| Summary: | "In organizing the report, we have first described what the current curricula in psychology are, as far as we were able to discover by a questionnaire survey and catalog analysis. We have then discussed several kinds of pressures impinging on those who may be responsible for a curriculum, following this with a more detailed exposition of our position with respect to one such pressure: that for preprofessional and vocational training. Two specialized topics are next treated--the beginning course, and the experimental-statistical area. As soon as we had some closure on the problems of the beginning course, experimental psychology, and statistics, we felt more comfortable about discussing the general nature of the curriculum for the psychology major. We became convinced of the necessity, and possibly even the desirability, of allowing for different curricular patterns in different settings. Accordingly, in Chapter Seven we have proposed three types of general outlines for curricula and tried to indicate what considerations might lead to the adoption of each. Finally, in Chapter Eight, we have suggested some directions for research, growing largely out of the deficiencies we encountered when we looked for data to help us answer some of the questions that formed the nucleus of our concerns"--Introduction. (PsycINFO Database Record (c) 2006 APA, all rights reserved).
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