her with their teaching successes." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Psychology in the Schools, School Psychology Review, School Psychology Quarterly and Journal of Educational and Psychological Consultation Editors Collaborate to Chart School Psychology's Past, Present, and "Futures".

This introduction will briefly describe the special journal issues that will be offered in Psychology in the Schools (PITS), School Psychology issues Review (SPR), School Psychology Quarterly (SPQ), and Journal of Educational and Psychological Consultation (JEPC) on topics related to the conference. For almost a half-century, students in school psychology have investigated the "Boulder" and "Thayer" conferences, studying and exploring our foundation as scientist-practitioners and brooding over the "school" in school psychology. In a notable alliance, SPR and SPQ are publishing the proceedings of the conference jointly. As part of the School Psychology Futures Conference: Special Journal Issues se- series, Psychology in the Schools will publish a special issue entitled: Shortage of ries, School Psychologists in the April 2004 issue. School psychology quarterly will also be sponsoring a special issue addressing the faculty shortage in school psychology and related difficulties. Consultation emerged as a major thread throughout the School Psychology Futures Conference as participants brainstormed problems and solutions to meet the critical issues faced by school professionals as they work towards improving educational and mental health outcomes for children and families. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Postgraduate occupations of psychology major students.

During the last ten or fifteen years we have seen an increase in enrollment in undergraduate psychology courses that is far out of proportion to the general increase in overall university attendance. Psychology departments are overwhelmed with undergraduate students, and the numbers continue to increase each year. Since we are allocating so much of our time, energy, and resources to undergraduate teaching, it is important to determine what these students are being educated for. This note reports the results of an inquiry into the postgraduate occupations of the members of the first three graduating classes of the psychology major programme at McGill University. (PsycINFO Database Record (c) 2010 APA, all rights reserved)