| 1. Approaches to the Introductory Course |
| Service learning in a general psychology class: Description, preliminary evaluation, and recommendations. Molly D. Kretchmar |
| Instructional television versus traditional teaching of an introductory psychology course. Steven F. Bacon and Julie A. Jakovich |
| Exposure to the fields of psychology: Evaluation of an introductory psychology project. Amanda M. Maynard, Douglas C. Maynard, and Kirsten A. Rowe |
| Introductory psychology topics and student performance: Where's the challenge? Andrew C. Peck, Rahan S. Ali, Robert L. Matchock, and Max E. Levine |
| Techniques for increasing student learning from educational videos: Notes versus guiding questions. Timothy J. Lawson, James H. Bodle, and Tracy A. McDonough |
| Classic articles as primary source reading in introductory psychology. Richard A. Griggs and Sherri L. Jackson |
| The effect of refuting misconceptions in the introductory psychology class. Patricia Kowalski and Annette Kujawski Taylor |
| Do student perceptions of diversity emphasis relate to perceived learning of psychology. Joelle D. Elicker, Andrea F. Snell, and Alison L. O'Malley |
| Does the first week of class matter? A quasi-experimental investigation of student satisfaction. Anthony D. Hermann, David A. Foster, & Erin E. Hardin |
| Exploring interdisciplinary themes in introductory psychology. Kristin A. Ritchey & Jennifer P. Bott |
| 2. Research Participation for Introductory Students |
| Using a dining facility as an introductory psychology research laboratory. Nancy Koschmann and Richard Wesp |
| Using exam bonus points as incentive for research participation. Joseph R. Ferrari and Stephanie McGowan |
| An argument for a laboratory in introductory psychology. Howard C. Berthold, Christopher M. Hakala, and Dennis Goff |
| The pedagogical value of experimental participation paired with course content. Michelle Ceynar Rosell, Danielle M. Beck, Katie E. Luther, Kelly M. Goedert, Wendelyn J. Shore, and Dana D. Anderson |
| Introductory psychology students' perceptions of alternatives to research participation. David Trafimow, Laura Madson, and Iola Gwizdowski |
| Introducing students to psychological research: General psychology as a laboratory course. Thomas J. Thieman, E. Gil Clary, Andrea M. Olson, Rachel C. Dauner, and Erin Ring |
| A video introduction to psychology: Enhancing research interest and participation. Donald F. Sacco and Michael J. Bernstein |
| 3. Active Learning |
| Active learning within a lecture: Assessing the impact of short, in-class writing exercises. Adam Butler, Kayah-Bah Phillmann, and Lona Smart |
| Obedience, conformity, and social roles: Active learning in a large introductory psychology class. April L. Bleske-Rechek |
| Focused interactive learning: A tool for active class discussion. Helen C. Harton, Deborah S. Richardson, Ricardo E. Barreras, Matthew J. Rockloff, and Bibb Latané |
| Using case studies in introductory psychology. Julie A. Leonard, Kirsten L. Mitchell, Steven A. Meyers, and Jacqueline D. Love |
| A motivating exercise for the introductory class (and beyond). Louise Katz |
| Students teaching students: An experiential learning opportunity for large introductory psychology classes in collaboration with local elementary schools. Gary M. Muir and Gretchen J. van der Linden |
| 4. Examinations: Test Items |
| Difficulty and discriminability of introductory psychology test items. Charles Scialfa, Connie Legare, Larry Wenger, and Louis Dingley |
| Using ignorance questions to promote critical thinking skills. David W. Carroll |
| The use of discrimination indexes in constructing course exams: A question of assumptions. Daniel R. Stalder |
| 5. Examinations: Student Preparation |
| Study tips: How helpful do introductory psychology students find them? William R. Balch |
| Student perspectives on grade changes from test to test. Baron Perlman and Lee I. McCann |
| Improving students' exam performance by introducing study strategies and goal setting. Victoria Manion Fleming |
| How do students really study (and does it matter)? Regan A. R. Gurung |
| Academic background and course involvement as predictors of exam performance. Byron L. Zamboanga, Laura M. Padilla-Walker, Sam A. Hardy, Ross A. Thompson, and Sherry C. Wang |
| Effects of test expectation on multiple-choice performance and subjective ratings. William R. Balch |
| 6. Examinations: Testing Factors |
| Students' reasons for writing on multiple-choice examinations. Frank M. LoSchiavo and Mark A. Shatz |
| Differential test performance from differently colored paper: White paper works best. Nicholas F. Skinner |
| Effect of crib card construction and use on exam performance. K. Laurie Dickson and Michelle D. Miller |
| Effect of paper color and question order on exam performance. Ilani R. Tal, Katherine G. Akers, and Gordon K. Hodge |
| 7. Examinations: Course Design Factors |
| The exam-a-day procedure improves performance in psychology classes. Frank C. Leeming |
| Influence of unannounced quizzes and cumulative exam on attendance and study behavior. Haig Kouyoumdjian |
| Elaborations of introductory psychology terms: Effects on test performance and subjective ratings. William R. Balch |
| The impact of daily extra credit quizzes on exam performance. Laura M. Padilla-Walker |
| Introductory psychology student performance: Weekly quizzes followed by a cumulative final exam. R. Eric Landrum |
| 8. Examinations: Effects of Study Guide and Pedagogical Aid Use |
| Pedagogical aids and student performance. Regan A. R. Gurung |
| Pedagogical aids: Learning enhancers or dangerous detours? Regan A. R. Gurung |
| Effect of textbook study guides on student performance in introductory psychology. K. Laurie Dickson, Michelle D. Miller, and Michael S. Devoley |
| Effect of study guide exercises on multiple-choice exam performance in introductory psychology. K. Laurie Dickson, Michael S. Devoley, and Michelle D. Miller |
| 9. Students’ Course Preferences and Knowledge about Psychology |
| Grade expectations. Jane F. Gaultney and Arnie Cann |
| Prior knowledge and its relevance to student achievement in introduction to psychology. Ross A. Thompson and Byron L. Zamboanga |
| Does deliberate source monitoring reduce students' misconceptions about psychology? Joshua D. Landau and Anthony J. Bavaria |
| Empowering students: Class-generated course rules. Jeannie D. DiClementi and Mitchell M. Handelsman |
| 10. Introductory Textbooks: Selection and Student Use |
| Textbook selection: Balance between the pedagogy, the publisher, and the student. R. Eric Landrum and LuAnne Hormel |
| Student use of introductory texts: Comparative survey findings from two universities. Jason F. Sikorski, Kelly Rich, Bryan K. Saville, William Buskist, Oksana Drogan, and Stephen F. Davis |
| Using a core textbook for the introductory course. Richard A. Griggs, Sherri L. Jackson, and Pam Marek |
| Using common core vocabulary in text selection and teaching the introductory course. Richard A. Griggs, Alexandra Bujak-Johnson, and Derrick L. Proctor |
| Evaluating the electronic textbook: Is it time to dispense with the paper text? James A. Shepperd, Jodi L. Grace, and Erika J. Koch |
| 11. Introductory Textbooks: Content |
| Similarity of introductory psychology textbooks: Reality or illusion. Richard A. Griggs and Pam Marek |
| Operant conditioning concepts in introductory psychology textbooks and their companion web sites. Jane P. Sheldon |
| Psychology textbooks: Examining their accuracy. Faye B. Steuer and K. Whitfield Ham, II |
| The representation of applied psychology areas in introductory psychology textbooks. Charlotte W. Haselhuhn and Kerri L. Clopton |
| 12. Extra Credit |
| Extra credit exercise: A painless pop quiz. B. Michael Thorne |
| Extra credit: Gifts for the gifted? Marjorie S. Hardy |
| Breaking the silence: Using a token economy to reinforce classroom participation. Kurt A. Boniecki and Stacy Moore |
