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Teaching and learning undergraduate statistics has been a most challenging task for undergraduate psychology majors (Salkind, 2017). A seasoned statistics instructor consulted with a seasoned instructional designer on a method to improve a particularly demanding course using a performance improvement approach to address learning difficulties she had noted in previous semesters. The Decoding the Disciplines methodology identified the most challenging concepts and provided a methodology to improve student learning performance. The methodology focused on five core concepts in psychological statistics: probability, variability, central limit theorem, independent/dependent variables, and degrees of freedom. The Decoding the Disciplines curriculum was used for three semesters. In these three semesters, performance was compared pre and post on these concepts within the semester. Repeated measures t-tests found a significant change in the percentage of correct answers between the pretest and the final exam on the five core concepts. [ABSTRACT FROM AUTHOR]

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Teaching and learning undergraduate statistics has been a most challenging task for undergraduate psychology majors (Salkind, 2017). A seasoned statistics instructor consulted with a seasoned instructional designer on a method to improve a particularly demanding course using a performance improvement approach to address learning difficulties she had noted in previous semesters. The Decoding the Disciplines methodology identified the most challenging concepts and provided a methodology to improve student learning performance. The methodology focused on five core concepts in psychological statistics: probability, variability, central limit theorem, independent/ dependent variables, and degrees of freedom. The Decoding the Disciplines curriculum was used for three semesters. In these three semesters, performance was compared pre and post on these concepts within the semester. Repeated measures t-tests found a significant change in the percentage of correct answers between the pretest and the final exam on the five core concepts.

Background: During the past two decades, psychology has become a favorite school subject in many countries. This situation has led to studies on students' attitudes and perceptions of psychology as a secondary school subject. Objective: The purpose of this study was to compare motives for choosing psychology as a school subject among secondary school students (15–19 years of age) from England and Slovakia. Method: In this study, we administered an online questionnaire to gather data about motivation toward studying psychology among secondary students in England (n = 150) and Slovakia (n = 210). Results: For both groups, the most frequent motives and beliefs influencing the choice of psychology were self-understanding and understanding behaviors of others. However, significant cross-cultural differences in other motives emerged (e.g., the perception of difficulty of psychology as a school subject). Conclusion: Students, regardless the cultural context, choose psychology mostly to understand how the human mind works and to understand human behavior to help people. Teaching Implications: Pre-tertiary psychology teachers therefore need to accept a challenge to fulfill students' expectations and to raise awareness of pre-tertiary students' perceptions and beliefs about psychology among decision makers on national and international levels. [ABSTRACT FROM AUTHOR]

This article presents the biographies of nine professionals who contributed to the development of Psychology in Puerto Rico and that are included in The Palgrave Biographical Encyclopedia of Psychology in Latin America, edited by Ana Jacó-Vilela, Hugo Klappenbach y Rubén Ardila, the whose projected publication is for 2023. The Puerto Rican contribution includes the biographies of 54 professionals that contributed to the academic development of Psychology in Puerto Rico. The search for these pioneers started at the beginning of the Twentieth Century, with the development of the University of Puerto Rico, our first university, founded in 1900. The article presents biographical sketches of the lives of these nine pioneer university professors, their academic formations, their professions, their multiple theoretical perspectives, and the visions that they brought to Psychology. The professionals included in this article are: Domingo Rubio Arana, Charles W. St. John, Juan B. Soto, Fred C. Walters, Malvina Monefeldt, Alfredo Silva Cofresí, Néstor I. Vincenty, Ana María O'Neill and Teobaldo Casanova. [ABSTRACT FROM AUTHOR]

Research on well-being has exploded in recent years to more than 55,000 relevant publications annually, making it difficult for psychologists—including key communicators such as textbook authors—to stay current with this field. Moreover, well-being is a daily concern among policymakers and members of the general public. Well-being science is relevant to the lives of students—illustrating the diverse methods used in the behavioral sciences, presenting highly replicated findings, and demonstrating the diversity of individuals and cultures. Therefore, in this article, we present eight major findings that teachers and authors should seriously consider in their coverage of this field. These topics include processes such as adaptation, influences such as income, the benefits of well-being, and cultural and societal diversity in well-being and its causes. We also examine how much these topics were covered in 15 of the most popular introductory psychology textbooks. Although some topics such as social relationships and well-being were discussed in nearly all textbooks, others were less frequently covered, including the validity of self-reported well-being, the effects of spending on happiness, and the impact of culture and society on well-being. We aim to ensure more complete coverage of this important area in psychology courses. [ABSTRACT FROM AUTHOR]

Interview of Junona Almonaitienė, a graduate of Vilnius University, with associate professor Eglė Rimkutė, a teacher and researcher at the same university from 1966 till 2006, who’s carrier was mainly related to cognitive psychology and methodology of psychology. The interview reveals her subjective approach to various methodological problems of psychology, the nature and shifts of the approach, and her personal efforts to develop a more comprehensive, realistic, sociocultural psychology. As the interlocutors practically collaborated in planning and discussing research during one of the time periods covered here, the subjective experiences of both, related to local as well as more general methodological problems in psychology, are analyzed retrospectively. The entire interview can be seen as a practical effort of writing a microhistory.

Psychology teaching is mostly teacher-centered which can omit students' active learning as reported by the instructors of psychology. In higher education, video-based cases are widely used for students' group discussions in which students are actively involved. Anchored instruction (AI) with seven design principles presents video-based meaningful contexts in which real life problems are embedded. There are limited number of studies embracing such design principles in the area of psychology. In this study, we aimed to utilize three principles of AI to teach psychology via a concurrent convergent design. 50 out of 115 participants registered for an introductory psychology course were assigned to either AI or traditional method (TM) conditions and the remaining were used as controls. We used conventional methods of teaching for the TM group by exposing them regular in-class lectures. On the other hand, the AI group watched a video on a therapy session and had group discussions in addition to in-class lectures. Both treatment groups were tested on related developmental psychology topics in the beginning and at the end of the experiment. Even though the difference was not significant, students in the AI condition scored higher than their counterparts at the posttest. The analyses of final exam scores while controlling midterm scores showed that the AI group significantly outperformed the TM group at the finals. Ingroup discussions from the AI condition revealed that students used their knowledge to solve the problems embedded in the video by referring to expected developmental psychology concepts and processes. In conclusion, this study showed that AI can provide psychology students at higher education an in-depth learning experience which motivates them to study in the long run. [ABSTRACT FROM AUTHOR]

Background: Equal employment opportunity guidelines and concepts are important for increasing equity in the workplace. Given the large number of undergraduate students currently in or entering the workforce, it is critical to convey these concepts in a manner that increases student understanding of appropriate organizational behavior. Objective: We present and discuss an exercise and corresponding in-class discussion aimed at conveying equal employment opportunity concepts to undergraduate students. Method: An exercise was developed using vignettes based on cases that demonstrate key equal opportunity concepts. Student understanding of equal employment opportunity was assessed pre- and post-exercise. Results: Overall, the post-exercise measures suggested greater student understanding of equal employment opportunity concepts in comparison to their pre-exercise understanding. Conclusion: The exercise described herein is an impactful and effective means of engaging students in content related to equal employment opportunity. Teaching Implications: Instructors can use this active exercise in their courses to aid students in their understanding of equal employment opportunity concepts. As a result, students' knowledge of equal employment opportunity may encourage them to combat and prevent occurrences of discrimination in the workplace. [ABSTRACT FROM AUTHOR]

Background: First-generation (FG) college students have been a popular subpopulation to study within educational literature as these students experience many unique challenges in their academic careers causing them to drop out within their first year. This gives courses with high first-time freshman numbers such as introductory psychology courses a unique opportunity to reach many of these students. Objective: The purpose of this study is to examine new perspectives of FG students that may further explain hindrances to retention and achievement. Method: One hundred and ninety-three undergraduate students in an introductory psychology course completed surveys on task values in reference to psychology content at three different time points across the semester. Students' exam scores were also reported as a measurement of academic achievement. Results: Analyses showed that FG college students reported higher levels of cost value and growth in cost value across the semester compared to non-FG college students. Conclusion: FG college students experience academic challenges that may be related to their valuing of their educative experience in psychology courses. Teaching Implications: Educators should actively attempt to alleviate academic obstacles facing FG college students by increasing access to the professor, ease of access to help, and assignment clarity. [ABSTRACT FROM AUTHOR]

Interview of Junona Almonaitienė, a graduate of Vilnius University, with associate professor Eglė Rimkutė, a teacher and researcher at the same university from 1966 till 2006, who’s carrier was mainly related to cognitive psychology and methodology of psychology. The interview reveals her subjective approach to various methodological problems of psychology, the nature and shifts of the approach, and her personal efforts to develop a more comprehensive, realistic, sociocultural psychology. As the interlocutors practically collaborated in planning and discussing research during one of the time periods covered here, the subjective experiences of both, related to local as well as more general methodological problems in psychology, are analyzed retrospectively. The entire interview can be seen as a practical effort of writing a microhistory. [ABSTRACT FROM AUTHOR]

Intercultural competence—the ability to successfully interact and communicate sensitively with members of other cultural groups—is an essential skill in multicultural societies and an increasingly globalized world. A quasi-experimental study revealed that completing a cross-cultural international psychology course increased college students' perceived intercultural competence substantially, relative to students in a control (research methods) course. The curriculum included an extensive 10-week Cultural Immersion Project, conducted on campus and in the local community, and weekly experientially based group projects. The course may be especially effective for college students with less prior intercultural experience. [ABSTRACT FROM AUTHOR]

Over the past 10 years, the Psychology Department at Indiana University Kokomo has worked to incorporate more opportunities for students to engage in undergraduate research throughout the psychology curriculum. Our previous requirements included a lower level methods course that most students took prior to statistics, with the result that students did not have the opportunity to practice the use of statistics in research contexts unless they completed an independent research project during their senior year. We made several curricular changes to enhance these opportunities to apply statistical knowledge, to increase research literacy and critical analysis, and to better prepare students who go on to complete an independent research project. The lower level methods course was redesigned to explore psychology as a major and career, introduce research concepts, and help students develop critical thinking skills. We also reinstated an upper level methods course with statistics as a prerequisite, allowing better integration of statistics with research methods. Most recently, in fall 2018, we added a lab to the upper level methods course, in which students use computer-based statistical software for data analysis. In addition to these curricular changes, the department has recently been promoting and facilitating more student travel to research conferences throughout the undergraduate program. In this article, we describe the program we designed to scaffold student research and present a six-level framework applicable across a broad range of disciplines. We also present data collected from current students and alumni in psychology to assess their perceptions of the impact of these changes on their research confidence and competence as well as limited results from assessment of student learning. Finally, we provide recommendations for other programs interested in increasing opportunities for student research in their disciplines.

Over the past 10 years, the Psychology Department at Indiana University Kokomo has worked to incorporate more opportunities for students to engage in undergraduate research throughout the psychology curriculum. Our previous requirements included a lower level methods course that most students took prior to statistics, with the result that students did not have the opportunity to practice the use of statistics in research contexts unless they completed an independent research project during their senior year. We made several curricular changes to enhance these opportunities to apply statistical knowledge, to increase research literacy and critical analysis, and to better prepare students who go on to complete an independent research project. The lower level methods course was redesigned to explore psychology as a major and career, introduce research concepts, and help students develop critical thinking skills. We also reinstated an upper level methods course with statistics as a prerequisite, allowing better integration of statistics with research methods. Most recently, in fall 2018, we added a lab to the upper level methods course, in which students use computer-based statistical software for data analysis. In addition to these curricular changes, the department has recently been promoting and facilitating more student travel to research conferences throughout the undergraduate program. In this article, we describe the program we designed to scaffold student research and present a six-level framework applicable across a broad range of disciplines. We also present data collected from current students and alumni in psychology to assess their perceptions of the impact of these changes on their research confidence and competence as well as limited results from assessment of student learning. Finally, we provide recommendations for other programs interested in increasing opportunities for student research in their disciplines. [ABSTRACT FROM AUTHOR]

Electronic message boards are widely available across a variety of Learning Management Systems and used in a variety of college classes. The present study researched whether or not this popular tool increases critical thinking, an outcome measure considered important by most colleges and universities. In this study, students in a face-to-face psychology research methods class discussed and reflected upon seven popular science readings or videos about a topic related to research and statistics. We found gains in participant perceptions of critical thinking skills, but the exercise did not improve their attitudes about critical thinking. Implementation of this exercise in other courses is also discussed. [ABSTRACT FROM AUTHOR]

As part of the updating of the Society for the Teaching of Psychology's (STP) history, STP leaders and past leaders participated in discussions of topics concerning change and evolution of STP during the last 25 years. This panel consisted of STP Past Presidents and focused on the changes they have seen in STP. [ABSTRACT FROM AUTHOR]

The Society for the Teaching of Psychology (STP) is celebrating its 75th anniversary as a division of the American Psychological Association. During its history, it has served as a repository of materials for the teaching of psychology. This article highlights the discussion among longtime STP members and officers who played key roles in the evolution of the repository and provides some suggestions as to its future. [ABSTRACT FROM AUTHOR]

Despite discussion and institution of new reforms in psychology research, little is known about how much reform psychologists believe is still needed across various research practices and whether instructors are teaching students about replication and reform in their courses. To investigate these questions, we distributed questionnaires assessing perceived need for reform in psychology research and the teaching of replication and reform to instructors of undergraduate and graduate psychology courses across multiple listservs (n = 328). Participants reported discussing topics related to replication and reform briefly in their courses and that moderate changes are still needed in psychology research. Topics were discussed more extensively in advanced vs. introductory courses, and in methods/statistics vs. content courses. Perceived need for reform and number of student researchers supervised/year correlated with teaching these issues, suggesting that those who believe more change is needed in psychology research and are more involved in shaping the next generation of psychology researchers are more likely to discuss replication and reform in their courses. Our questionnaires provide a preliminary tool to be further refined, validated, and applied in future research on knowledge and perceptions of problems in social science research and the impact of teaching these issues in the classroom. [ABSTRACT FROM AUTHOR]

Resuming the framework outlined in a previous analysis, the present work describes a proposal for teaching systems of psychology based on parameters of meta-theoretical analysis and specific meta-scientific models, with the aim of relocating psychological systems’ courses in systematology of psychology as a component of the epistemology of psychology. Three central issues for systematology in psychologists’ education are described: the importance of working with primary sources through specific pedagogical resources with the aim of developing scientific competences and attitudes, the need to have one (or several) sets of fixed parameters to comparatively analyze theoretical systems, and the problems, criteria and options available when contextualizing such comparative meta-theoretical analysis in comprehensive meta-scientific models which belong to the philosophy of science and of psychology. We conclude on the need to transcend the teaching of systematology as a verbal enunciation of concepts proposed by 'great authors', and on certain risks and limitations regarding the teaching of psychological systems conceived as an epistemological exercise.

Objective: The extensive use of two diverging personality taxonomies (the Big Five and HEXACO models) in contemporary research creates a need for understanding how traits connect to each other across taxonomies. Previous research has approached this at both a highly general (domain-) level as well as at a highly specific (facet-) level. The present report is the first to use the intermediate (aspect-) level of the Big Five Aspect Scales (BFAS) to understand the connections between the two models.Method: We explored these associations in a meta-analysis of four samples drawn from three countries (total N = 1,586).Results: We observed that each HEXACO domain correlated ≥|0.51| with one or more BFAS aspects. Half of the aspects were more strongly associated with HEXACO facets than with HEXACO domains, sometimes markedly so.Conclusion: Although many domains, aspects, and facets are similarly represented across the two models, this was not always the case. Researchers seeking to use one model to extend findings built primarily off the other should carefully consider how well represented their traits of interest are in the other assessment. Psychology instructors are encouraged to use the BFAS to illustrate the subtler distinctions between the Big Five and HEXACO models. [ABSTRACT FROM AUTHOR]

The Reflection about gender in both professional performance and teaching of the graduate courses significantly contributes to thinking new ways of instrumentalizing practices. Masculinity and femininity models keep and are kept by sexist speeches in different settings, including the health context. The notion of a female predisposition to physical and emotional disorders, based on social patterns of frailty, culminated in the creation of health specialties aimed at preventing such illness. The male, permeated by notions of resistance and strength, has become a synonymous of healthy body, reaffirming the male dominance and the political and economic role of men, influencing their distancing from the cares with health. This study investigated the concepts of 05 active psychologists in hospital and outpatient contexts about gender and health relations through semi-structured interviews and content analysis. The data confirm other research findings in the health field by indicating the gendering process of the health practices and its possible effects in the care provided. The results may contribute to the discussion of the psychological care provided and the gender relations and contribute to a training addressing gender issues in an interdisciplinary way. [ABSTRACT FROM AUTHOR]

Social constructivist principles and ideas are among those most cited in both educational and psychological circles today, and many current scholars and reformers ground their work in social constructivist theories. Yet the basic principles of social constructivism are notoriously difficult for students to understand and grapple with. This article describes a small group classroom activity using colored shapes that offers a concrete way to introduce these principles to students and provide them with opportunities for subsequent scaffolded discussion and reflection. Typical small group solutions are identified and discussed, along with data on student response to the activity, based on anonymous surveys from 18 undergraduate classes. [ABSTRACT FROM AUTHOR]

Collaborators from 32 academic institutions primarily in the United States collected data from emerging adults (N'raw''' = 4220, N'processed' = 3134). Participants completed self-report measures assessing markers of adulthood, IDEA inventory of dimensions of emerging adulthood, subjective well-being, mindfulness, belonging, self-efficacy, disability identity, somatic health, perceived stress, perceived social support, social media use, political affiliation, beliefs about the American dream, interpersonal transgressions, narcissism, interpersonal exploitativeness, beliefs about marriage, and demographics. The data are available at (https://osf.io/qtqpb/) with details about the study and contributors at our main EAMMi2 page (https://osf.io/te54b/). These data may be used to examine new research questions, provide authentic research experiences for students, and provide demonstrations for research and statistics courses.

Collaborators from 32 academic institutions primarily in the United States collected data from emerging adults (Nraw = 4220, Nprocessed = 3134). Participants completed self-report measures assessing markers of adulthood, IDEA inventory of dimensions of emerging adulthood, subjective well-being, mindfulness, belonging, self-efficacy, disability identity, somatic health, perceived stress, perceived social support, social media use, political affiliation, beliefs about the American dream, interpersonal transgressions, narcissism, interpersonal exploitativeness, beliefs about marriage, and demographics. The data are available at (https://osf.io/qtqpb/) with details about the study and contributors at our main EAMMi2 page (https://osf.io/te54b/). These data may be used to examine new research questions, provide authentic research experiences for students, and provide demonstrations for research and statistics courses. [ABSTRACT FROM AUTHOR]

Introductory psychology texts do not usually offer a theoretical articulation of the subject matter. Instead, they are limited to juxtaposing the relevant topics of the discipline, typically going from the most biological topics to the most cultural ones. This approach hinders the new students' understanding of psychology. In the first part of this article we propose a general model to pedagogically articulate the introductory content. This model, which postulates that all behavior can be read psychologically as an "Adaptive Behavior Loop" (ABeL). The ABeL operates in two steps: a) an emotional evaluation process that identifies what is needed in the situation in which people find themselves; and b) a decision-making process concerning the behavior to emit to meet that need. To generate this loop, the mind has to manage three types of information: cognitive information (where I am), motivational information (what I want), and information on equipment (what resources do I have). These have to be combined into viable behavior. These loops can be nested and occur at three different levels: physical-biological, social-abstract, and the cultural- conscious, of which only the latter is accessible to the phenomenal consciousness of the individual. In the second part of this article, we propose a strategy for teaching psychology. We begin with a metaphor, the functioning of a company (The Myself Limited Company), to describe the psychological processes from the natural perspective of the phenomenal consciousness of the people. Specifically, the conscious level would be the CEO (Chief Executive Officer) of the company, the abstract-social level would be the company executives, and the biological level would be the workers. Finally, we propose a pedagogical reorganization of the content of introductory psychology programs. [ABSTRACT FROM AUTHOR]

The introductory psychology class represents the first opportunity for the field to present new students with a comprehensive overview of psychological research. Writing introductory psychology textbooks is challenging given that authors need to cover many areas they themselves may not be intimately familiar with. This challenge is compounded by problems within the scholarly community in which controversial topics may be communicated in ideological terms within scholarly discourse. Psychological science has historically seen concerns raised about the mismatch between claims and data made about certain fields of knowledge, apprehensions that continue in the present “replication crisis.” The concern is that, although acting in good faith, introductory psychology textbook authors may unwittingly communicate information to readers that is factually untrue. Twenty-four leading introductory psychology textbooks were surveyed for their coverage of a number of controversial topics (e.g., media violence, narcissism epidemic, multiple intelligences) and scientific urban legends (e.g., Kitty Genovese, Mozart Effect) for their factual accuracy. Results indicated numerous errors of factual reporting across textbooks, particularly related to failing to inform students of the controversial nature of some research fields and repeating some scientific urban legends as if true. Recommendations are made for improving the accuracy of introductory textbooks. [ABSTRACT FROM AUTHOR]

One of the fundamental goals of education is for people to learn to differentiate scientific knowledge from the one derived from common sense and pseudoscience. Learning to think scientifically is considered an easy task. It is not natural to humans; it requires changing certain structures of knowledge towards notions that need reflection, and an important transformation of some conceptual networks that are involved in the information processing mechanisms natural of all living organisms. In the case of psychology, the conceptual change from folk psychology (or common sense) and pseudoscience to psychological science is also difficult to teach, perhaps even more so than in physics or biology, as the latter are more developed, more remote from human problems and there are less epistemological controversies about their methodology. There is evidence of differences between students and graduates on their views about the scientific basis of psychology. In this paper, the perception of psychology's status was evaluated among psychology students and graduates from universities in Argentina using the Psychology as a Science Scale (Friedrich, 1996 PAS). It's comprised of 20 items with a 7 point Likert style response ranging from 1 (strongly disagree) to 7 (strongly agree). It is divided into three factors. F1: psychology can be considered as a science similar to biology or physics (4 items, e.g. A degree in psychology should be a Bachelor of Science rather than one in Arts or Humanities); F2: research conducted in controlled laboratory environments is essential for the understanding of everyday behavior (5 items, e.g. Being able to do experiments is as important to psychology students as for chemistry, physics or biology students); and F3: behavior is predictable (6 items, e.g. Although each person is unique, it is possible for science to find general laws to explain human behavior). It also has 4 filler questions (FR) to hide the objectives of the survey and control social desirability (eg. An introductory course in psychology should encompass the widest range of possible topics). Friedrich (1996) reported that the scale has an internal consistency coefficient alpha of .71 for a sample of students and Holmes (2014), reported alpha of .74 for graduate / teachers. For the sample presented, Cronbach's alpha was .74 for all items. The Spanish translation was done by the authors of the study and evaluated by two experts in psychology and English proficiency. Then it was administered to a group of psychology students to confirm the understanding of the items. The survey was administered both through an online system and in person. The main results show that students have significantly lower score than graduates in the three factors of interest. However, graduates who identify with a cognitive-behavioral framework or with an integrative-eclectic approach strongly agree or agree with the scientific status of psychology as measured in F1, F2 and F3, unlike students and psychoanalysts who scored significantly less in F1 and F3. Moreover, students of the first years of study have a significant minor score than students of the last years on F1 and F3 (p < .05). This work has as limit that the sample is not representative and the questionnaire was not validated in its version in Spanish. However, the results are similar to those of other countries, although it was the first that discriminated the opinion of the graduates in function of the theoretical orientation. Future research confirms these results. These results are discussed in relation to studies in other countries and to the teaching of psychology. [ABSTRACT FROM AUTHOR]

In traditional research areas within psychology, effective researchers stay up-to-date with the latest advances and new methodologies within a specialty area. Failure to do so limits one’s effectiveness and potential impact on advancing that field of study. In our view, teachers of psychology possess the same responsibilities to stay current and incur the same risks if they fail to do so. Psychology educators should not only employ scientifically validated principles of learning and evidence-based pedagogies but should use the methods of psychological science to test the effectiveness of their teaching practices empirically. We articulate and document these complex issues in this manifesto and urge more psychology educators to become leaders in innovative and effective teaching by leveraging our disciplinary understanding of the fundamentals of teaching and learning. We provide pragmatic steps and resources to aid more faculty, especially early career instructors, in becoming scientist-educators. [ABSTRACT FROM AUTHOR]

English-medium instruction in non-English speaking countries has gained prominence around the world in the last decades due to the internationalization of higher education but the way English is used in higher education varies. To investigate this further, we focused particularly on the use of English in psychology departments across Turkish universities because psychology is one of the fields in which English is the dominant language globally. Data were collected from official reports and from 287 psychology students who evaluated the use of English in their programs by responding to a questionnaire. English was the medium of instruction in 31 out of 79 programs (about 40%) of all offered undergraduate psychology degrees in Turkey in 2015, but their measures for students’ proficiency varied. Students reported that the amount of English used in their classes did not change over the course of their undergraduate psychology program. Students also stated that their comprehension level increased during their study. They also reported that some core courses should be taught or supported by materials in Turkish. The results showed that as the internationalization of higher education continues increasing, so does English-medium instruction especially in the fields such as psychology. [ABSTRACT FROM AUTHOR]

The present study presents an empirical analysis of the relevance of psychologists' historical education within the framework of Latin American psychology. The 'chronic doubt' about the formative aim of historiography is first characterized. The ways in which such historiography is a central input in Latin American and Argentinian psychologists' training and education is then described. The results of a descriptive, mixed socio-bibliometric analysis of the literature used as readings (n = 798) in undergraduate historical courses at Argentinian psychology programs are presented. Findings indicate a marked predominance of texts and scholarship by Argentinian authors, a marked scarcity of Latin American authors and themes, and a problematic depiction of psychology's historical pluralism. We conclude on the implications of such results for a critical history in the Latin American psychologists' education, and on the need to contextualize local history in regional history of science. [ABSTRACT FROM AUTHOR]

Résumé Dans le cadre du colloque sur l’Enseignement de la psychologie qui s’est déroulé les 16 et 17 septembre 2016 à l’École de psychologues praticiens, une table ronde au sujet de l’enseignement de la psychologie du point de vue des étudiants et des enseignants a été organisée. Dans le but d’alimenter le point de vue des étudiants, nous avons mené une enquête auprès de 235 étudiants en psychologie inscrits dans diverses universités françaises. Nous présentons les résultats relatifs à l’intérêt porté aux enseignements de psychologie, l’enseignement de la recherche, les liens entre les enseignements au cours d’une même année et au cours du cursus et enfin, les formats de cours, les évaluations et les modes d’apprentissage. Ces résultats sont discutés au regard des apports de la littérature concernant la pédagogie universitaire, notamment l’évaluation de l’enseignement par les étudiants et les problématiques de la formation en psychologie en France. As part of the conference on the Teaching of Psychology, which took place on September 16th and 17th 2016 at École de psychologues praticiens, a round table on the teaching of psychology form the point of view of students and teachers has been organized. In order to serve the students’ point of view, we conducted a survey with 235 French university students in psychology training. We present results that focus on opinions about the more and the less important courses, the teaching of research, the links between courses in the same year and during the training curriculum, courses formats, evaluation and learning styles. The results are discussed with reference to the contributions of the literature concerning university pedagogy, in particular the evaluation of teaching by the students and the problems of training in psychology in France. [ABSTRACT FROM AUTHOR]

The present study examined changes in the genders of authors, first authors, reviewers, and editorial staff over 42 years (1974–2015) in Teaching of Psychology. Over the first 6 years of the journal’s publication, 17.67% of authors and 16.5% of first authors were women, increasing to 57.83% and 44% in the most recent 6 years. From the first 6 years to the most recent 6 years, women as reviewers increased from 9.33% to 37.17% and as editorial staff from 28% to 43.5%, and the number of authors per article increased from 1.52 per article to 2.52. Percentages of women authors, first authors, editorial staff, reviewers, and PhDs earned in psychology by women over time were highly correlated. [ABSTRACT FROM AUTHOR]

Teaching and theorizing in psychology has long been torn between targeting general underlying principles by observing dynamics in the individual or focusing on average behavior. As dealing with group averages is common practice in psychology, it is important for students to understand how individual learning curves relate to group average curves. In two experiments, we explore whether posing questions about the individual time course of learning can help psychology students to generate valid representations of the average time course of learning. Attempting to foster learning as a generative process, we provided students in Experiment 1 (N = 83) with vignettes asking them to draw hypothetical learning curves of individuals vs. averages over individuals (order of vignettes varied as experimental manipulation) into an empty coordinate system (time on the x-axis, performance on the y-axis; fixed start and endpoints). However, students who worked on the individual-time-course vignette first did not draw better average curves than those undertaking the reverse order of tasks. Experiment 2 (N = 36) found tentative evidence that providing students with a metaphor (falling leaves) can guide attention towards the variability of individual time courses. [ABSTRACT FROM AUTHOR]

To improve teaching in higher education, teachers in psychology are encouraged to use evidence-based teaching, that is, to apply empirical findings regarding learning and teaching, when designing learning opportunities. This report illustrates the combination of evidence-based teaching and the Scholarship of Teaching and Learning in teaching psychology and describes the implementation of an innovative module for first-year students in the undergraduate psychology program at Goethe University Frankfurt, Germany, as an example. A detailed description of the teaching formats is provided with a focus on evidence-based teaching techniques, which were implemented in the first semester of the module, specifically feedback, testing effects, and spaced learning. Furthermore, evaluation data concerning the students’ perceptions and objective assessments are presented as an example of the Scholarship of Teaching and Learning. For example, students significantly acquired knowledge during web-based training, but the learning outcomes are independent of their pretest knowledge, suggesting that this teaching format may contribute to the reduction of heterogeneity among first-year students. Possible implications for future modifications of the module are discussed and general recommendations are offered to teachers of psychology regarding the implementation of a combination of evidence-based teaching and the Scholarship of Teaching and Learning to promote empirically founded teaching. [ABSTRACT FROM AUTHOR]

Adrian Brock (2017) critiques my article (Lovett, 2006) on the new history of psychology. However, his critique repeatedly misrepresents my views. Moreover, he misrepresents the views of some new historians of psychology. I use a variety of examples from his paper to illustrate his misrepresentations, and 1 reply on each of these points. I conclude by reflecting more broadly on the issues raised by historiographic debates, especially with reference for the future of the history of psychology in psychology departments. [ABSTRACT FROM AUTHOR]