RE: [tips] Laws in psychology
Stuart McKelvie: I wonder if he or someone else can enlighten us if physics has a special meaning for law? Chris Green: Darwin's and Einstein's theories are far broader and scope and far more firmly established than *anything* in psychology, and yet they are not called laws. More than anything else, I think the term law has to do with the scientific fashion at the time such claims are first enunciated. For instance, Newtonians were attempting to challenge the hegemony of Divine Law and so countered with Scientific Law, but by the time Darwin was accepted, and Einstein had come along, scientists had pretty much a become fallibilists, and so theory seemed more appropriate to (the public presentation of) that sort of epistemic humility. Michael Britt: It looks like the word law is used too indescriminantly by scientists and non-scientists alike. Mike Smith: Surely there are laws in other fields; e.g. Boyle's law for gasses; the laws of thermodynamics; the law of gravity; the inverse square law of light. It would seem that a law should be able to be defined and not at the whim of whomever: Something like a relationship between variables which is consistent across conditions-and I don't think psychology has any such stable relationships which 'always hold'. Jim Dougan: I really wouldn't can the law of gravity a law - at least by the definitions we are using here. Gravity is a set of repeatable empirical observations for which there is a theory. The theory itself is quite strong - but not without its problems. As Chris says, the use of the word law in the physical sciences has to be related to tradition and historical circumstances, and there is no clear dividing line between hypothesis, theory and law (though there are many circumstance in which the first two are entirely appropriate). (Crudely speaking, one might say that they indicate increasing degrees of validation of a scientific generalisation.) Yet is still seems to me to appropriate to refer to Boyle's Law (PV = constant) , or the Gas Laws (PV/T = constant), and so on, rather than Boyle's theory, or the General Gas theory -- they are empirically validated relationships between basic macro-properties of gases. This despite the fact that they are not precisely true, especially under more extreme conditions. But from a teaching perspective it would seem a bit odd (to me at least) to present the above relationship as Boyle's hypothesis, which has a connotation of some uncertainty which is not warranted (as a generalisation that is entirely appropriate for high school level science, and enables students to work on problems involving macro-properties of gases). Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Laws in psychology
I made a slip in the last sentence of my previous posting. It should have read: But from a teaching perspective it would seem a bit odd (to me at least) to present the above relationship as Boyle's theory, which has a connotation of some uncertainty which is not warranted (as a generalisation that is entirely appropriate for high school level science, and enables students to work on problems involving macro-properties of gases). Allen E. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Laws in psychology
Jim Dougan wrote: At 10:03 PM 8/12/2008, Michale Smith wrote: Surely there are laws in other fields; e.g. Boyle's law for gasses; the laws of thermodynamics; the law of gravity; the inverse square law of light. There may well be. That is a distinct issue from whether the term has been used with any consistency in the past. It would seem that a law should be able to be defined and not at the whim of whomever: Something like a relationship between variables which is consistent across conditions---and I don't think psychology has any such stable relationships which 'always hold'. It sounds like you just did exactly what I said Gary could do. It is not so much a matter of whim. It is a matter of whether such a relationship has consistently been called a law, and whether only such relationships are so called. The answer would appear to be no (which is why arguing over why this psychological phenomenon is called a law, but that equally (un)reliable on is not is a futile debate. The fault is not in the stars, but in ourselves. :-) Regards, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo/ Part of respecting another person is taking the time to criticise his or her views. - Melissa Lane, in a /Guardian/ obituary for philosopher Peter Lipton = --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re:[tips] Laws in psychology
On Date: Tue, 12 Aug 2008 20:03:57 -0700 (PDT), Michael Smith wrote: Surely there are laws in other fields; e.g. Boyle's law for gasses; the laws of thermodynamics; the law of gravity; the inverse square law of light. It would seem that a law should be able to be defined and not at the whim of whomever: Something like a relationship between variables which is consistent across conditions-and I don't think psychology has any such stable relationships which 'always hold'. A few points: (1) The are different ways of defining what is a scientific law, some are quite formal, some are informal; the way in which one defines a regularity as a law depends on the scientist and the community in which the scientist operates. For an informal overview of what are physical scientific laws see: http://www.csicop.org/si/2000-09/laws.html (2) It should be clear that a scientific law defines a relationship between at least two variables but we need to distinguish between correlational and causal relationships. Hence, mere regularity is insufficient to define a scientific law because noncausal relationships would be included and one would have to articulate a mechanism to exclude such relationships in pricinple. For an overview of some of these issues is the following commentary article (one doesn't have to read the original article to understand the points) which also raises issues of the role of fundamental measurement, derived measurement, and measurement in the social sciences: Turner, Stephen P. (2008) How not to do science. _The Sociological Quarterly_, 49, 237-251. (3) For a wide-ranging article on whether biology has scientific laws I suggest looking at the following (available on www.jstor.org): Mitchell, Sandra D. (Jun., 2000) Dimensions of Scientific Law _Philosophy of Science_, 67(2) , 242-265. Stable URL: http://www.jstor.org/stable/188723 Below is a quote that focuses on the issue: (page 250): |4. Biological Laws and the Continuum of Contingency. || Today, the word law is used sparingly, if at all in most writings || about evolution. Generalizations in modern biology tend to be || statistical and probabilistic and often have numerous exceptions. || Moreover, biological generalizations tend to apply to geographical || or otherwise restricted domains. One can generalize from the || study of birds, tropical forests, freshwater plankton, or the central || nervous system but most of these generalizations have so limited || an application that the use of the world law, in the sense of the laws || of physics, is questionable. (Mayr 1982, 19) | |Beatty (1995, 1997) has recently argued that distinctively biological |generalizations, while true, cannot be laws because they are contingent |on a particular historical pathway traversed as a result of evolutionary |dynamics. A key point, I believe, is that the physical scientific laws (e.g., law of gravity) have been asserted to be universal statements, that is, statements that hold regardless of time and place (gravity operates the same no matter where one is in the physical universe). The issue for the other sciences, especially those limited to the planet earth, is whether they have found any such relationship that is universal in this sense. Mitchell argues against this perspective for biology and offers a different framework for thinking about scientific laws. See Figure 3 (p263) for a graphical representation of the dimensions that Mitchell considers relevant to calling a relationship a scientific law where different types of relationship sit. (4) The following is only for the truly masochistic. For a view of the relationship of scientific laws to theories and how the theories operate (e.g., theories are prohibitive, that is, they identify what can and what *cannot* take place; how does one alter a theory scientifically in contrast to ad hoc modification; what is real role of falsibility, etc.) see the entry on Karl Popper on the online Stanford Encyclopedia of Philosophy. Below is an excerpt from the entry and it is important to keep in mind that Popper is also arguing against historicism and Marxism (one may have to read the entire entry for this to make sense): http://plato.stanford.edu/entries/popper/#Laws |3. Scientific laws are expressed by universal statements (i.e., they |take the logical form 'All As are X', or some equivalent) which are |therefore concealed conditionals - they have to be understood |as hypothetical statements asserting what would be the case under |certain ideal conditions. In themselves they are not existential in nature [NOTE: existential statements have the form Some A are X but also include other types of relationship that are non-universal]. |Thus 'All As are X' means 'If anything is an A, then it is X'. Since |scientific laws are non-existential in nature, they logically cannot imply |any basic statements, since the latter are explicitly existential. The |question arises, then, as to how any basic statement can
[tips] What is scholarship?
First, I want to express my gratitude to all who have contributed to this fascinating discussion as it has made me more attentive to how I teach some of these concepts. One of my pet teaching quirks is to insist that students in all of my courses have an appropriate grasp of basic concepts, such as hypothesis, theory, model, and law, and also be aware of their inter-relationships, particularly between theory and hypothesis. I cringe each time a senior or even a graduate student misuses these terms. I think it reflects poorly on them and their education in scientific psychology. I appreciate the notion that there may be no clear dividing line between these concepts. However, I think that for undergraduates it is extremely important to provide some type of boundary between these concepts, even if in reality these exist in some sort of continuum, to facilitate students' understanding and proper use of them and of the process they represent. --- Anyway, now for my question in the subject line ... In Beth's earlier post regarding TIPSters at APA (I am very sorry that I will not be attending this year!), the session in which Chris Green will be presenting, Scholarly Publication in 21st Century caught my attention. I've been trying to track down some sort of authoritative discussion of what constitutes acceptable/ethical scholarly practices. I am not interested in discussions of what constitutes scholarly activity for purposes of tenure and promotion (e.g., publications, presentations, etc.). Instead, I am interested in a discussion of the set of methods or principles used by scholars (e.g., citations, logical argumentation) and their acceptable/unacceptable use. For what is worth, the context of my inquiry centers on the practice of reusing one's own previously published text in a new publication. I have written about this issue and caution authors against the practice. However, I am wondering whether there is authoritative discussion on this and related matters (i.e., ethical scholarship) that I am not aware of. Any suggestions, leads, etc. will be greatly appreciated. Miguel --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Third farewell before the last
Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) San Juan del Sur.eml Description: Binary data Visit San Juan del Sur Photo Gallery by SJdS at pbase.com.eml Description: Binary data YouTube - San Juan del Sur, Nicaragua.eml Description: Binary data
[tips] using blogs as an alternative to journals
I'm thinking about converting my journal assignment to a blog assignment this semester in my social psychology course, and I was hoping that some of you with experience might offer some advice. Some issues I'm especially interested in are (a) what program/website to use, (b) whether to make the blogs public or private (if that's possible), and/or whether to give students a choice, (c) how to assign points to student entries (e.g., are students required to make comments on other students' blogs? how is quality graded?), and (d) is there a way to make the blogs accessible at the same time so that students don't see other students' entries until the deadline (e.g., so they aren't unintentionally primed to write something similar)?Also, if you wouldn't mind sharing links to your syllabus (where you discuss the blog assignment) and/or a link to the blogs themselves, that would be especially helpful. Finally, any additional hints that you'd like to share with a first-timer would be much appreciated!! Thanks! --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] using blogs as an alternative to journals
Two websites that offer free blogs are blogger.com and wordpress.com. There are other sites as well, including blog options in MySpace, Facebook, etc., but I think either of the two I mentioned would work well (and probably better than those integrated into social networking sites). I'm pretty sure that both have privacy options which students could use to set the blog to not be publicly displayed, though you might need to walk some students through the setup. One thing to consider is whether you (or the students) want their entries to be viewable by only you, you and fellow students, or everyone. Setting them up as private between only you and the student or available to everyone would probably be easier than setting them up for the in between of just the class because of the account setup and access control configurations. Also, I believe these sites have an option to have posts appear on a given date, so the entries can be written before they appear on the site. Of course, this is also something that students would have to setup for each post. I'm not sure if you'd be able to see it before it appeared, but that might not be an issue. You could also use a feed reader (like reader.google.com) to subscribe to the RSS feeds for each of the student blogs so you would know when students had posted a new entry, rather than having to go and visit each one individually. There are definitely some possibilities here, and I've been thinking of doing something similar as part of my methods course for ongoing discussion of research articles but haven't decided if I'm going to do it this coming semester or not. Of course, another option depending on resources would be a blog site hosted on a university server running something like Wordpress MU. This would likely give you more control over access to the blogs and some other issues that might come from using an outside blog hosting service, but it would take having someone to set the system up and maintain it. So, unless you have the know-how and time to committ to supporting it this way, a site like blogger.com or wordpress.com might be s better option. Hope this helps - Marc G. Marc Turner, MEd, PhD Senior Lecturer Technology Coordinator Department of Psychology Texas State University-San Marcos San Marcos, TX 78666 Phone: (512) 245-2526 E-mail: [EMAIL PROTECTED] -Original Message- From: Traci Giuliano [mailto:[EMAIL PROTECTED] Subject: [tips] using blogs as an alternative to journals (a) what program/website to use, (b) whether to make the blogs public or private (if that's possible), and/or whether to give students a choice, (c) how to assign points to student entries (e.g., are students required to make comments on other students' blogs? how is quality graded?), and (d) is there a way to make the blogs accessible at the same time so that students don't see other students' entries until the deadline (e.g., so they aren't unintentionally primed to write something similar)? --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Visiting assistant professor position
VISITING ASSISTANT PROFESSOR: Lawrence University invites applications for a two-year Assistant Professor position beginning September 2009, with a possible extension to a third year. Teaching responsibilities include Cognitive Psychology, Perception, Introductory Psychology, more advanced courses in the candidate’s area (s) of expertise, and supervision of student research projects. Research and teaching in cognitive neuroscience, psycholinguistics, and/or forensic psychology are especially desirable. Ph.D. required. Lawrence is 1400-student select liberal arts college in northeast Wisconsin with a conservatory of music. The Psychology Department has extensive research facilities, including spacious labs for observational and experimental studies. Send a letter of application, vita, one copy of selected publications, and evidence of teaching effectiveness, and arrange to have three letters of recommendation sent to: Bruce E. Hetzler, Chair, Department of Psychology, Lawrence University, P. O. Box 599, Appleton, WI 54912-0599. Questions may be addressed via email: [EMAIL PROTECTED] Terry Gottfried Professor of Psychology Lawrence University Appleton, WI 54912-0599 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Temporary Animal Behavior position for the Fall, 2008 semester (Southeastern, PA region)
West Chester University of Pennsylvania is in need of a temporary faculty member to teach two sections of Animal Behavior in the Fall, 2008 semester. There is the possibility of a full-time position in the fall if you are willing to also teach two sections of research methods. If interested please contact: Loretta Rieser-Danner, Ph.D. Acting Chairperson Department of Psychology West Chester University of PA West Chester PA, 19383-2145 610-436-3106 (O) 610-436-2846 (F) [EMAIL PROTECTED] And if you know of others who might be interested, please forward this note. Thanks, Ed Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://home.comcast.net/~epollak Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist.. in approximate order of importance. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] What to do with old textbooks?
TIPSfolks, Does anyone have a good resource for what to do with old(ish) textbooks? As many of you know, publishers have many texts that turn around every two years and won't send older versions to bookstores. So, I am purging my shelves of textbooks and wonder if there are better uses than just recycling. Most of the texts are 6-10 years old and all are developmental. Ideas? Rob Rob Weisskirch, MSW. Ph.D. Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 [EMAIL PROTECTED] This message is intended only for the addressee and may contain confidential, privileged information.� If you are not the intended recipient, you may not use, copy or disclose any information contained in the message.� If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] What to do with old textbooks?
I sent a lot of textbooks to Kimberly Patterson, a high school teacher in Florida who’s on TIPS. I’m digging to try to find her address though, and so far no luck. Are you still a TIPSmember, Kimberly?? Beth Benoit From: Rob Weisskirch [mailto:[EMAIL PROTECTED] Sent: Wednesday, August 13, 2008 5:44 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] What to do with old textbooks? TIPSfolks, Does anyone have a good resource for what to do with old(ish) textbooks? As many of you know, publishers have many texts that turn around every two years and won't send older versions to bookstores. So, I am purging my shelves of textbooks and wonder if there are better uses than just recycling. Most of the texts are 6-10 years old and all are developmental. Ideas? Rob Rob Weisskirch, MSW. Ph.D. Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 [EMAIL PROTECTED] This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Abstinence? Yes. Sex too.
Thought some might be interested in this one from MSNBC today. Our tax dollars at work- if this comes across as scary maybe we weren't thinking ahead. But it surely merits as a discussion starter (assuming you are free to discuss it, of course). The opposite of sex? Adults, teens beg to differ Teens often hold seemingly contradictory ideas about having sex, a new study shows, Â confounding the abstinence-only sex education message supported by over a billion dollars of federal funding. http://www.msnbc.msn.com/id/26159311/from/ET/ Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker -Original Message- From: Rob Weisskirch [mailto:[EMAIL PROTECTED] Sent: Wed 8/13/2008 3:43 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] What to do with old textbooks? TIPSfolks, Does anyone have a good resource for what to do with old(ish) textbooks? As many of you know, publishers have many texts that turn around every two years and won't send older versions to bookstores. So, I am purging my shelves of textbooks and wonder if there are better uses than just recycling. Most of the texts are 6-10 years old and all are developmental. Ideas? Rob Rob Weisskirch, MSW. Ph.D. Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 [EMAIL PROTECTED] This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat
re: [tips] Abstinence? Yes. Sex too
Folks interested in a little more detail, the abstract from the journal article is available on the Alan Guttmacher Institute website as well as a link to an electronic version of the article through Wiley InterScience (assuming your institution has a subscription to the journal or the service): http://www.alanguttmacher.org/pubs/journals/4008708.html -Mike Palij New York University [EMAIL PROTECTED] OnWed, 13 Aug 2008 14:58:22 -0700, Tim Shearon wrote: Thought some might be interested in this one from MSNBC today. Our tax dollars at work- if this comes across as scary maybe we weren't thinking ahead. But it surely merits as a discussion starter (assuming you are free to discuss it, of course). The opposite of sex? Adults, teens beg to differ Teens often hold seemingly contradictory ideas about having sex, a new study shows, ¨ confounding the abstinence-only sex education message supported by over a billion dollars of federal funding. http://www.msnbc.msn.com/id/26159311/from/ET/ --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Abstinence? Yes. Sex too.
I'd like to see the actual survey. Looks like a response bias might account for these results. Bill Scott Shearon, Tim [EMAIL PROTECTED] 08/13/08 5:50 PM Thought some might be interested in this one from MSNBC today. Our tax dollars at work- if this comes across as scary maybe we weren't thinking ahead. But it surely merits as a discussion starter (assuming you are free to discuss it, of course). The opposite of sex? Adults, teens beg to differ Teens often hold seemingly contradictory ideas about having sex, a new study shows, �� confounding the abstinence-only sex education message supported by over a billion dollars of federal funding. http://www.msnbc.msn.com/id/26159311/from/ET/ Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker -Original Message- From: Rob Weisskirch [mailto:[EMAIL PROTECTED] Sent: Wed 8/13/2008 3:43 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] What to do with old textbooks? TIPSfolks, Does anyone have a good resource for what to do with old(ish) textbooks? As many of you know, publishers have many texts that turn around every two years and won't send older versions to bookstores. So, I am purging my shelves of textbooks and wonder if there are better uses than just recycling. Most of the texts are 6-10 years old and all are developmental. Ideas? Rob Rob Weisskirch, MSW. Ph.D. Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 [EMAIL PROTECTED] This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Abstinence? Yes. Sex too.
Yes - the fact that those who design abstinence programs want to believe that their programs are effective and are motivated more directly by ideology AND respondents want to give answers than make them sound good. This could be another variant of social desirability or fake good (so to speak. Nancy Melucci Long Beach City College Long Beach CA Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! In a message dated 8/13/2008 3:24:37 P.M. Pacific Daylight Time, [EMAIL PROTECTED] writes: I'd like to see the actual survey. Looks like a response bias might account for these results. Bill Scott Shearon, Tim [EMAIL PROTECTED] 08/13/08 5:50 PM Thought some might be interested in this one from MSNBC today. Our tax dollars at work- if this comes across as scary maybe we weren't thinking ahead. But it surely merits as a discussion starter (assuming you are free to discuss it, of course). The opposite of sex? Adults, teens beg to differ Teens often hold seemingly contradictory ideas about having sex, a new study shows, confounding the abstinence-only sex education message supported by over a billion dollars of federal funding. http://www.msnbc.msn.com/id/26159311/from/ET/ Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker -Original Message- From: Rob Weisskirch [mailto:[EMAIL PROTECTED] Sent: Wed 8/13/2008 3:43 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] What to do with old textbooks? TIPSfolks, Does anyone have a good resource for what to do with old(ish) textbooks? As many of you know, publishers have many texts that turn around every two years and won't send older versions to bookstores. So, I am purging my shelves of textbooks and wonder if there are better uses than just recycling. Most of the texts are 6-10 years old and all are developmental. Ideas? Rob Rob Weisskirch, MSW. Ph.D. Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 [EMAIL PROTECTED] This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) **Looking for a car that's sporty, fun and fits in your budget? Read reviews on AOL Autos. (http://autos.aol.com/cars-BMW-128-2008/expert-review?ncid=aolaut000517 ) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Abstinence? Yes. Sex too
Mike- Thanks! :) In reading what I have of the article so far it doesn't appear to be so much response bias per se as a host of complications. The main one being, I think, that the interpretations presented on MSNBC (you better sit down now) are (I'm warning you, this may be shocking) somewhat oversimplified. (You can get up now) And even if it weren't, how many of us are surprised at adolescents holding conflicting beliefs, engaging in rapid changes, or holding intellectual beliefs inconsistent with their behavior? I don't so much think this is a good discussion topic (though in context it may be) as something we are likely to get feedback on in class (for example, I start most classes with a chance to ask questions germane to the topic). I received questions from two current and one former student about this one today- we don't start classes for three weeks. :) Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat
