The teaching of Experimental Psychology is at a cross-

roads. In order to learn what it means to conduct empiri-cal research in psychology, students need to be able to design and analyze their own experiments. However, de-spite a massive investment in personal computer tech-nology on the university level, the tools that allow students to build their own experiments are inadequate in a vari-ety of ways. This means that few students end up learn-ing what the science of psychology is really all about. Only by building, running, and analyzing their own experi-ments can students understand basic principles of exper-imental design and the way in which theories can be sub-jected to empirical tests. During the period between 1987 and 1995, there were 10 major attempts to address aspects of this problem through the building of experiment generation (EG) sys-tems. These included B/C Power Lab, ERTS, MacLabo-ratory, MEL, MacProbe, MindLab, MPS, PsychLab, Psy-Scope, and SuperLab. Among the top 10 EG systems, the 3 that have achieved the largest acceptance nationally and internationally are MEL, PsyScope, and SuperLab. Al-though SuperLab is easy to learn, its ability to create high-quality reaction time experiments with complex design features is limited. MEL was limited to the DOS platform and had no graphic user interface. PsyScope was the first EG system that allowed advanced undergraduates and graduate students to build complex, high-quality exper-iments without programming. Vaughan and Yee (1994) provided tutorial materials for PsyScop