Classic Articles as Primary Source Reading in Introductory Psychology

Abstract

Given the frequent use of primary source readings by introductory psychology teachers, especially at liberal arts colleges, we compiled the citation frequencies of classic articles in introductory textbooks to help teachers select readings for their courses. Using a random sample of 24 of the most recent introductory texts (copyright dates 2004–2006), we checked for citation of the 40 classic studies that Gorenflo and McConnell (1991) identified as cited in a simple majority of textbooks in the late 1980s. We found that 22 of these articles still met this citation criterion. We discuss the general content of these articles and ways to supplement them to comprise a sufficiently diverse set of possible readings for the introductory course.

Notes

^a The articles appear in order of descending citation frequency in this study. When article frequencies are equal, the articles appear in descending order based on the citation data in Gorenflo and McConnell (1991). Complete references for the 40 articles appear in Appendix B.

^b N     = 24.

^c There was a discrepancy between the data reported in Gorenflo and McConnell (1991) and McConnell and Gorenflo (1989). McConnell and Gorenflo reported that Asch (1951) was cited in 18 of 24 textbooks. Gorenflo and McConnell, however, did not even mention this article. Given this discrepancy, we checked the 24 textbooks in this study for citation of this Asch article. This article was cited in only 11 textbooks.

¹We classified the Gibson and Walk (1960) article on visual cliff research as a sensation-perception article because it was cited more often in the sensation-perception chapter than in the developmental chapter in our textbook sample. However, because this article concerns the development of visual depth perception, a teacher could use it as a classic developmental study.

^a These eight textbooks (in much earlier editions) also appeared in the Gorenflo and McConnell (1991) sample.