ABSTRACT
Teachers believe that classro'Om dem'Ons位ati'Ons prom'Ote students' awareness and understanding 'Of psych'Ol'Ogical c'Oncepts and principles. Alth'Ough students apparently enj 'Oy and learn fr'Om these activities, they routinely deny the results and implicati'Ons 'Of dem'Onstrati 'Ons in which they (a) make predictable riskaverse and risk-prone ch'Oices , and (b) c'Ompete rather than c'O'Operate. In b 'Oth cases , students c'Ontend that they w'Ould behave differently in a "real" situati'On (Lutsky, 1987).
