I have always been a committed teacher, and try to impress upon all students who major in psychology should understand that psychology is a natural science as well as a helping discipline. In all of my courses, students are challenged to engage in logical thought and problem solving. In addition, they learn that psychology must be an empirical science, not simply a faith that TLC or other new-age ideas with solve the problems of the world.
Early in my teaching career, I learned that methodology could not be adequately learned without the inclusion of content. This belief was the foundation for my first textbook, Experimental Psychology and Information Processing, Rand McNally, 1975. My second textbook maintained the same theme but broadened the methodology and content, Experimental Psychology: An information processing approach, Orlando, FL: Harcourt Brace Jovanovich, 1989.
My goal in teaching is to instill in students a sense of wonder about mind and behavior and how questions can be tackled using logical thinking and scientific principles To help achieve this goal, I have developed a variety of new undergraduate and graduate courses: The Psychology of Education, Mind and Behavior, Decision Making and Problem Solving, and Psychology of Interactive Media.
I have written pedagogical articles for a variety of Encyclopedias and Handbooks. These articles are highly challenging to write because they are aimed at readers with very little background in psychology. Much of my motivation for accepting these invitations is a desire to inform the public at large about psychological science.
Our laboratory has always included undergraduates, graduate students, postdoctoral fellows, and researchers. This ambiance has generally created a very enjoyable and productive atmosphere for psychological inquiry. Of course, some of the most rewarding aspects of teaching has been to witness the enjoyment and success of so many of our lab members.