Re: [tips] From-STM to LTM
You beat me to the punch, Patrick. I was about to offer the same study in reply. -- Mark At 08:47 PM 10/16/2008, Patrick Dolan wrote: Michael- Craik Watkins (1973) suggests otherwise! (two prominent people from the verbal learning tradition no less!) Patrick -- Patrick O. Dolan, Ph.D. Associate Professor and Chair of Psychology Drew University Madison, NJ 07940 973-408-3558 [EMAIL PROTECTED] On 10/16/2008 at 8:35 PM, [EMAIL PROTECTED] wrote: Beth: You are probably not too well versed in the psychology of verbal learning and memory.Repetition is one technique of getting items from STM to LTM. (I think it is associated as a Peterson and Peterson paradigm). Michael --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] From-STM to LTM
Dear Tipsters, It is my understanding from the memory literature that there are two ways in which information can be sent from STM to LTM. One is rote rehearsal or maintenance rehearsal, in which information is simply repeated, and the other is elaborative rehearsal, in which the information is processed more deeply (in line with Craik and Lockhart's idea). The latter is better. Two cautions: 1. Craik and Lockhart actually challenged the STM/LTM model, preferring to speak about levels of processing. However, we can see a strong similarity between elaborative rehearsal in the standard model and their idea of depth or level of processing of the material. 2. The Peterson and Peterson study has nothing to do with LTM. In that study, participants were prevented from rehearsing during the recall interval and PP found that recall declined over a period of 18 sec. They concluded that STM lasts about this length of time if no rehearsal occurs. Note, however, that this conclusion has been challenged for a number of reasons, one of which is that counting backwards during the interval may have prevented rehearsal but it may also have interfered with the memory trace. Sincerely, Stuart ___ Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402 Department of Psychology, Fax: (819)822-9661 Bishop's University, 2600 College Street, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: [EMAIL PROTECTED] Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] From-STM to LTM
- Original Message - From: Stuart McKelvie [EMAIL PROTECTED] To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Friday, October 17, 2008 8:09 AM Subject: RE: [tips] From-STM to LTM Dear Tipsters, It is my understanding from the memory literature that there are two ways in which information can be sent from STM to LTM. One is rote rehearsal or maintenance rehearsal, in which information is simply repeated, and the other is elaborative rehearsal, in which the information is processed more deeply (in line with Craik and Lockhart's idea). The latter is better. Two cautions: 1. Craik and Lockhart actually challenged the STM/LTM model, preferring to speak about levels of processing. However, we can see a strong similarity between elaborative rehearsal in the standard model and their idea of depth or level of processing of the material. 2. The Peterson and Peterson study has nothing to do with LTM. In that study, participants were prevented from rehearsing during the recall interval and PP found that recall declined over a period of 18 sec. They concluded that STM lasts about this length of time if no rehearsal occurs. Note, however, that this conclusion has been challenged for a number of reasons, one of which is that counting backwards during the interval may have prevented rehearsal but it may also have interfered with the memory trace. Sincerely, Stuart OK.I only implied that repetition was one of the techniques. I stand corrected on the Peterson and Peterson but again I said that I think. Lots of my stuff are materials I am trying to tecall from memory.I was a student of Don Kausler at Mizzou who wrote a text on the psychology of verbal learning and memory. Btw,there are two types of processing : elaborative and deep processing I do not recall (but do not quote me on this) anything about memory trace ( if it is a neuronal event we are talking about) but I do recall the PP havivg to do preventing the chunking of info hence preventing yhe capacity of hold in STM. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Computer-based degree audit reporting systems
We also have Peoplesoft (now Oracle, apparently). We've recently updated and have been told that degree audits will take a few weeks to get fully online (they'd better hurry, because registration for next semester is soon). But our previous version of Peoplesoft did include an accurate, if not too terribly user friendly, degree audit report. Since the updated system launched last week is overall more user friendly, I am hopeful that the new degree audit reports will also improve. -- Paul Bernhardt Frostburg State University Frostburg, MD, USA On 10/16/08 7:27 PM, Dr. Bob Wildblood [EMAIL PROTECTED] wrote: I don't know if this is much help, but we use PeopleSoft and it seems to work pretty well. There are a couple of others, but that's really the only one with which I have any experience. You can get more information from their website www.peoplesoft.com/corp/en/public_index.jsp Do any of you have experience with computer-based degree audit reporting systems? Are you happy with them? Are they accurate? Do they save time? What software do you use? Any help would be appreciated Jeff Nagelbush [EMAIL PROTECTED] Ferris State University Stay organized with simple drag and drop from Windows Live Hotmail. Try it --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) Bob Wildblood, PhD, HSPP Lecturer in Psychology Indiana University Kokomo Kokomo, IN 46904-9003 [EMAIL PROTECTED], [EMAIL PROTECTED] We have in fact, two kinds of morality, side by side: one which we preach, but do not practice, and another which we practice, but seldom preach. -Bertrand Russell, philosopher, mathematician, author, Nobel laureate (1872-1970) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] From-STM to LTM
Michael- a fair bit has happened in the field in the 34 years since Kausler's (excellent for its time) Psychology of Verbal Learning and Memory (including the publication of Bob Crowder's even better Principles of Learning and Memory two years later). Patrick On 10/17/2008 at 9:29 AM, [EMAIL PROTECTED] wrote: OK.I only implied that repetition was one of the techniques. I stand corrected on the Peterson and Peterson but again I said that I think. Lots of my stuff are materials I am trying to tecall from memory.I was a student of Don Kausler at Mizzou who wrote a text on the psychology of verbal learning and memory. Btw,there are two types of processing : elaborative and deep processing I do not recall (but do not quote me on this) anything about memory trace ( if it is a neuronal event we are talking about) but I do recall the PP havivg to do preventing the chunking of info hence preventing yhe capacity of hold in STM. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Question about Curricular Levels
Our department is considering a revision of the undergraduate psychology major. One topic for discussion is the idea of a developmentally coherent curriculum outlined in the recent APA document: http://www.apa.org/ed/Teaching-Learning-Assessing-Report.pdf We have encountered the problem of defining curricular levels for our 100, 200, 300, and 400 level courses. Presuming that your departments offer courses at different levels, how do you define and distinguish expectations for students and instructors in courses at different levels? More generally, can you provide any insights about what your students and instructors do differently in say 200 and 300 level courses? Thanks. Blaine --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Fw: TIPSTER OF THE WEEK
I'm shocked and humbled. I will have to stock up on beer to celebrate. Lucky me, this is our one day mid-semester break, so my celebration can last much longer. cd Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Thu 10/16/2008 11:09 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Fw: TIPSTER OF THE WEEK Carol L de Volder Enjoy! Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Curricular Levels
Hi Blaine Here is our curriculum http://alpha.dickinson.edu/departments/psych/requirements.html At the 100-level we have Introduction to x where x is a major area of psychology (social, child, cognitive, etc.). Anyway can take these classes and majors need 4 of them (we do not teach intro). At the 200 -level majors take research methods and stats (each with a 3 hour lab). At the 300-level majors take a research methods in x in which X is a major area of psychology (each has a 3 hour lab). These classes are focused on methodology and data collection/analysis/writing skills. Research projects from these classes are often presented at conferences and sometimes published. At the 400 level majors take a seminar in X in which is an area of research or interest for faculty. These are small discussed based classes (kind of like grad school). So each of the 4 levels are completely different in terms of the skills and focus. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013 Office: (717) 245-1562, Fax: (717) 245-1971 Office Hours: Tues and Thur 9:30-10:30, Wed 10:30-11:45 http://alpha.dickinson.edu/departments/psych/helwegm From: Blaine Peden [mailto:[EMAIL PROTECTED] Sent: Friday, October 17, 2008 10:47 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Curricular Levels Our department is considering a revision of the undergraduate psychology major. One topic for discussion is the idea of a developmentally coherent curriculum outlined in the recent APA document: http://www.apa.org/ed/Teaching-Learning-Assessing-Report.pdf We have encountered the problem of defining curricular levels for our 100, 200, 300, and 400 level courses. Presuming that your departments offer courses at different levels, how do you define and distinguish expectations for students and instructors in courses at different levels? More generally, can you provide any insights about what your students and instructors do differently in say 200 and 300 level courses? Thanks. Blaine --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] From-STM to LTM
In a brief look at Craik Watkins (1973) on line: (http://intranet.yorkcollege.ac.uk/yc/new/HUMSOC/psycho/unit1/craikwat.htmtheir ) , the conclusions (in this link) stated that Evidence is against the Multi-Store Model of memory, information does not automatically pass from STM into LTM when rehearsed. We often rehearse information to use in the near future, and allow it to be then discarded. If this is actually the original authors conclusions (which I don't think it is) then it doesn't really criticize the multi-store memory model but supports it. But, doesn't the fact that subjects knew that they were only to keep the particular word in memory for a short time (until the next one of the same letter occurrs) confound the results. After all, they never 'intended' to remember them for the long term in the first place. (Do the authors consider intention as depth of processing?) I'm also not sure that what was intended in the original model was that mere repitition automatically enables information to enter LTM. --Mike --- On Fri, 10/17/08, Patrick Dolan [EMAIL PROTECTED] wrote: From: Patrick Dolan [EMAIL PROTECTED] Subject: Re: [tips] From-STM to LTM To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Friday, October 17, 2008, 6:46 AM Michael- a fair bit has happened in the field in the 34 years since Kausler's (excellent for its time) Psychology of Verbal Learning and Memory (including the publication of Bob Crowder's even better Principles of Learning and Memory two years later). Patrick On 10/17/2008 at 9:29 AM, [EMAIL PROTECTED] wrote: OK.I only implied that repetition was one of the techniques. I stand corrected on the Peterson and Peterson but again I said that I think. Lots of my stuff are materials I am trying to tecall from memory.I was a student of Don Kausler at Mizzou who wrote a text on the psychology of verbal learning and memory. Btw,there are two types of processing : elaborative and deep processing I do not recall (but do not quote me on this) anything about memory trace ( if it is a neuronal event we are talking about) but I do recall the PP havivg to do preventing the chunking of info hence preventing yhe capacity of hold in STM. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Revolutionary approach to English in Australian schools
Students need to know how to correctly construct a sentence.'' Canberra Times 17 October 2008 Old-school grammar lessons, the phonics method of learning to read, and classic texts such as Shakespeare, Dickens and Austen will be reinstated in English classrooms across the country under reforms to provide a national curriculum. http://tinyurl.com/5uxmuu Just one problem: But head of the English advisory group Professor Peter Freebody admitted that today's teachers did not have the skills at this stage to carry out the board's grand plans. http://tinyurl.com/5drvva 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] From-STM to LTM
Re repetition and LTM. Early Verbal learning experiments probably originated with Ebbinghaus' paired associated tasks with nonsense syllables.Now from what I can recall later dudes like Tulving began looking at stimulus variables, response variables.Now there were all types of tasks in the verbal learning paradigm: paired associate,serial learning and one called serial anticipation learning(which I always thought to be interesting). Whether it was called repetition or maintenace rehearsal,this process facilitated entry into LTM. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] position
Please share this with anyone who may be interested: The Social and Behavioral Sciences Department at Florida Gulf Coast University is seeking applications for an assistant professor of developmental psychology, broadly defined, with an emphasis on development across the lifespan. Speciallizing in one or more of the following areas: typical development in adolescence or adulthood, disorders of adolescence or adulthood, or gerontology. Candidates will be expected to develop a research program involving undergraduates, and to teach the Principles of Development, Psychology of Adulthood and Aging, General Psychology courses, and upper level courses within their area of specialization. Please visit http://jobs.fgcu.edu to apply for the position. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Revolutionary approach to English in Australian schools
Allen Esterson wrote: Students need to know how to correctly construct a sentence.'' Canberra Times 17 October 2008 ARGGHHH! A split infinitive! Reporters need to know how to construct a sentence correctly. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Revolutionary approach to English in Australian schools
Winston Churchill was reputed to have replied when someone complained about his having split an infinitive, That is something up with which I will not put. ;-) Douglas Wallen Psychology Department, AH 23 Minnesota State University, Mankato Mankato, MN 56001 E-mail: [EMAIL PROTECTED] Phone: (507) 389-5818 On 10/17/08 12:14 PM, Ken Steele [EMAIL PROTECTED] wrote: Allen Esterson wrote: Students need to know how to correctly construct a sentence.'' Canberra Times 17 October 2008 ARGGHHH! A split infinitive! Reporters need to know how to construct a sentence correctly. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Revolutionary approach to English in Australian schools
Sorry, my memory was faulty. Churchill's reply had to do with ending a sentence with a preposition. Mea Culpa. Douglas Wallen Psychology Department, AH 23 Minnesota State University, Mankato Mankato, MN 56001 E-mail: [EMAIL PROTECTED] Phone: (507) 389-5818 On 10/17/08 12:14 PM, Ken Steele [EMAIL PROTECTED] wrote: Allen Esterson wrote: Students need to know how to correctly construct a sentence.'' Canberra Times 17 October 2008 ARGGHHH! A split infinitive! Reporters need to know how to construct a sentence correctly. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Revolutionary approach to English in Australian schools
I think you're correct, that Churchill is quoted as having said something along the lines of ...this is something up with which I will not put. (There is apparently some disagreement about his exact words.) http://www.wsu.edu/~brians/errors/churchill.html I haven't yet found who wrote the infamous a preposition is a word you should never end a sentence with. Beth Benoit Granite State College -Original Message- From: Wallen, Douglas J [mailto:[EMAIL PROTECTED] Sent: Friday, October 17, 2008 1:43 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Revolutionary approach to English in Australian schools Sorry, my memory was faulty. Churchill's reply had to do with ending a sentence with a preposition. Mea Culpa. Douglas Wallen Psychology Department, AH 23 Minnesota State University, Mankato Mankato, MN 56001 E-mail: [EMAIL PROTECTED] Phone: (507) 389-5818 On 10/17/08 12:14 PM, Ken Steele [EMAIL PROTECTED] wrote: Allen Esterson wrote: Students need to know how to correctly construct a sentence.'' Canberra Times 17 October 2008 ARGGHHH! A split infinitive! Reporters need to know how to construct a sentence correctly. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- 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] Revolutionary approach to English in Australian schools
In response to Students need to know how to correctly construct a sentence. Canberra Times 17 October 2008 Ken Steel wrote: ARGGHHH! A split infinitive! Reporters need to know how to construct a sentence correctly. Ken, you should examine sources more carefully. :-) The statement in quotes came not from the journalist but from the Government National Curriculum Board. http://tinyurl.com/5uxmuu Allen E. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
[tips] Theory of Mind
Can someone give me a concise definition of Theory of Mind? Please feel free to suggest readings as well. I believe I understand the premise, but I'd really like to know more, including where it stands vis a vis child development and autism, and non-human animals (other primates, for example). Thanks, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat
RE:[tips] Theory of Mind
Carol- Here is a Psychology Today blog: http://blogs.psychologytoday.com/blog/aspergers-diary/200805/empathy-mindblindness-and-theory-mind It discusses the Simon Baron-Cohen theory as he put forth in several papers and books. Most notably, at least in terms of publicity etc. were: Mindblindness: An Essay on Autism and Theory of Mind in 1997 (probably the best starting place for the theory) The Essential Difference: Male And Female Brains And The Truth About Autism in 2004 I found students very receptive to the ideas in The Essential Difference. But he is a bit of a salesman and sometimes getting them to be careful or critical in their thinking about the ideas is a bit difficult. But in teaching neuro/bio psychology courses I think it is worth the effort to do so. Oh. There are gobs of videos of Autistic kids on YouTube, etc. (not that some don't require pause for ethical reasons). Is there a Munchausen syndrome of exhibitionism or is this just another place where technology has raced ahead of thoughtfulness? That's really about as much as I've done with it though. 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: DeVolder Carol L [mailto:[EMAIL PROTECTED] Sent: Fri 10/17/2008 6:44 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Theory of Mind Can someone give me a concise definition of Theory of Mind? Please feel free to suggest readings as well. I believe I understand the premise, but I'd really like to know more, including where it stands vis a vis child development and autism, and non-human animals (other primates, for example). Thanks, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat
RE: [tips] Tangential to teaching
This is both awful and the funniest thing I've seen in a long time. Some of you may have seen it on Fox (and yes it downloaded on Zamzar). It is a parody of the PSAs on changing over to digital TV showing, I think, quite well the difficulty of the task to those who have a long established set of behavior with analog (the awful part is that, being parody, it pokes rather cruel fun at the elderly- I strongly suspect a lot of 35 year old males aren't going to fare much better- yep, I'm getting a couple of, Could you hook up my TV? every week or so!) Anyway, here is the link: http://www.youtube.com/watch?v=iTSS8E7bKXg ___ 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
