Psychology and its role in information technology

1. Presidential Address
  • 6.9k Downloads

Abstract

This paper discusses a role for psychology in the development of information technology. Because of the popularity of psychology as an undergraduate major, psychology’s expertise in measurement, and the assertion of some that cognitive science provides the scientific basis for advancements in information technologies, psychology has a responsibility as a discipline to advance information technology and to educate students about this technology. Studies suggest that higher education in psychology can facilitate reasoning about general issues. A process-oriented course in psychology and computers is suggested as a way of incorporating computer literacy into the psychology curriculum. The role of the Society for Computers in Psychology is also discussed.

References

  1. Benjafield, J. G. (1994).Thinking critically about research methods. Boston, MA: Allyn & Bacon.Google Scholar
  2. Castellan, N. J., Jr. (1991). Computers and computing in psychology: Twenty years of progress and still a bright future.Behavior Research Methods, Instruments, & Computers,23, 106–108.Google Scholar
  3. Castellan, N. J., Jr. (1993). Evaluating information technology in teaching and learning.Behavior Research Methods, Instruments, & Computers,25, 233–237.Google Scholar
  4. Chute, D. L. (1993). The classroom 2000 project: A personal view of what the past tells us about the future.Social Science Computer Review,11, 477–486.CrossRefGoogle Scholar
  5. Clark, C. R. (1992). Cognitive Science: The scientific basis of emerging information technologies.Australian Psychologist,27, 17–21.CrossRefGoogle Scholar
  6. Eckerman, D. A. (1991). Microcomputers in undergraduate laboratory training in psychology.Behavior Research Methods, Instruments, & Computers,23, 91–99.Google Scholar
  7. Fong, G. T., Krantz, D. H., &Nisbett, R. E. (1986). The effects of statistical training on thinking about everyday problems.Cognitive Psychology,18, 253–292.CrossRefGoogle Scholar
  8. Loftus, G. R. (1993). A picture is worth a thousandp values: On the irrelevance of hypothesis testing in the microcomputer age.Behavior Research Methods, Instruments, & Computers,25, 250–256.Google Scholar
  9. Nisbett, R. E., Fong, G. T., Lehman, D. R., &Cheng, P. W. (1987). Teaching reasoning.Science,238, 625–631.CrossRefPubMedGoogle Scholar
  10. Null, C. H. (1988). Science, politics, and computers.Behavior Research Methods, Instruments, & Computers,20, 73–80.Google Scholar
  11. Piaget, J., &Inhelder, B. (1975).The origin of the idea of chance in children. New York: Norton.Google Scholar
  12. Thorndike, E. (1906).Principles of teaching. New York: Seiler.CrossRefGoogle Scholar
  13. Turner, S. E., &Bowen, W. G. (1990). The flight from the arts and sciences.Science,250, 517–521.CrossRefPubMedGoogle Scholar
  14. Zechmeister, E. B., &Johnson, J. E. (1992).Critical thinking: A functional approach. Pacific Grove, CA: Brooks/Cole.Google Scholar

Copyright information

© Psychonomic Society, Inc. 1995

Authors and Affiliations

  1. 1.Department of PsychologyUniversity of North CarolinaCharlotte

Personalised recommendations