When a client asks whether her or his depression is caused by a chemical imbalance, how do you respond? Depression is regularly depicted in popular media as resulting from a "chemical imbalance" and this depiction raises a number of interesting questions for practicing clinicians. How accurate is the chemical imbalance explanation for depression? How widely do laypersons agree with the explanation, and how do they interpret the explanation? We discuss the origins, accuracy, and transmittal (e.g., via direct-to-consumer advertising) of the chemical imbalance explanation for depression. We next present results from a group case study examining lay endorsement and interpretation of the explanation. Finally, we discuss clinical implications and present a short script for educating clients concerning "chemical imbalances" in depression.

Universities sometimes offer students the choice of an online course as an alternative to the traditional classroom. We employed the theory of planned behavior (Azjen, 1991) to examine an individual's intention to enroll in an online experimental psychology class versus a traditional class. General attitudes and subjective norms significantly predicted students' reported enrollment intentions. We discuss suggestions for increasing interest in online courses.Many students are now able to choose between learning in the traditional classroom setting or through the virtual environment of the Internet. Why students choose one learning environment over the other is an important issue for faculty and administration to consider. By understanding factors that affect students' enrollment in online versus traditional courses, administrators and instructors can develop strategies to remove perceived barriers to online learning. The theory of planned behavior (Ajzen, 1991), an extension of the theory of reasoned action, is useful in explaining many behaviors and may help explain students' choices in learning environments. Specifically, a combination of positive attitudes and subjective norms toward taking online courses, combined with a high degree of perceived control to successfully complete the course, should ultimately result in stronger intentions to enroll in an online class.An individual's attitude toward a behavior represents the degree to which one views the behavior as favorable or unfavorable. For example, in choosing to enroll in an online course, students may hold negative attitudes toward the computer or the Internet. According to Ajzen (1991), these negative attitudes would lead a student to choose the traditional learning environment over online courses. Subjective norms identify the importance of and pressure to perform a behavior as dictated by others. For instance, one's friends and family may not place high value on computer use and the Internet and may view online learning as a fad. As such, students may be less inclined to enroll in an online course. Perceived behavioral control indicates the ease or difficulty of performing the behavior considering past experience or perceived obstacles. Students may believe that they are incapable of correctly using a computer, and as this belief would hinder performance in an online course, students would likely choose the traditional classroom environment.In addition to these direct indicators of intentions, Ajzen (1991) specified three antecedents to attitudes, subjective norms, and perceived behavioral control. Ajzen's theory treats attitudes as specific beliefs about the behavior in question using an expectancy-value framework. In essence, one develops beliefs about the behavior linked to an outcome associated with the behavior. For example, students may believe that by taking a class online they have a better chance of learning more. Also important is the evaluation of these beliefs. Students might see learning more in an online class as either good or bad. The ...

The value of new archaeological knowledge is strongly determined by how credible it is, and a key measure of scientific credibility is how replicable new results are. However, few archaeologists learn the skills necessary to conduct replication as part of their training. This means there is a gap between the ideals of archaeological science and the skills we teach future researchers. Here we argue for replications as a core type of class assignment in archaeology courses to close this gap and establish a culture of replication and reproducibility. We review replication assignments in other fields and describe how to implement a replication assignment suitable for many types of archaeology programs. We describe our experience with replication in an upper-level undergraduate class on stone artifact analysis. Replication assignments can help archaeology programs give students the skills that enable transparent and reproducible research.

The value of new archaeological knowledge is strongly determined by how credible it is, and a key measure of scientific credibility is how replicable new results are. However, few archaeologists learn the skills necessary to conduct replication as part of their training. This means there is a gap between the ideals of archaeological science, and the skills we teach future researchers. Here we argue for replications as a core type of class assignment in archaeology courses to close this gap and establish a culture of replication and reproducibility. We review replication assignments in other fields, and describe how to implement a replication assignment suitable for many types of archaeology programs. We describe our experience with replication in an upper level undergraduate class on stone artefact analysis. Replication assignments can help archaeology programs give students skills that enable transparent and reproducible research. Published version is online at DOI:10.1017/aap.2019.38P

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