An evaluation of a required computer-applications course for psychology majors

This study describes and evaluates a psychology course specifically focused on computer skills for undergraduate psychology majors. Learning by 136 undergraduates was evaluated on a 57-item objective test. Mean posttest scores were significantly higher than the mean pretest scores in all classes across all topic areas.     

Using computers in introductory psychology

This paper describes our experience during the past 2 years in establishing a computer-based laboratory for introductory psychology. Discussion includes selection of hardware; physical design of the laboratory; locating, reviewing, and selecting courseware; development of supplementary materials; operation and management of the laboratory; and integration of the laboratory into the curriculum. These factors are examined from the point of view of the decisions made, the difficulties encountered, and the lessons learned.     

Issues in the effective use of computers in introductory and advanced courses in psychology

The recent proliferation of time-shared terminals, computers, and instructional software is producing a dramatic change in undergraduate education in psychology. Although computers have been used for many years in research in psychology, their use as instructional alternatives only recently has been thrust upon the academic community, a development for which many faculty-even experienced computer users—are ill prepared. The use of computers and microcomputers in instruction can provide the instructor, and more importantly, the student, with an effective pedagogical tool. However, computers cannot be introduced into the curriculum in a piecemeal or haphazard fashion. In this paper, issues involved in the effective introduction and use of computers in teaching are outlined.     

Use of on-line computers in experimental psychology: Hardware considerations

A series of modules provide students with the basic skills to set up and use a computer to run psychological experiments. The modules include basic knowledge of AC/DC power supplies, relay switching, analog/digital conversion, integrated circuit board design and soldering, and elementary programming (FORTH and BASIC). These skills are then utilized to build an interface board and to design and run actual on-line experiments. The hardware orientation is combined with computer skills and experimental methodology to allow students to experience all stages of modem psychological experimentation.     

A forgotten resource critical to the future of behavior analysis: undergraduate psychology majors

The demand for board-certified applied behavior analysts is not being met, and there is a perception that fewer students are exposed to systematic courses in basic and applied behavior analysis than was true a generation ago. This article outlines how we have successfully implemented an undergraduate curriculum in behavior analysis within a traditional department of psychology. Certification credentials offered by the Behavior Analysis Certification Board facilitated the approval of this curriculum, and the cultural practice selection contingencies that supported the creation of our curriculum in behavior analysis may be similar at other comprehensive universities. Advice for developing an undergraduate program in behavior analysis within a psychology department is outlined. We also summarize strategies we have used to attract talented students to the courses and the significant impact these strategies have had on the number of our graduates who pursue graduate training in basic and applied behavior analysis. Attracting the best and brightest students to behavior analysis is critical to the future of the field.     

A Commodore 64-based experimental psychology laboratory

When used in conjunction with a 6522 interface board, the Commodore 64 (C64) computer can control and precisely time externally generated stimuli. A C64-based experimental psychology laboratory that uses these capabilities is described along with a set of programs that can be used to control experimentation. The pros and cons of using the C64 as a laboratory computer are discussed.     

High school psychology revisited: Student performance in a college-level psychology course

There were no differences in achievement in a college-level general psychology course between students who had completed a high school psychology course and those students who had not completed a high school psychology course. The results are discussed in terms of the content, quality, and objectives of high school psychology courses. The discussion includes a consideration of the role of school psychologists in high-school-level psychology courses. Future trends in the teaching of psychology at the secondary and university level are reviewed.     

Microcomputers in psychology laboratory courses

The implementation of a microcomputer-based laboratory curriculum is described and analyzed in terms of general guidelines for introducing computer-based instruction. Procedures are suggested for analyzing need, choosing a system, and implementing the project. Pedagogical considerations arising from the use of computer technology are also discussed.     

A laboratory in experimental psychology using the TRS-80

Twenty-three BASIC language programs have been written to allow the TRS-80 and other microcomputers to perform most of the classical experiments normally used in teaching a laboratory course in experimental psychology. Most programs allow experiments to be run as though the computer was the specialized apparatus normally used. This facilitates a realistic and interactive learning experience for the students.     

Adolescent popularity: A positive psychology course with a developmental foundation

Because positive psychology is still an emerging subfield, it can often be difficult to fit dedicated positive psychology courses into academic curricula, particularly at small colleges. This article describes ‘Adolescent Popularity’, a Special Topics course with a ‘balanced’ view of peer interactions that can fit naturally within the developmental offerings of most colleges. The course curriculum focuses on popularity-relevant issues of measurement (both quantitative and qualitative), social behaviors/characteristics (e.g., prosocial behavior, physical attractiveness, athletic achievement, and aggression), and peer relationships (including friendships, romantic relationships, and social groups). Suggested primary readings and course assignments are outlined. Ultimately, the goal of this course is for students to gain a deep understanding of popularity and peer relations during adolescence, as well as a general appreciation for the importance of researching positive aspects of human behavior.     

Low-cost laboratory computing: Microcomputers in British psychology departments

Over 25% of the 80 British psychology departments use microcomputers. This paper summarizes the types of processor, level of system integration, applications, and problems of these users. The Motorola 6800 is by far the most popular processor, but there is a growing number of Z-80 users. Useful microcomputers have been developed from chips, single-board evaluation kits, hobby products, and manufacturers’ development systems. Applications include front-end processing, networking, and stand-alone uses for data logging, process control, and the development of intelligent laboratory tasks. Emphasis is placed on the need to match system packaging and support facilities to the application.