Introduction: The discrepancy between what is known from clinical research and what is done in applied clinical practice is called the "science-to-service gap." Teaching students to bridge this gap must be a primary focus of graduate education in applied psychology sub-disciplines. Statement of the Problem: Since science is fluid, an…

Incorporating realistic data and research examples into quantitative (e.g., statistics and research methods) courses has been widely recommended for enhancing student engagement and comprehension. One way to achieve these ends is to use a data generator to emulate the data in published research articles. "MorseGen" is a free data generator that…

The present article describes four free or inexpensive Internet-based activities that can be used to supplement statistics/research methods/general psychology classes. Each activity and subsequent homework assessment is described, as well as homework performance outcome and student opinion data for each activity. (Contains 1 table.)

Classroom demonstrations help students better understand challenging concepts. This article introduces an activity that demonstrates the basic concepts involved in analysis of variance (ANOVA). Students who physically participated in the activity had a better understanding of ANOVA concepts (i.e., higher scores on an exam question answered 2…

Described are computer assisted instruction exercises designed by a college professor to help undergraduate psychology students acquire fundamental skills in data collection--recording the data, using tables and graphs, and recognizing functional relationships. (RM)

Describes a computer program called AnoGen that automates the process of generating data sets for ANOVA designs and operates within DOS and Windows compatible computers. Explains that the program runs in both student and teacher modes and is freely available for noncommercial use through the Internet. (CMK)

We describe a perceptual experiment that we have successfully used in Research Methods classes. Students attempt to identify a series of simple cookie cutter shapes using only the fingers and hands (haptic perception). Students read archival studies that have used this procedure, identify confounds, generate and test alternate hypotheses, and…

Suggests a classroom activity for teaching psychology students about group norms. Calls upon students to conduct peer surveys about a particular behavior and then to represent approval or disapproval of the behavior graphically. Argues that the activity increases student understanding of survey research methods, the need for controlled research,…

Discusses the experiential activities that are used in a graduate course on qualitative research that addresses focus groups, observation, data collection, cultural sensitivity, ethnomethodology, data analysis, and morals and ethics in research. Explains that students participate in an activity in which they defend qualitative research. (CMK)

Maintains that preparing graphs is an essential part of data analysis and representation. Asserts that, although psychologists use graphs extensively, most textbooks provide limited techniques for designing graphs. Reviews research on graphical techniques and includes recommended articles on the topic. (CFR)

Describes two QuickBASIC programs that provide students direct experience with interpreting correlation scatter-plots. Maintains that the programs can be used in classroom exercises to highlight factors that influence the size of a Pearson correlation coefficient. (CFR)

Describes a QuickBASIC program for demonstrating the differences between main effects and interactions in factorial designs. The program can be used in conjunction with a traditional lecture to improve student understanding and develop skills in recognizing main effects and interactions from graphic displays. (CFR)

Provides a brief overview of single-subject research designs. This method exercises its power by examining changes in single subjects' responses over time across experimental conditions. Describes a classroom project in which students collect repeated measures of their own behavior and graph the data. (MJP)

Describes a paper-and-pencil method for producing reaction-time data suitable for group situations. The technique was constructed to contrast the two traditional theoretical approaches to semantic memory but can be applied to other questions of cognitive psychology. (Author/CK)

Uses a meta-analysis approach of findings on instructional technology in college teaching. Data are derived from more than 300 studies reported since 1955. The technique of meta-analysis refers to a set of methods for statistically analyzing a large collection of results from individual studies for the purpose of integrating findings. (Author/DB)