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With access to information ever increasing, it is essential that students acquire the skills to distinguish fact from fiction. By incorporating examples of pseudoscience into lectures, instructors can provide students with the tools needed to understand the difference between scientific and pseudoscientific or paranormal claims. We discuss examples involving psychics, ghosts, aliens, and other phenomena in relation to scientific thinking. In light of research literature demonstrating that presenting and dispelling scientific misconceptions in the classroom is an effective means of countering non-scientific or pseudoscientific beliefs, we provide examples of pseudoscience that can be used to help students acquire healthy skepticism while avoiding cynicism.

The authors interviewed people to determine whether they devise strategies to offset the damaging effect that externally imposed deadlines have on intrinsic motivation. Interviewees' "practitioners' rules-of-thumb" strategies were consistent with the tenets of self-determination theory and were tested empirically in three experiments. In each of the experiments, complete or partial self-determination of initially externally imposed time limits negated the otherwise deleterious effects of deadlines on intrinsic motivation. Participants who actively co-opted a deadline as their own (Experiment 1), who self-imposed sub deadlines within an overall externally imposed deadline (Experiment 2), and who self-imposed more stringent deadlines than those imposed externally (Experiment 3) spent significantly more free-choice time engaged in target tasks than did their counterparts in externally imposed deadline conditions where no self-determination was permitted. Given the ubiquity of deadlines, the results can directly be implemented by both deadline setters and deadline recipients to protect people's interest in their work.

The purpose of the current study was to determine if athletic performance in a high-pressure situation is improved by briefly warming up under high-pressure conditions. Participants first completed a warm up round of golf putting (five shots) under low, moderate, or high pressure. Following a short break, participants completed a single putt under high pressure. Participants who completed the warm up under high pressure performed significantly better on the subsequent high-pressure shot than those who warmed up under low pressure. Warming up under pressure may be an effective means of improving performance in an impending high-pressure situation