This study ujai desipned to determine tk efl'ecriueness of counreratritudinnl advocacy in overcumii~g beginning srudmts' e mneoui beliefs ahour psycholog~cal phenomena. Introductory psycholo@ srtdents (N = 71) eitkr wrote an essay (counteratt i t~d n a l advacacy) m r e d an essay supporting a scienrifically acceptable position contmq to one of t k i r heliefs. Writing a counterattitiulinal essay wnr more effective in changing stt~dents' beliefi than either reading such an essay or 1eamin.c about the topic through standard pedagogical techniques. The method of delivering instructional materials fknure vs. ten us. h t h lecture and text) made no sipnificanr diff~vence in t k elimination of m n e o u s kliefi.A survey of 1.236 adult Americans (Gallup & Newport. 1991) reported that 49% helieved in ESP and another 22% were not sure whether there is such a pllenomenon. The survey filnlier revealed that substantial percentages of the population either believe in or are unsure a b u t Inany phenomena for which there is little or n o scientific support, incluiling paranormal expl~mations of d6jA vu, subliminal perccprion, and the existence of extraterrestrial heings.

This study examined immediate recall in two stimulus prefix and two stimulus suffix conditions and in a condition that combined a prefix and suffix. Suffixes and the combination of a prefix with a suffix interfered more with recall overall than did prefixes. Performance in each of the conditions that included a prefix was significantly better overall than in appropriate control conditions, in which interference was augmented by a redundant element in recall. It was suggested that prefixes and suffixes lie operationally on a continuum and that their effects result from the subject's inability to dissociate the redundant element from the memory series. However, the location of redundancy imposes different processing requirements that differentially influence recall.

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We examined the influence team teaching had on student performance and satisfaction. We made comparisons between teamtaught courses and the same courses taught individually by the same instructors. Results indicated that team teaching did not affect student performance and had no consistent influence on students' evaluations of teaching performance. Some instructors received more favorable evaluations for the team-taught course, whereas other instructors received more favorable evaluations when they taught the course individually.

No abstract