FINAL REPORT

Psychology Experiments on the Internet: Use of Shockwave Technology

Grantee Organization
    University of Mississippi
    University, MS 38677

Grant Number: P116B970238

Project Dates  
    Starting Date: Sept. 1, 1997
    Ending Date: Dec. 31, 2000
    Number of Months: 39


Project Directors  

Kenneth O. McGraw, Dept. of Psychology
Mark D. Tew, Dept. of Electrical Engineering
University, MS 38677
Telephone: 662-915-5192


FIPSE Program Officers: Brian Lekander and Karen Levitan

Grant Award: 

Year 1 $69,979
Year 2 $73,563
Year 3 $74,064
Total $217,606

Project Summary

In three years, our goal of creating a web-based co-laboratory for use in training students in experimental psychology has gone from a mere concept to PsychExperiments http://psychexps.olemiss.edu , an instructional resource for 326 psychology classes at a broad variety of institutions ranging from comprehensive universities to community colleges and high schools. Over the past 19 months, better than 18,000 data sessions have been conducted at the site providing students with real data to analyze and report. Starting with three site contributors, we now have 29, many of whom participated in grant-sponsored workshops to acquire the skills needed to develop materials that could be added to the communal site.


Kenneth O. McGraw
Dept. of Psychology
University of Mississippi
University, MS 39677
662-915-5192 (voice)
pymcgraw@olemiss.edu

Executive Summary

Psychology Experiments on the Internet: use of Shockwave Technology

A. Information for FIPSE

We have been very proud to have FIPSE support through the first three years of our project because the cachet "FIPSE-funded" has immediate credibility in the academic world. This has been important in attracting site users and workshop participants.

B. Project Overview

The PsychExperiments project grew out of a faculty training workshop attended by PI McGraw at the University of Mississippi in 1996. The workshop, taught by PI Tew, was designed to encourage the use of multimedia computer applications in the classroom. Interactions during the workshop led McGraw and Tew to discover that Authorware, a Macromedia product, was an excellent experiment generator and that experiments developed using this tool could be presented via the Internet to students. This discovery fostered the vision of a web-based, co-laboratory that would permit any institution with a computer and Internet connection to offer a laboratory course in psychology. The core of the co-laboratory would be a set of experiments developed in Authorware by Tew, McGraw, and a graduate student webmaster-John Williams. The initial core would be modified and supplemented based on contributions from faculty who chose to use the site and participate in training workshops. Each experiment at the site was designed to write data to a single cumulative data archive that could be shared by all the site users. Among many advantages of the cumulative archive, it would give a means for instructors of small classes to obtain datasets large enough to address questions regarding between-subject differences and effects that might be subtle.

C. Purpose

In brief, the purpose of the PsychExperiments project was to provide a web-based, community owned and developed co-laboratory for use by psychology classes, with the main beneficiaries being students and instructors in laboratory classes. Over time and by force of communal effort and continued evolution, the set of experiments would become larger, better crafted, and more up-to-date than any of the locally available alternatives. Moreover, the experiments would link to a database where results could be stored for later download.

D. Background and Origins

Laboratory courses in which students learn to design experiments, collect and analyze data, and report findings are a required part of the curriculum at 90% of the institutions with undergraduate psychology programs. Typically, the courses use computer-based activities because computers are the preferred laboratory instrument for stimulus delivery and measurement in many experimental areas of psychology. Most psychology departments feel compelled, therefore, to locate undergraduate laboratory space and to equip the space with computers and software. With a website to serve as a laboratory, departments would be freed from the need to provide a physical laboratory, the computers used to access the site could be anywhere, and the programs run on the computers could be shareware.

E. Project Description

The project consists first and foremost of a website http://psychexps.olemiss.edu which offers the following:.

Addiitional project components are a network of users and developers who are committed to the website and its technology. This network has been forged through diligent outreach efforts involving conference presentations, e-mails, phone calls, and workshops. One clear sign of the growing commitment to the site is that we have mirror servers at the University of Edinburgh in the UK and at the University of Iowa.

F. Evaluation/Project Results

Site Use. PsychExperiments has been used by 326 classrooms worldwide at 231 different institutions. Although the site can be accessed via four URLs, the most heavily used is the original olemiss.edu/psychexps address which is currently getting an average of 350 hits per day. Data submissions to the site from research participants will be well in excess of 20,000 by the end of the current semester. The download offerings at the site are very popular. Records for this academic year alone show 3021 data downloads, 924 downloads of our substantially improved analysis macros, and 1762 downloads of experiment source code.

Effects on Learning. Student and faculty response to the site has been uniformly enthusiastic with considerable evidence that students find the experiments engaging and stimulating. The site is applauded for convenience, quality of materials, and the added insight that comes from being able to participate in experiments rather than just read about them.

Community of developers. In order to promote community development of PsychExperiments we conducted four on-campus workshops for a total of 42 invited participants. Evaluations of the workshops in terms of total experience, amount learned, and confidence in one's ability to use Authorware to make an independent site contribution resulted in very high ratings (4.67, 4.61, and 4.61 on a Low=1, High=5 scale). The 3 ˝ day worskhops have resulted in contributions to the site from 23 of the participants thus far with a few yet to come in. We had hoped for a somewhat higher return rate. Nonetheless, the workshops have been extremely valuable in promoting the community concept. The participants are now promoters of the site among their peers. Seven of them have made convention presentations reporting on their use of PsychExperiments or on some technical aspect of web-delivery of experiments.

Cost Savings. Using PsychExperiments in lieu of alternatives makes its possible for instructors to include data gathering activities in their classes without having to buy software. Also, departments do not need to provide students with computers for their laboratory work. In a survey of instructors using the site, 53% strongly agreed and 29% agreed (82% total) that longterm use of PsychExperiments would save their departments money.

Presentations and Workshops. During the three years of the grant, an important component in our plan to build a community of users has been professional presentations. To date, we have given 21 presentations and/or workshops at professional meetings or on university campuses.

Publications, Publicity, and Awards. In addition to outreach via presentations and workshops, we have submitted journal articles. The first article, published in the technical journal Behavioral Research Methods Instruments & Computers, reported on our findings in a survey of the need for a website such as PsychExperiments. The second was a book chapter in Micahel Birnbaum's Psychology Experiments on the Internet published by Academic Press. The third has been the most significant-an article reporting on the fact that data from the site mirror laboratory data. This article appeared in Psychological Science, the member's journal of the American Psychological Society.

In addition to publicity generated by articles we have published, we have been fortunate in getting some free publicity. Most notably there was a feature story in the APS Observer and two feature stories in the APA Monitor. These publications go to virtually every psychologist in this country and many abroad in that they are member publications of the American Psychological Society and the American Psychological Association, respectively. Awards received by the site include 1st Place in the Learning Software Design competition hosted by the Univ. of Minnesota and honorable mention in Macromedia's eLearning Award competition (June, 2000), with special recognition for technical excellence.

Dissemination. Our ultimate goal for PsychExperiments at this point is that it be taken over by one of the professional organizations-either APS or APA-and offered to members as a benefit. To make this happen, we need to continue building our user base, improving the site technology, and training more developers. Funding we have received from NSF to develop training materials and to purchase a high-end server with state-of-the-art security and reliability will be very important in this effort. As the site continues to become an established part of the infrastructure for education in psychology, it will be easier to convince the professional organizations that operating the site will be good both for psychology education and for their organizations.

G. Summary, Conclusions, and Lessons Learned

The project we envisioned in 1997 for conducting psychology experiments via a communal website featuring shareware programs and a single data archive has proved viable. The most important thing we have learned is that the acceptance of innovations within the academic community is slow and requires sustained outreach. We are committed to continuing the outreach, and we have absolute confidence that PsychExperiments is a much-needed innovation with a very bright future.

BODY OF REPORT

A. INFORMATION FOR FIPSE

We have been very proud to have FIPSE support through the first three years of our project because projects with the cachet FIPSE-funded have immediate credibility in the academic world. This has been important in attracting site users and workshop participants. The FIPSE staff with whom we have worked have understood our needs and been willing to support them. For example, our project has required equipment and we have been permitted to acquire first a Macintosh computer, which was needed to develop the cross platform versions of our Authorware programs, and then an NT server to use in lieu of the campus Unix server, which gave us far more control over our site. At the end of our project we were able to apply residual funds toward the purchase of a laptop for use in the off-site demonstrations we use for dissemination and outreach. In September of 2000 we received a site visit that permitted us to show first hand some our work.

B. PROJECT OVERVIEW

The PsychExperiments project grew out of a faculty training workshop at the University of Mississippi in 1996. The workshop, taught by PI Tew, was designed to encourage the use of multimedia computer applications in the classroom. One of the software packages shown to faculty during the workshop was Authorware, a programming tool that permits users to develop highly interactive computer programs. As a final project in the workshop, participants had to develop a computer application for use in their classes. PI McGraw chose to do an experiment involving the Stroop phenomenon. The goal was to have a single experiment that could be added to the repertoire of mostly home-grown experiments that were the mainstay for McGraw's laboratory course in psychology. Working on this task jointly, McGraw and Tew discovered that Authorware is an excellent tool for generating experiments and that is relatively easy to master. Moreover, they learned that Authorware produces web-deliverable products. All it takes is a plug-in for the web browser, which at the time was called a Shockwave plug-in. (Now it is known as the Authorware Web Player.)

The combination of these discoveries set off the mutual realization that McGraw's goal of providing a stand-alone experiment for use locally by his students was absurdly small in scope. One could create a package of experiments that could be used by anyone with an Internet connection. No longer would McGraw's students have to use the lone computer then available to them in the Psychology Department to collect data at an appointed time. They could use any machine, anywhere. And access would not be limited to McGraw's students. Anyone could participate. Moreover, if McGraw and Tew were willing to share the experiments they developed with other laboratory classes, then other faculty might develop other experiments that they would be willing to share. The end result could be a co-laboratory consisting of a vast variety of experimental opportunities, some support materials, and most importantly a database with a cumulative record of the all the experimental sessions run for each of the experiments at the site. That was essentially the vision we developed for PsychExperiments in 1996 and it is the one we have realized today.

PsychExperiments consists of a set of laboratory experiments used primarily by laboratory classes and a set of research experiments that are used to collect proprietary data regarding an empirical or theoretical concern of interest to the initiator of the experiment. The site is visited by hundreds of students, faculty, and others each day for the purpose of participating in one or more of these experiments or obtaining data from them. The co-laboratory concept has been fulfilled not only by having users who share the resources but by having developers who have shared their contributions with us. As documented in detail below, the initial 3-person team at PsychExperiments launched the site and produced its initial content, but all of the novel content coming in at present is produced by others, primarily those who have participated in grant-supported workshops to learn to use Authorware.

C. PURPOSE

The purpose of the PsychExperiments project was to provide a web-based co-laboratory for use by psychology classes, with the main beneficiaries being students and instructors in laboratory classes. In addition to providing a shared resource, we planned to build a community of developers who would borrow from and, then, contribute back to the site. This purpose was established from recognition of the fact that a primary advantage of the Web is that it permits sharing. Any one experiment, any html page, and dataset is not a final finished product; rather, the experiments and html pages can be edited, added to, and improved in functionality and the datasets can be appended semester to semester and year to year. One person can do this, but in our case we wanted a community of people to contribute. In the grand vision, therefore, our purpose was to permit faculty to build jointly a website featuring an ever-growing set of experiments that could be used in the instruction of psychology students. Over time and by force of continued evolution, the set of experiments would become larger, better crafted, and more up-to-date than any of the locally available alternatives. Moreover, the experiments would link to a database where results could be stored and later downloaded. When we began the site, ours was not the only one that offered "experiments' via the Web (though many were just form-based applications of HTML), but none offered shared data. In the absence of data collection, experiments can be used for instructional purpose but they cannot be used for doing science, which is the primary goal of laboratory classes.

D. BACKGROUND AND ORIGINS

Laboratory courses in which students learn to design experiments, collect and analyze data, and report findings are considered a fundamental part of the psychology curriculum at nearly every undergraduate institution. According to a survey we conducted, 92% of departments offer such a course and 90% make degrees contingent on students taking such a course (Williams & McGraw, 1999). In addition, most departments have independent research opportunities that students can complete for credit. The introduction of inexpensive computers capable of running programmed experiments revolutionized these traditional laboratory experiences in the years after 1977, the year in which Apple IIs were introduced, to the point that there was a sudden, widespread need to establish computer labs for student use. As funds became available, departments purchased computers and laboratory software packages from developers like CONDUIT, Life Science Associates, or Psychology Software Tools, Inc. and then proudly declared the opening of their computerized undergraduate labs.

The problem with this approach then and now is that funding for equipment and software is aperiodic, whereas hardware and software developments are on a perpetual upward trajectory. Keeping up with the curve has been a problem for every department that has established student labs, and for most, the best they are able to do is to occasionally brush against the curve in those years when one-time money is available.

The Internet offered an obvious solution to the problem in that web-deliverable programs could be shareware for laboratory classes and the student computers could be any Internet connected computer. When we started our project, however, no one had exploited this opportunity. There were some websites that offered isolated experiments programmed in Java or some HTML form-based activities, but none of these sites even approached being a laboratory. They served either as demonstration sites or as a means of collecting proprietary data. They did not offer students the chance to collect data on themselves and classmates and then download the data for analysis. PsychExperiments filled this void.

E. PROJECT DESCRIPTION

The project consists first and foremost of a website http://psychexps.olemiss.edu which offers the following:.

Addiitional project components are a network of users and developers who are committed to the website and its technology. This network has been forged through diligent outreach efforts involving conference presentations, e-mails, phone calls, and workshops. One clear sign of the growing commitment to the site is that we have mirror servers at the University of Edinburgh in the UK and at the University of Iowa. The Edinburgh server is particularly important because it permits UK participation in the site at no cost. If experiments were obtained from a US-based server, the UK users would have to pay indirectly via a charge to their universities. Because of this policy universities only allow undergraduates to access US-based sites that are mirrored or available via proxy servers. PsychExperiments would be off limits to most undergraduates without the mirror. What is true in the UK may soon be true in all of Europe.

Reaching the current state of development has been an arduous task made more difficult by unforeseen problems in the technology in the areas of evolution of Authorware, cross-platform compatibility, site development, load on the server, and emerging needs.

F. EVALUATION/PROJECT RESULTS

When we first proposed PsychExperiments, we pointed to a number of advantages that Web-based experiments have over alternative technologies for both students and professors. The following is a summary of those advantages and some data to document that the promised advantages are being realized.
Convenience
  • •38% of students polled strongly agreed and 31% agreed (Total=69%) that using PsychExperiments to collect data was more convenient than the alternatives available to them.

  • •28% of student users reported using a personal (non-university owned) computer to participate in experiments. Psychology department computers were used by just 40% of the students.


  • •Better than 20% of the experiment sessions were conducted weekends, or at weekday times when university computers and labs would not be available.
Large datasets
  • •Better than 18,000 experiment sessions had been conducted at PsychExperiments by mid-March of this academic year with four experiments having in excess of 1000 data records. The top ten are Mental Rotation - 2208, Self Reference - 1753, Lateralized Stroop - 1463, Reaction Time Color - 1403, Perception of Gender - 1366, Word Recognition - 1133, Mueller Lyer - 917, Line Motion - 842, Poggendorff - 801, and Covert Attention - 546
Large datasets permit study of phenomena with small effects and the determination of null effects (1) Our data permit the inference that

  • •the effect of fin angle on the Mueller Lyer illusion is not a linear function of angle, rather it is a sinusoidal function


  • •the length of diagonal lines in the Poggendorff has a small but reliable effect on the magnitude of the illusion


  • •the Stroop effect is the same for centrally presented stimuli as for laterally presented stimuli
  • •there is no gender X visual field interaction in word recognition speeds (which would be hypothesized based on the view that the males' brains are more lateralized than females' brains).
  • •the gender difference in mental rotation time does not depend on the degree of angular disparity between the stimuli being judged (which would be hypothesized based on the view that males execute rotations at a faster rate)
  • •There is an unanticipated gender effect in the Mueller-Lyer and Ponzo illusions with females experiencing larger illusions than males.
Large datasets permit distributional analyses
  • •Typical laboratory datasets have so few observations per experiment condition that a distributional analysis of the data is uninformative. Instructors using PsychExperiments data can (and do) have students produce histograms, stem-and-leaf plots, or box plots for depicting their data as well as compute skew and kurtosis.
Speed of data collection
  • •The database has many sets of nearly simultaneous data submissions. This indicates that the submissions came from students working in parallel in a computer lab. Such students can get all the data they need for a class project in a single class period.
  • •Andi Agnew (Mississippi College undergraduate), C.J Yu (UM graduate student), Amy Criss (U. Of Indiana graduate student), and Clint Moody, Shari Gregoire, Jennifer Mann, and Frances Patterson (UM undergraduates) collected data for undergraduate and master's theses projects in a fraction of the time that it would have taken had they been collecting data serially from research participants who were given scheduled times to appear in a laboratory.
Student learning and interest
  • •17% of students polled strongly agreed and 46% agreed (Total=63%) that their educational experience in psychology had been enhanced by PsychExperiments; 21% strongly agreed and 48% agreed (Total=69%) that their learning in a specific class was enhanced; 19% strongly agreed and 45% agreed (Total=64%) that their interest in a specific class had been enhanced by use of PsychExperiments. Written comments were uniformally positive


  • •Instructors estimates of student benefits on the same three items (general enhancement, learning in a specific class, interest in a specific class) were higher: 91% strongly agreed or agreed that the educational experience had been enhanced, 94%

strongly agreed or agreed that learning in a specific class had been enhanced; and 85% strongly agreed or agreed that their students' interest had been enhanced.

Alterable programs
  • •The interest in learning to use Authorware as an experiment generator has been high. We had 72 applications for 40 slots in our workshops and off-site workshops drew well. For example, the SPSP (February, 2000) and CiPP (March,2000) workshops were at capacity (40 and 25, respectively).
Cost saving
  • •53% of faculty users polled strongly agreed and 29% agreed (Total=82%) that using PsychExperiments would save their departments money long term.

Usage Statistics

 There are a number of relevant measures of site usage: Number of website visits, number of data entries to the database, number of downloads of data, macros, and code; number of classrooms registered to collect data at the site, number of listerv members.

 Hits on Website. One of the simplest measures of site usage is number of hits. The data in Figure 1 show median number of hits per day on our initial web server-a campus Unix server-- during our six semesters of operation. In that the URL for this machine is the one we have broadcast most widely, it receives the heaviest use. However, the growth in site use on this server is an underestimate of actual growth in site use because we now have three additional servers. Hits on these machines are not reflected in the Figure 1 data. The additional servers are an NT server at UM, a Linux server at the Univ. of Edinburgh, and an NT server at Iowa. Adding data on hits/day for these machines would reveal even more explosive growth in site usage.

Number of data entries. A data entry is created whenever a person completes an experiment and chooses the "send data" option. Data in the figure are from the current PsychExperiments database and represent data submitted beginning Fall 99. These data show a steady increase in the number of data sessions conducted at the site with the total data entries over the two-year period projected at 23,303. This figure is based on the current data submission rate which has produced 4946 entries halfway through the Spring 01 semester. The actual data count at the time of this report (March, 2001) is 18,357. During our first year of operation, AY 98-99, we collected about 1000 additional data records. Those data are not included in the current database because many of the experiments used to create the data were modified during the summer of '99, so that the earlier data are not directly comparable.

The table to the left shows the top 20 institutional users in terms of database submissions.





 

 

 

 

 

 

 

 

Download Activity. An important feature of the site, one that in fact makes the site totally unique, is that we permit downloads of (1) data from the cumulative database, (2) macros for analyzing the data, and (3) source code for the experiments. These three offerings document that the site serves as a collaboratory promoting the sharing of resources. The download opportunities have been very popular as shown in the data to the right, which gives download information for data, macros, and source code by laboratory experiment. Data downloads from the database have been tracked since Nov 1, 1999. In the 16 month period from then until the time of this report (March, 2001), there have been 949 downloads of Excel macros, 5067 data downloads, and 2936 source code downloads. The data and source code totals in Table 1 are less than the totals given here because the table only reports downloads of laboratory experiment materials. The additional downloads were for materials from research experiments.

Number of Downloads of Macros, Data, and Source Code Broken Down by Experiment Name at PsychExperiments

Experiment Name

Macros

Data

Code

Covert Attention

25

103

45

Dichotic Listening

42

56

71

Facial Recognition

83

296

145

Gender Perception

28

467

77

Lateralized Stroop

51

315

78

Lexical Decision

19

39

68

Line Motion

35

228

69

Maze

42

82

99

Mental Rotation

102

518

180

Mueller-Lyer

50

291

100

Perception of Gender

75

461

78

Pitch Memory

34

122

52

Poggendorff

28

116

64

Political Poll

37

50

36

Ponzo

23

44

61

RT Sound

72

363

63

RT Color

26

29

196

Self Reference

76

502

107

Word Recognition

101

542

203

Total

949

4624

1792

Listserv Members. We maintain a listserv to provide updates and information sharing regarding PsychExperiments. There are 178 listserv members at present. Most are faculty currently collecting data at the site whether for themselves or their classes.

Classrooms Using the Site. In the spring semester of 2001 there were 326 classrooms at 231 institutions worldwide signed up to collect data at our site for use by their students. This statistic more than any other speaks to the success of our 3-year project. Heaviest use is in the USA where users include 75 classrooms in the southeast, 50 in the southwest, 14 in the northwest, and 125 in the northeast. Abroad there are 2 classrooms in Africa, 7 in Asia, 9 in Australia, 2 in South America, 7 in Canada, and 25 in Europe. Because the list of registered users is so long, it is included as an appendix rather than a table. One of the most striking features of the list is the number of small, unheralded institutions that are using the site. In developing our proposal, a goal was to enable smaller universities to offer a laboratory experience to their undergraduates that they would not be able to offer without the Internet resource.

Workshops

In May and August of 1999 and 2000, we conducted Thursday-Sunday workshops for faculty invited to the Univ. of Mississippi to learn to develop programs in Authorware for use at PsychExperiments. Of the 42 people trained in workshops (see list in Appendix B), 23 have one or more experiments at the site presently (55%). We had hoped for a 75% success rate. The shortcoming is due to a number of factors including workshop design, participant selection, and inadequate post-workshop follow-up. Despite the fact that we did not meet our target, we are still pleased to have so many co-developers at the site, nearly all of whom came to us not only as Authorware novices but as novices and semi-novices (56%) for any kind of programming. In addition to those trained in workshops, we have attracted contributions from four people who were already competent in Authorware.

If one grades the workshops on participant response to the workshops rather than ultimate success in developing an independent contribution, the workshops were extremely successful. On a scale of 1 (low) to 5 (high), the mean rating for the total workshop experience was 4.67 of 5. One participant made this kind remark: "Nicest people I've dealt with in some time. Your willingness to do all this work FOR us is simply unbelievable. This is the true spirit of academia, and its VERY nice to see that it hasn't completely disappeared. Thank you." Quality of instruction was given a mean numerical rating of 4.61. Comments provided lots of praise, particularly for Mark Tew, the lead instructor. This one is typical: "I thought the workshop was well-structured. The training modules were good and I appreciated the time to recreate what was demonstrated (and/or the challenge of seeing a finished product and being asked to create it). MarkTew is an excellent trainer." Amount learned was rated 4.61. One participant said, "I have struggled with 2 previous programming languages and am dead certain that you could not possibly gain this level of programming skills [in those languages] in such a short workshop. Another said, "I know I have more to learn but I am amazed at my level of proficiency!", and when workshop participants were asked how confident they were that they could begin developing their own contributions to PsychExperiments, 72% expressed extreme confidence and just 11% said they were unsure. PsychExperiments has benefitted tremendously by having 42 faculty to work with us so closely and then carry away such positive views of the site, its technology, and their own capacity to contribute to it.

Presentations and Workshops

The following list of presentations and workshops summarizes the product of outreach activities funded by the grant.

Professional Publications

The following is a list of publications that have resulted from our grant-related efforts:

Publicity in the Press

The website was featured in serveral notable publications, as documented below.

Awards

The following is a list of awards that have been given to PsychExperiments.

Continuation and Dissemination

Our ultimate goal for PsychExperiments at this point is that it be taken over by one of the professional organizations-either APS or APA-and offered to members as a benefit at low or no cost. To make this happen, we need to continue building our user base, improving the site technology, and training more developers. Funding we have received from NSF to develop training materials and to purchase a high-end server with state-of-the-art security and reliability will be very important in this effort. As the site continues to become an established part of the infrastructure for education in psychology, it will be easier to convince the professional organizations that operating the site will be good both for psychology education and for their organizations.

G. SUMMARY AND CONCLUSIONS

The major lesson we have learned is that Romer's Rule on the diffusion of innovations prevails in the academe as it does in biological evolution. This means that change in academia is conservative change, typically forced rather than elected. For faculty who have adequate instructional resources at present, the availability of web technology that offers unprecedented opportunities to build collective resources and to establish effective collaborations is not a sufficient enticement to promote involvement in the new technology. Faculty in less well funded institutions, however, are much more likely to be dissatisfied with existing resources for doing their job, and these are the ones who are most interested in the novel possibilities available via the Web. We have been struck, therefore, by the quick and eager acceptance PsychExperiments has received from faculty at the smaller, less significant institutions in this country. When we solicited applications for our workshops, for example, they came almost invariably from faculty at schools we had never heard of. Unsolicited e-mails arrive from faculty in these schools as well. Seldom do we hear from anyone at a major state institution or any of the prestigious, well-funded private institutions. This has been a marvel to us, and it has been extremely gratifying to think that PsychExperiments might be serving to level the playing field a bit. Nonetheless, the general reluctance to adopt the new that characterizes so many academics has made clear the importance of sustained outreach. A build-it-and-they-will-come approach may work for Iowa ball fields but not for innovations in higher education.



APPENDICES

A. Registered Users in March 2001

B. Workshop Participants

C. Copies of Publications

D. Copies of Press Reports


Appendix A

List of Users

 
Institution Classroom Region
Acadia University Sullivan's Psyc 2023 ONA
Acadia University Sullivan's Psyc 3083 ONA
Adams State Kubeck's Cognitive Psychology USNW
Adams State College Riniolo's Experimental Psychology USSW
Adrian College Hammerle's Research Methods USNE
American College Dublin Yore's Experimental Design EUR
Anderson University Lockhart's Capstone Research USNE
Arizona State University Floyd's Nonverbal Communication USSW
Arkansas State Univ. Yanowitz's Cog.Psy. USSE
Auburn University Montgomery Mills' Intro to Psych USSE
Auburn University Montgomery Mills' Perception USSE
Augusta State Univ. Topolski's Introduction to Psychology USSE
Augusta State Univ. Topolski's PSYC3122 Research Methods USSE
Augusta State Univ. Topolski's PSYC4165 Cognition and Learning USSE
Barry University Szuchman's Psy 333 USSE
Berkley College Eberle's Intro Psych USNE
Bethel College Krehbiel's PSY211 General Psychology USSW
Bethel College Young's Cognitive Psychology USSW
Birmingham Southern College Pitts' Cognitive Psychology USSE
Birmingham Southern College Pitts' Research Methods USSE
Blinn College Thomas's General Psych 2314 USSW
Bluffton College Nath's IntroPsych1 USNE
Bluffton College Nath's IntroPsych2 USNE
Bluffton College Nath's Psych Assts USNE
Bournemouth University Taylor's BSc Applied Psychology and Computing EUR
Brookdale Community College Richardson's Human Development 1 USNE
Brookdale Community College Richardson's Intro Psych USNE
Brown University Cohen's Neuropsychology USNE
Cabrini College Tomasco's PSY 122 USNE
Cabrini College Tomasco's Research Practicum USNE
California State Polytechnic University Mayo's Psy 433 USSW
California State University(San Marcos) Grimshaw's PSYC393 USSW
Campbellsville University Simipson's Experimental Psychology USSE
Carl Sandburg High School Matiya's AP Psych USNE
Carnegie Mellon University Fay's Research Methods USNE
Central Lakes College Dorschner's Psy 2421 USNE
Central Lakes College Dorschner's Psy 2421 Summer USNE
Cheltenham and Gloucester College of Higher Education Mason's Investigative Methods EUR
Cheltenham and Gloucester College of Higher Education Mason's PY208
Chowan College McKemy's Clinical Psychology USSE
Chowan College McKemy's General Psychology USSE
Chowan College McKemy's Developmental Psychology USSE
Chowan College McKemy's Psych and Law USSE
City University of Hong Kong Lai's Perception and Cognition ASIA
City University of Hong Kong Lai's Psychological Principles ASIA
City University of Hong Kong Lai's Psychology Principles Applied to Science and Technology ASIA
College of Charleston Marcell's Lab in Cognitive Psy USSE
College of Mount St Vincent Berger's Learning and Cognition USNE
College of Southern Idaho Frigo's General Psy USNW
Columbia College Shirley's Psych 495 USSE
Columbus State Univ. Dugas' Research Design and Methodology USSE
Columbus State University Schmidt's Psyc 4285 USSE
Concordia College Buslig's Methods of Inquiry (COM 201B) USNW
CSIU LPN Career Center Nunan's Psychology USNE
Cumberland College Huffman's Psyc 344 USSE
Curtin University of Technology Barrett's Research Methods 111 AUS
Curtin University of Technology Pollock's Percpetion AUS
De La Salle University (Manila) Janetius's Pilot Study ASIA
Deakin University Armatas' HPS201 Research Methods A AUS
Delta State University Hamon's Psychological Tools USSE
Delta State University Hutchens Psy 314 Social Cog USSE
Delta State University Hutchens Learning and Cognition USSE
Delta State University Hutchens Sensation and Perception USSE
Denison University Hassebrock's Cognitive Psychology USNE
Denison University Hassebrock's General Psychology USNE
Dominican University of California Matthews' Directed Research USSW
East Stroudsburg University Experimental Psychology USNE
Eastern Michigan University Bonem's PSY 301 USNE
Eastern Nazarene College Ross's Psy. 492 USNE
Edinboro Univ. Levine's Psy 227 USNE
Edinboro Univ. Culbertson's Psy 227 USNE
Edinboro Univ. McLaren's Psy 227 USNE
Eisenhower High School Andrews' AP Psychology USNE
Emory and Henry College Crabb's Psych 440: Cognitive Science USSE
Escuela Campo Alegre Jenkin's IB Psychology HL SA
Fachhochschule Kaiserslautern Dinter's Learning Methods EUR
Fæærøøernes Gymnasium Alstrup's Psychology EUR
Florida International University Beneckson's Psy2020 USSE
Florida State University Stanfield's EXP 3503L USSE
Florida State University Tuffiash's EXP 3503 USSE
Føøroya Studentaskúúli Alstrup's Sáálarfrøøðði EUR
Francis Marion University Wages' Research Methodology USSE
Francis Marion University Warner's Sensation and Perception Lab Research USSE
Franklin County High School Guess's Criminal Justice USSE
Fullerton College Kyle's Research Methods USSW
Fullerton College Wolfe's Research Methods USSW
George Fox Univesity Koch's Cognition USNW
George Washington University Graf's SMPA 51 USNE
Georgetown University Howard's Cognition USNE
Georgia Tech Topolski's Cognition Lab USSE
Gettysburg College Arterberry's Psy 205 USNE
Gettysburg College Arterberry's Psy316 USNE
Glendale Community College Jacobs' Research Methods USSW
Goddard College Weiss' Biopsychology USNE
Grand Valley State University Gross's Cognitive Psychology USNE
Grand Valley State University Gross's Cognitive Psychology 2 USNE
Grand Valley State University Gross's PSY 365 USNE
Guilford College Kannenberg's General Psychology USSE
Gustavus Adolphus College Walker's Statistics Research Methods II USNE
Hamline Univ. Olson USNE
Hanover College Krantz's Cognitive Psychology USNE
Harriton High School Young's Psychology USNE
Hillside High School Gorham's Psych Exper USSE
Hofstra University Dr. Nguyen's Psy 190 USNE
Hofstra University Dr. Paul's Psy 141 USNE
Holy Family College Meinster's Advanced Research USNE
Holy Family College DellaPietra's Cognitive Processes USNE
Humboldt Lang's Social Regulation EUR
Illinois State University Hardwick's Psy 331.01 USNE
Indiana Univ. Criss's P211 USNE
Indiana Univ. Lawton's Psy 203 USNE
Indiana University Bordens' Research Methods USNE
Indiana University Bordens' Psy203 USNE
Indiana University East Shapiro's S360 USNE
International Baccalaureate program OTH
International Baccalaureate Psychology OTH
International Islamic University Ansari's Psychology Experiments AUS
IUPUI Wickelgren's B340 USNE
James Madison University Serdikoff's Experimental Psychology USSE
James Madison University West's PS 380 USSE
Jefferson College Bergmire's General Psychology USSE
Jefferson Sci and Tech Hannah's Intro Psych OTH
Jim Hill High School Thurman's IB Psych USSE
John Brown University Froman's Cognitive Psychology USSE
Juniata College Widman's PY301 USNE
Lafayette College Hill's Psyc 323 Evening Lab USNE
Lafayette College Hill's Psyc 323 Afternoon Lab USNE
Lafayette College McGillicuddy's Design and Analysis USNE
Lafayette College Hill's Psyc 323 Demo USNE
Lafayette College McGlone's Cognitive Psychology USNE
Lafayette College McGlone's Psychology 203 Research Methods Lab USNE
Lake Forest College Brekke's Psyc 222 USNE
Lehigh University McRoberts' Psyc 210 USNE
Lehigh University Williams' Experimental Methods USNE
Lehigh University Williams' Psyc 210 USNE
Lincoln Southeast High School McEntarffer's Diff Psychology USNW
Lindsey Wilson College Sargent's General Psychology USSE
Lomo Linda University Morton's Research Methods USSW
London Guildhall University Ungar EUR
Loyola Marymount University Foy's Research Methods USSW
MacArthur High School Rodriguear's AP Psychology USSW
Madonna University Woods' Human Learning and Memory USNE
Mercer University Peluso's Psy 385.002 Human Memory USSE
Mercy College Kelly's PSYN 372 Experimental Psychology USNE
Michigan Tech University Avond's PSY 261 USNE
Michigan Tech University Avond's PSY 481 USNE
Middle Tennessee State University Bernstein's Cognitive Psychology USSE
Middle Tennessee State University Bernstein's Psy 0307 USSE
Millsaps College Mathis' Cognitive Psych 3100 USSE
Millsaps College USSE
Mississippi College Velkey's Psy 336 USSE
Mississippi College Velkey's Psy 391 USSE
Mississippi College Velkey's Special Project USSE
Molloy College Spata's Psy 210 OTH
Molloy College Spata's Psy 211 OTH
Monmouth University Payne's Cognition and Perception USNE
Montclair State University Adams' Experimental Psy 301 USNE
Montclair State University Garcia's PSYC 301 USNE
Morris Brown College Lancaseter's Theories of Learning Cog. Psychology USSE
Murdoch University Pohl's Masters Human Resource Mangement AUS
Neenah High School Frailing's Psychology USNE
Neumann College Novi's Psychology USNE
Newnan High School Whitlock's Psychology USSE
Nimitz H.S. Miller's AP Psychology USSW
North Central College Coon's Cognitive Psychology USNE
Northeast Junior College Billingsley OTH
Northeastern University Carney's Research Methods USNE
Northeastern University Quinn's Research in Psychology USNE
Northern Arizona U. Hunt's PSY 290 USSW
Northern Arizona U. Hunt's PSY 290 USSW
Northern Arizona U. McCarrier's Psychology 290 USSW
Northern Kentucky U. Goedel's Psy210L USSE
Northern Kentucky U. McDaniel's Psy 210L USSE
Northern Kentucky U. McDaniel's Psy 338L USSE
Northwest College Leach's Experimental Psychology USNW
Occidental College Chapman's Research Methods USSW
Ohio Dominican College Cohn USNE
Ohio University Wolfs's Sensation and Perception USNE
Oklahoma City U. Jowaisas' Applications in Psy. USSW
Oklahoma City U. Jowaisas' Experimental Psy. USSW
Pacific Lutheran Univ. Shore's Intro Statistics/Research Methods USNW
Pacific Lutheran Univ. Shore's PSY 348 USNW
Pacific Lutheran University Broeckel's Cognitive Psychology Lab USNW
Pacific Union College Fulton's Psych of Learning and Cognition USSW
Park University Oxley's PS305 Behavioral Research Methods OTH
PennState Erie Blasko's Psy 201W USNE
PennState Erie Kazmerski's Psy 201W USNE
PennState Shenango Metzger's PSY 002 USNE
Plymouth State College Zehr's PS322 USNE
Pomona College Alvarado's Psych 51 MW USSW
Pomona College Alvarado's Psych 51 TuTh USSW
Pomona College Greene's Psych 51