Computer use in psychology instruction: A survey of individual and institutional characteristics

This paper reports the results of a national survey of psychology faculty regarding their instructional use of computers. The survey was designed to answer three general questions: (1) In what ways and to what extent are psychologists using computers in their instruction? (2) What individual characteristics differentiate among levels of users? (3) What institutional characteristics appear to promote or inhibit the instructional use of computers? The results reveal that, although there appears to be extensive use of computers to support instruction, there are both institutional and individual characteristics that differentiate among levels and types of use. Several factors are identified that could lead to increased instructional use of computers, but their impact will largely be determined by the characteristics of the individual and the institution.     

A microcomputer interface for control of real-time experiments in cognitive psychology

A microcomputer system for real-time control of experiments in cognitive psychology is described. The microcomputer serves as an interface that allows a remote timesharing computer to control the timed display of textual material on CRTs and collect response times accurate to 1 msec. It can control two CRT subject stations presenting the same or different experiments and control other devices such as slide projectors and tape recorders. It is argued that such special-purpose microcomputer interfaces provide a real-time laboratory with significantly less effort than does the more traditional laboratory minicomputer.     

An Apple microcomputer system in physiological psychology

The use of microcomputers in physiological psychology has allowed many investigators to conduct experiments that previously required more costly devices. We describe some of the research requirements that led to our selection of an Apple II/FIRST microcomputer system (Scandrett & Gormezano, 1980) for investigations of the neurophysiological correlates of classical and instrumental conditioning.     

A microcomputer lab for psychology based on a hierarchical learning model

This paper describes a psychology laboratory based on a CORVUS-networked system of Apple IIe microcomputers. It also describes the specific software applications used in each of a range of psychology courses, and the skills developed through each of the specific applications. While no empirical data is yet available to support formal evaluation of this type of instruction, initial student and faculty responses to its implementation have been very favorable. The model described here may be useful to other psychologists who are interested in providing microcomputer experiences for their students.     

Evaluating microcomputer interactive survey software

Software packages for microcomputer interactive questionnaires are becoming readily available to a wide group of business researchers. Potential users have a series of interrelated decisions regarding the most appropriate software and hardware for their specific needs. This article outlines important features that researchers must consider in their decisions under five dimensions: Survey research, question presentation, documentation, hardware, and monetary.This project was supported by a faculty grant from the Educational Improvement Fund of the University of Hawaii awarded to the first author. Portions of this paper were presented to the American Marketing Association 3rd Annual Microcomputers in Marketing Education Workshop at the California State Polytechnic University, Pomona, California, October 26–28, 1986.     

Computers in psychology: A survey of instructional applications

This paper describes the results of a survey of psychology department chairpersons and faculty concerning the use of instructional computing in undergraduate instruction. The survey summarizes characteristics of departments and faculty, past and future change in instructional computing, current instructional computing activities, and perceived needs for future development in this rapidly changing area.     

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.     

An experimental psychology laboratory system for the Apple II microcomputer

A system for on-line control of experiments is described that uses the Apple II microcomputer and requires no knowledge of programming. This system, APT, is used to construct test files, randomize stimulus order, and conduct experiments. Construction of an experiment is very easy through use of an interactive program. APT provides powerful options for controlling stimulus duration, feedback, and response type. Programs are available to conduct either a sequence of tests without any experimenter present or a single experiment. Over 200 subjects, ranging from 18 to 86 years of age, have completed a battery of cognitive and abilities tests using the system.     

On choosing an inexpensive microcomputer for the experimental psychology laboratory

This report compares currently available. Inexpensive (minimum stand-alone disk-based con-figuration under $2,000), mass-produced microcomputers from the viewpoint of their applicability as experiment control, stimulus generation, and data collection devices for the experimental psychology laboratory.     

Computer use in cognitive psychology

Some influences of computers on theory and methodology in cognitive research are discussed. Theoretical constructs that cognitive science has borrowed from computer science include processing algorithms, processing rates, information organization, and information selection. The application of these constructs to human information processing is considered, with illustrations from memory and reading research. Further, the role of computers in research methodology is evaluated, on the basis of a comparison of 1962 and 1992 journal articles. Attributes considered include the nature of stimulus control, item content and physical features, cognitive task demands, information feedback to subjects, and assessment of individual differences in cognitive strategies. These methodological attributes are illustrated by memory and reading paradigms for which computer technology is critical. Computer science has enriched theory and data in cognitive science, but the comparison of journal articles from 1962 and 1992 suggests that many psychologists are not taking full advantage of these possibilities.     

Computer use in psychology instruction

This paper presents the ways in which psychology departments are using microcomputers for instruction, the types of facilities that they are using, and the varieties of hardware that they employ. These data are related to other data reported over the past 10 years. In addition, a summary of the types of software currently available in all areas of psychology is presented, and areas in which there is a need for further software development are identified. The information reviewed in this paper was compiled from the current software listings available through COMPSYCH, as well as the results of a survey distributed to registered users of COMPSYCH who hold academic positions.     

Energy psychology and psychotherapy: A study of the use of energy psychology in psychotherapy practice

Aim: The aim of the study was to increase understanding of how energy psychology informs and affects counselling/psychotherapy practice. By undertaking phenomenological interviews with experienced clinicians, the aim was to enrich and expand on the scientific approaches to energy psychology research. Method: This research is based on in‐depth semi‐structured interviews using interpretative phenomenological analysis (IPA). Five experienced psychotherapists who are also practitioners of energy psychology were interviewed. Findings: Four main themes emerged from the analysis: energy psychology as a potent intervention that facilitates shifts in emotions, cognitions, behaviours and physiology; the safety of energy psychology techniques; the role of the therapeutic relationship when using energy psychology techniques; and the challenges of integrating energy psychology into the work context, highlighting the need for more complex, systemic models to understand how people experience distress and how change is facilitated. Conclusion: Overall, participants in this study found energy psychology to be a valuable supplement to counselling and psychotherapy. The implications for current practice are discussed.     

Law-related training in school psychology: A national survey of doctoral programs

This article deals with the nature of law-related training in doctoral programs in school psychology. The characteristics of such training efforts are described, and implications for future training activities are discussed.     

School psychology in the U.S.: A quantitative survey

Thirty-two states and the District of Columbia responded to a survey on their school psychology services programs in the period 1966–1974. Ratios of workers to students averaged 1 to 21,900 in the base period, improving to 1 to 8,100 by school year 1974–1975. Rates of growth and rankings are given by state, as well as projected goals for responding states.     

Some ideas for beginners on using a microcomputer in an introductory psychology class

This tutorial workshop presented several microcomputer applications for a large introductory psychology class with limited equipment. Applications demonstrated were word processing, gradebook management, and demonstrations.