Re: [tips] question about split brain

[Msylvester]

  A question was raised on another list, and I thought some Tipsters might know 
the answer.  In a person with a split corpus callosum, how does the information 
from one side of the body get to the other hemisphere and how do messages from 
one hemisphere get to the other side of the brain?  Where are the crossove

   Rikki : I have wanted to ask this question for almost 10 years now. The one 
that gets me is the situation where if you put a piece of chalk in the left 
hand  of the client  
  and ask the person to name the oblect in the left hand the person could not 
name it;however,if you put the chalk in the right hand then the subject would 
say "chalk"
  because supposedly objects in the right hand is processed by the left side of 
the brain which is the language center of the brain.
  Now deal.

  Michael Sylvester,PhD
  Daytona Beach,Florida





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RE: [tips] Re: [tips] Professors' Liberalism Contagious? Maybe Not - NYTimes.com

[Shearon, Tim]

Michael- If the two motives are content and get a good grade, perhaps we can 
start by influencing them to be less interested in getting the good grade 
(after all, if they actually get the content the grade, as an indicator 
variable, should not be an issue). 

I don't have any political posters, unless one counts bicycling and the 
outdoors as somehow political. :) I have several of the old Tour de France 
prints. One with the riders taking a smoking break and another with them 
drinking beer during the race. Most are of the brutal nature of the early rides 
up into the mountains on what amount to goat paths. That and a few oriental 
prints- oh- and my door is covered with cartoons which are primarily comments 
on issues in psychology and science in general- with only a few "adbusters" 
thrown in that refer to bicycles. I guess I'm kind of a failure at being 
political except that one student pointed out that this might be some kind of 
hidden political agenda to distract them from things political. (Trust me. It 
isn't.)
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: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Mon 11/3/2008 12:47 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Re: [tips] Professors' Liberalism Contagious? Maybe Not - 
NYTimes.com
 
Christopher DI assume that most students take a course for its content and to 
get a good grade and not to be influenced by the political views of a prof.But 
there are some variables to be considered.In the days when students would come 
to a profs office for further elucidaton of classroom topics,the student would 
probably assess a prof's political orientation based on posters in the prof's 
office.Lets face it-if a prof  has a portrait of Che Guevara or Cesar Chavez on 
his/her office walls,this may initiate an enlightening conversation piece. This 
could  also happen if the prof wears a John McCain/Palin button. In the days 
when profs were visible  in social activism,chances are that college students 
were also among the activities.There were more obvious  interactive and direct 
influences in the 60s than now. The days of profs being public intellectuals 
are gradually decreasing,except in my case where I do not see any significant 
difference  to talking to a wino on skid row and a student.

Michael Sylvester,PhD
Daytona Beach,Florida



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RE:[tips] Where in the world is cognitive "psychology"?

[Mike Palij]

On Sun,  2 Nov 2008 15:08:59 -0800 (PST), Annette Taylor wrote:
[snip]
> Mike: OK, a new book on my amazon wishlist: Artificial Dreams. 
> Interestingly, it has no reader reviews, 

Expect APA's online book review journal PsycCritiques to have a
review in the near future.  Some obscure Tipster wrote it.

> and is a bit pricey. Hmm, maybe I should get it from the 
> library :) 

Or you could get it in paperback.  On Amazon the paperback
version is $24.99. Similar price at Barnes & Noble online
but if you have a B&N membership, it's $22.49. At Buy.com
it's $19.99.

>How do you find time to keep up with all the literature?

Oh, it just seems to come my way.

> I knew I could count on tips folks to get a discussion going; I will follow 
> along. 
> 
> However, I think I still stand by my current thinking (but am willing to 
> change) 
> that for the junior/senior level undergraduate what I want to teach them is 
> more 
> strongly focused on our incomplete knowledge developed from behavioral 
> studies, rather than spending too much time talking about imaging correlates 
> of 
> incomplete knowledge. Does that make sense?

I'd suggest that focusing on experiments which have been replicated
many times over and produce consistent data is more important than
the theories used to explain them because theories are (a) tentative
explanations which will be modified or abandoned as new research
identify the flaws/limitations of those explanations and (b) given that
much of the cognitive neuroscience research is relatively new, one
should wait for a good number of replications before investing too
much meaning or significance in them (e.g., on pages 50-51 of
Bruce Goldstein's 2nd ed Cog Psych text, he referes to research by
Quiroga et al 2005 that suggests the existence of "Jennifer Aniston"
or "Halle Berry" detector cells based on the "grandmother cell"
idea which is covered earlier on pages 40-42;  I don't know what
is actually going on Quiroga's situation but I think that it might be
irresponsible of Goldstein to present such research because it is
so recent and the theoretical explanation, I think, is wanting).

With respect to point (a) above, one can use the following
to illustrate the role of method/data relative to theory:

(1)  Cermak & Craik's (1970) text "Levels of Processing in 
Human Memory" provides a number of chapters that identify
why the original explanation (i.e., sensory memories = fragile,
semantic memories=strong) is wrong and other explanations
have to be considered (I'm somehat partial to Douglas
Nelson's chapter).  So, we can readily replicate a levels of
processing effect but what is its explanation?  J.J. Jenkins
chapter which presents the "tetrahedral model of memory"
might be one thing to present in order to direct thinking about
the study of human memory.

(2)  I assume that people still do Shepard & Metzler type
studies of mental rotation because these are available on
opl.apa.org and other websites.  But, though these results
are consistent with an interpretation that visual mental images
have psychological reality (i.e.,  mental representations 
have pictorial properties which can be mentally transformed
such as rotation).  However, back in the 1970s there was 
a significant debate between people who supported
an "analog" view (i.e., mental representations preserve the
properties of the objects they represent; visual mental images
have the 2-D properties of 2-D physical images) or a propositional
view (i.e., "mentalese", the language of cognition is purely abstract
and mental imagery is an epiphenomenal by-produce of more
fundamental abstract processing).  Zenon Pylyshyn was and still
is associated with the latter perspective.  However, John R.
Anderson (1978) in Psych Rev argued that there was no real way to
decide whether mental representations had sensory properties or
purely abstract representations since abstract representations could
have all of the info contain in an analog/sensory representation).
The re-emergence of this debate in the early 2000s by Kosslyn
and Pylyshyn (see their exchange in the journal "Trends in Cognitive
Science") shows that old arguments die hard and though Kosslyn
would like to use a neuroscientific explanation (i.e., visual mental
imagery activate the areas of the brain that appear to be involved
in visual perception), he also has to concede that, as Pylyshyn notes,
the neuroimaging results have note been consistently supportive.

(3) Finally, I like to use the Psych Review article by Tien Ming Chang
(1986) "Semantic Memory: Facts and Models" which lays out the
empirical results about semantic memory know to that time as well as
the list of theoretical models developed to explain the results.  I think
it provides an interesting example of how to systematically look at the
relationship between research results and their theoretical explanations
and how to decide when certain theoretical positions should be
abandoned in favor of theories that are more cons

RE: [tips] question about split brain

[Marc Carter]

 
Generally speaking, they don't -- or if they do, it happens out in the
world (as when the left half of a split-brain person watches what his
left hand is drawing or pointing to).
 
There are two additional commisures (one anterior, one posterior), but I
don't think they carry nearly the information carried by the corpus
callosum.  It's got on the order of a hundred million axons; the others
are much smaller, and with the exception of the anterior commisure
connecting the temporal lobes, I think the connections from these are
largely subcortical -- so I don't think they're going to influence
awareness much.
 
But what do I know?  I'm a psychologist...
 
m
 

---
Marc L Carter
Associate Professor and Chair
Department of Psychology
Baker University College of Arts & Sciences
--- 

 




From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 1:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about split brain









A question was raised on another list, and I thought some
Tipsters might know the answer.  In a person with a split corpus
callosum, how does the information from one side of the body get to the
other hemisphere and how do messages from one hemisphere get to the
other side of the brain?  Where are the crossover points?
 
 






Plan your next getaway with AOL Travel. Check out Today's Hot 5
Travel Deals!
 

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RE: [tips] Re: [tips] Professors' Liberalism Contagious? Maybe Not - NYTimes.com

[Marc Carter]

I like to think, to paraphrase Colbert, that "reality has a liberal
bias."  It's not my political beliefs that make students at liberal arts
colleges become more liberal, it's their acquaintance with the data
about what really works in the world, it's their understanding of other
peoples and cultures, and it's their realization that what others do
affects us, and thereby what we do affects others.

I think of liberalism as following naturally upon "knowledge."  It's not
because I'm a liberal that students become more liberal, it's because
they get smarter while they're in college.

m

---
Marc L Carter
Associate Professor and Chair
Department of Psychology 
Baker University College of Arts & Sciences
--- 

> -Original Message-
> From: Dr. Bob Wildblood [mailto:[EMAIL PROTECTED] 
> Sent: Monday, November 03, 2008 6:56 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Re: [tips] Professors' Liberalism Contagious? 
> Maybe Not - NYTimes.com
> 
> Last week I did and informal, completely uncontrolled, 
> completely anonymous, and off-the-cuff survey of three 
> classes that I teach with a total N=108.  I asked three questions.
> 
> 1. Do you know what my political beliefs are?
> 2. Do you care what my political beliefs are?
> 3. Have may political beliefs caused you to change your mind 
> about the upcoming election?
> 
> The completely unscientific results were.
> 
>   Yes  No
> 1. 40  68 (This in spite of the fact that I have been 
> wearing political buttons almost every day.   
> 2. 20  88
> 3.  0 108
> So, from the point of view of a person who lives in a 
> conservative swing state, it seems that my beliefs are nearly 
> completely irrelevant to my students.
> 
> 
> Bob
>   
> 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])
> 

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Re: [tips] question about split brain

[taylor]

It depends. If the split was completely through not just the corpus callosum 
but 
also thorugh the anterior and posterior commissures then there probably is very 
minimal communication between hemispheres. As I have hear/read about it, one 
way that split brain patients adapt is that they learn, for example with 
vision, to 
look at things with both eyes from different angles. This is actually 
accomplished fairly easily. Each hemisphere gets the information but most of it 
is independent in each hemisphere. If the commissures are not split (and it is 
my understanding that most often they are not), then there is some 
communication there. Certainly much reduced over normal communication.

Now, what I don't know, but I'd like to know, is whether those commissures 
enlarge in split brain patients over time? Anyone know?

Annette


Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]

 Original message 
>Date: Mon, 3 Nov 2008 02:42:03 EST
>From: [EMAIL PROTECTED]  
>Subject: [tips] question about split brain  
>To: "Teaching in the Psychological Sciences (TIPS)" 

>
>   A question was raised on another list, and I thought
>   some Tipsters might know the answer.  In a person
>   with a split corpus callosum, how does the
>   information from one side of the body get to the
>   other hemisphere and how do messages from one
>   hemisphere get to the other side of the brain? 
>   Where are the crossover points?
>
>
>
> 
>
>   Plan your next getaway with AOL Travel. Check out
>   Today's Hot 5 Travel Deals!
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])


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Re:[tips] Where in the world is cognitive "psychology"?

[Mike Palij]

On Sun, 02 Nov 2008 17:11:54 -0500, Christopher D. Green wrote:
> Mike Palij wrote in response to the following comment by Chris:
>>> You may be right that parallel distributed connectionist models (a less 
>>> tendentious name for "neural networks") 
>>
>> "Tendentious"?  Not to argue the point but considering that 
>> one can trace these models back to McCulloch & Pitts (1943)
>> and other models of the nervous system (and even earlier
>> connectionist conceptions), couldn't one claim that "neural
>> network" has priority in describing these types of models?
>>   
> Origin is not essence, as they say. Yes, McCulloch & Pitts were one 
> (two, actually) of the first to use these kinds of models (you'll find 
> something similar slightly earlier in Rashevsky), but there was nothing 
> particularly "nervous" about them (apart from McCulloch's use of the 
> term). There are at least as many disanalogies between them and neural 
> structure as there are analogies, and there are all kinds of ways to 
> interpret their activity that has nothing whatever to do with neural 
> modeling (See Green, 1998, 2001).

Okay, a few points:

(1)  As James Anderson presents in his 1995 text "An Introduction to 
Neural Networks", it could be argued that William James proposed
an early form of neural networks in his 1892 "Psychology: Briefer
Course".  See Anderson's pages 148-149 and Figure 6.1 which
illustrates a kind of two layer association system.  Anderson presents
this in the context of explaining Hebbian learning rules.  One could 
probably make the argument that such conceptions could be traced 
back to Herbart who tried to work out the mathematics of excitation 
and inhibition of ideas in order to explain why some ideas were in 
consciousness and other were not (but the changing patterns of 
excitation and inhibition could make ideas change  places).  I realize, 
however, that associationism's long history has to be seen as primarily c
oncerned with assciations among "ideas" and not "neurons" though 
this does change in the 20th century (I believe, in part, because 
of the work of McCulloch & Pitts).

(2)  Paul Cull's brief biography of Nicolas Rashevsky puts his work 
and McCulloch and Pitt's work into appropriate historical context (see:
Cull, P. (2007). The mathematical biophysics of Nicolas Rashevsky.
Biosystems, 88, 178-184 -- available at the ScienceDirect database).
In 1933 Rashevsky did provide a model for the behavior of a neuron
and how a neural network might operate.  McCulloch & Pitts (who
also resided in Chicago while Rashevsky was there and published their
1943 paper in the "Bulletin of Mathematical Biophysics" of which
Rashevsky was the editor), proposed an alterantive model.  Where
Rashevsky's model was more concerned with continuous activity,
the McCulloch & Pitts (M&P) model was concerned with discrete 
states and the rules that could operate on them.  As James Anderson 
(see ref above) and others characterized this, M&P seemed to interested
in showing how the logical relationships of the "first order predicate 
calculus" could be modeled by their type of neurons (M&P 1943
represent these networks in form of neurons in their Figure 1 while
James Anderson givens a more abstract version including the "truth
table" associated with a M&P neuron in his Fig 2.9 on page 49).  
The lasting importance of the M&P idealized neuron, as both Cull
and Anderson point out,  is that John von Neuman used the ideas 
associated with M&P neurons to develop his own ideas for the
digital computer, meaning that our contemporary computers can
be thought of as the "mutated" offspring of M&P. ;-)

(3)  James Anderson points out, the M&P neuron had properties
generally consistent with what was known about the properties of
neurons circa 1940s (see Anderson p49-50).  Given that it is an 
abstraction which is supposed to embody certain mathematical ideas, 
it does not have to exactly mirror real neurons but be credible 
representations.  In your papers you seem to argue that because 
artificial neurons do behave "exactly" like real neurons, one can rule 
them out as credible models, even as crude approximations.  I'm 
sure you'll correct me if this interpretation is wrong.  However, 
given the growth of knowledge about the properties of neurons and
the nervous system since 1943, I think one might want to guard
against a "presentism" tendency to discount the importance of M&P's
contribution.

(4)  Finally, I acknowledge that the following should be interpreted
tentatively subject to further confirmation but I think that it effectively
deals with the issue of whether M&P neurons were supposed to
view as "real neurons".  From Ken Aizawa's entry on the history of
connectionism in the University of Wateloo's "Dictionary of Philosophy
of Mind":

|During the 1930's, Nicolas Rashevsky proposed to use differential 
|equations and physical concepts, such as energy minimization, to 
|describe how the behavior of nerves and networks of nerves

[tips] Random Thought: My Teaching Methods

[Louis Schmier]

It was a sharp low-fifties out there this early or late morning.  I'm 
not sure which.  I hate this time change.  Anyway, as I cut through the crisp 
air, several things started to come together.  I felt myself getting in the 
groove for a day-long workshop on creating a motivating classroom and a major 
presentation I'm making with my good friend Todd Zakrajek on how who we are 
impacts on how we teach, both at the Lilly conference on collegiate teaching at 
Miami University to be held in a couple of weeks.  I was tying that mulling in 
with some thoughts about sections of Gregory Berns' new book on brain research 
dealing with those tiny neurons have more than a tiny impact on why and how we 
perceive, think, feel, and act.  I was also thinking about some student 
journals I recently had read that revealed how one of their professors in 
another department sees things through the eyes of a pathological 
self-proclaimed "weed 'outer'" rather than through the lens of a therapeutic 
nurturer.  And finally, there was a message last night from a professor at a 
northeastern university.  Embedded in her message was a question about 
fundamentals that I have been mulling over the last couple of weeks in 
preparation for Lilly.  She asked me, "Dr. Schmier, could you tell me what is 
your most important pedagogical tool?"  

"That's it!"  I exclaimed to myself in a eureka moment on the back leg 
of my power walk.   I rushed into the house, grabbed a cup of steaming coffee, 
and answered her question. "You want to know what my most important teaching 
tool is?  Well, it's me.  The truism, founded on research findings, that a 
student doesn't care what you know until she or he first knows you care about 
her or him is true.  My teaching is done by and with conscious intention.  An 
'I intend to' transforms an 'I'll try' or a 'I hope I can' from a hesitancy 
into an unhesitant purposefulness; doubtful becomes an influential doubtless; 
challenges change from impassable obstacles to scalable opportunities. I have 
found that I cannot escape the power of my intentions. After all, it's our 
intentions that set our priorities, marshal our resolve, and lays in our course 
of action.  And, where I am and who I am and where I am heading are the result 
of the clear, positive, and empowering priorities and resolve nourished by my 
vision.  And, then, I put them to work for each student.  My intentions are 
rooted in two fundamental outlooks on life in general and on each student in 
particular.  First, when I beat cancer four years a go, when I survived a 
cerebral hemorrahage last year, I consciously decided that surviving was not 
enough for me.  I decided I was going to thrive as well.  I decided I was going 
to unwrap the present of every minute of the present and make each day a new 
and shining one.  Second, I am a people person.  I believe I am first and 
foremost in the people business.  And, I am enthralled by students.  I go on 
campus determined to improve and honor the lives of ordinary students as 
anything but ordinary.  That is the inseparable linkage between my philosophy 
of life, my celebration of each student, my vision of my mission, and my 
teaching methods.  I teach each student with conscious and intended 
unconditional, unlimited, and unending love, faith, hope, belief, kindness, 
awareness, newness, challenge, commitment, dedication, perseverance, otherness, 
and empathy.  My vision is to be the person who is there to help them help 
themselves become who and what each is capable of becoming."

I went on to tell this professor that for me there are what I call 
seven key "soulsets" or "heartsets," seven sets set in concrete that set up who 
I am as an educator, seven powerful determinates of my perception of, as well 
as my attitude and behavior toward students, seven elements of my vision, seven 
tightly held presumptions that guide whatever it is I do in and out of class.  
First, and foremost, for me the classroom is like my garden.  There is nothing 
that is ever ugly in it.  If it is capable of blooming, it stays.  Likewise, I 
believe that, without exception, there is good, ability, and potential in every 
student.  And, that is worth believing.  In the extraordinary, often besieged, 
more often confused, still more often overwhelmed, very real, complicated human 
parade that walks the halls and marches into the classroom, playing and 
working, sociable and solitary, trusting and suspicious, loyal and betrayed, 
outgoing and shy, laughing and raging, focused and distracted, disciplined and 
happy-go-lucky, joyous and sad, giggling and gasping, charming and maddening, 
smiling and frowning, healthy and sickly, yearning for love, and asking for 
nurturing, thrown about by the ebb and flow, the swells and eddies and logjams 
of the many currents of life, I've never known a student who wasn't worth the 
trouble and effort required to make her or his life whatever it could p

[tips] Scale measuring class awareness

[Helweg-Larsen, Marie]

I'm looking for scale that measures (among U.S. college students) the extent to 
which people are familiar with or aware of class differences. That is, it 
should measure level of class awareness/class consciousness. Do any of you know 
of such a measure?



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




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Re: [tips] question about split brain

[Michael Smith]

Of the top of my head (lol): If the person is born without a corpus collosum 
then I believe the other commisures are pressed into service and carry more 
information; allowing for near normal functioning. 
 
If it is severed in an operation then I don't believe the other commissures 
compensate.  Although, I believe that nowadays the entire corpus collosum is 
often not severed but only part of it.
 
In cases where it has been completely severed the person can operate normally 
in the real world. (because it is only in a lab where you can present 
information to only one hemisphere :) )
 
--Mike
 

--- On Mon, 11/3/08, [EMAIL PROTECTED] <[EMAIL PROTECTED]> wrote:

From: [EMAIL PROTECTED] <[EMAIL PROTECTED]>
Subject: Re: [tips] question about split brain
To: "Teaching in the Psychological Sciences (TIPS)" 
Date: Monday, November 3, 2008, 6:02 AM

It depends. If the split was completely through not just the corpus callosum but

also thorugh the anterior and posterior commissures then there probably is very

minimal communication between hemispheres. As I have hear/read about it, one 
way that split brain patients adapt is that they learn, for example with
vision, to 
look at things with both eyes from different angles. This is actually 
accomplished fairly easily. Each hemisphere gets the information but most of it

is independent in each hemisphere. If the commissures are not split (and it is 
my understanding that most often they are not), then there is some 
communication there. Certainly much reduced over normal communication.

Now, what I don't know, but I'd like to know, is whether those
commissures 
enlarge in split brain patients over time? Anyone know?

Annette


Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110



  
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[tips] Student evaluations

[Michael Smith]

Is there actually any research that shows course-end student evaluations are of 
much use in assessing a well prepared and taught course?
 
Are they not more of a personality comparison between profs that the student is 
currently taking courses from?
 
--Mike


  
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RE: [tips] Student evaluations

[Marc Carter]

 
Depends.   Not all course-evaluation instruments are equal...
 

---
Marc L Carter
Associate Professor and Chair
Department of Psychology
Baker University College of Arts & Sciences
--- 

 




From: Michael Smith [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 10:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Student evaluations







Is there actually any research that shows course-end student evaluations
are of much use in assessing a well prepared and taught course?
 
Are they not more of a personality comparison between profs that the
student is currently taking courses from?
 
--Mike

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RE: [tips] Student evaluations

[Claudia Stanny]

Depends on what you mean by assessing.

If you mean assessing student learning: no.

If you mean assessing the quality of teaching: likely.

 

Peter Seldin and Bill McKeachie did a presentation at the Improving
University Teaching conference in July in which they discussed the role
of student evaluations and other activities as effective practices for
improving university teaching. Seldin presented his findings from a
survey of 80 directors of teaching centers around the world in which
they evaluated practices designed to improve teaching. Systematic
ratings by students was rated second . Seldin qualified the student
ratings activity, arguing that the rating system must be a diagnostic
rating (like Student Assessment of Learning Gains questions, often used
in the IDEA Center evaluations), instructors are given assistance in
interpreting the findings, and faculty are motivated to use the
information to make changes as needed. The highest rated activity was a
"system for faculty to assess their own strengths and areas needing
improvement" (this must me a structured reflective activity). The third
most effective practice was workshop that explore various methods of
instruction.

 

Ronald Berk argues that student ratings are strongly correlated with
other measures of teaching effectiveness. You might take a look at his
book, Thirteen Strategies to Measure College Teaching (2006), in which
he makes the case that while informative, student ratings should never
be the only measure of teaching effectiveness.

 

Claudia J. Stanny, Ph.D.  

Director, Center for University Teaching, Learning, and Assessment

Associate Professor, Psychology

University of West Florida

Pensacola, FL  32514 - 5751

 

Phone:   (850) 857-6355 or  473-7435

e-mail:[EMAIL PROTECTED]  

 

CUTLA Web Site: http://uwf.edu/cutla/  

Personal Web Pages: http://uwf.edu/cstanny/website/index.htm
 

 

From: Michael Smith [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 10:02 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Student evaluations

 

Is there actually any research that shows course-end student evaluations
are of much use in assessing a well prepared and taught course?

 

Are they not more of a personality comparison between profs that the
student is currently taking courses from?

 

--Mike

 

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RE: [tips] Re: [tips] Professors' Liberalism Contagious? Maybe Not - NYTimes.com

[Shearon, Tim]

Bob-
But doesn't the set of questions assume that the students are aware of
what has influenced them? :) There is a rather large literature that
suggests we often do not. (Oops- that's one of those sentences I jump
all over my students for- "large literature", "researchers say", "data
clearly show", those kinds of statements). BTW- I do tend to agree with
your assessment (data) though- and as "unscientific" as you state this
is, it is more data than I've seen from those who argue that we are
*domineering* and attempting to control our students opinions/beliefs.
Perhaps there is such literature but no one has ever presented any when
making those arguments to me. (The occasional anecdote yes, but that's
all).

I think a *few* professors engage in a kind of, "If you are
rational/intelligent/etc you will agree with me on this" which doesn't
tend to support the students really thinking about the material they are
"learnin". :) And a few(er) of those profs aren't quite so fair minded
about it. I, for example, don't mind talking issues that might be
political in class provided it is actually something the material in the
class informs us about. And I'm much more open to such discussions
outside of class. But I personally choose not to wear or post political
things on my self or office for the most part. That's just me though. I
may be just avoiding the confrontations wearing an Obama button might
provoke (though it probably wouldn't very much on campus). 
Tim Shearon


---
Marc L Carter
Associate Professor and Chair
Department of Psychology 
Baker University College of Arts & Sciences
--- 

> -Original Message-
> From: Dr. Bob Wildblood [mailto:[EMAIL PROTECTED] 
> Sent: Monday, November 03, 2008 6:56 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Re: [tips] Professors' Liberalism Contagious? 
> Maybe Not - NYTimes.com
> 
> Last week I did and informal, completely uncontrolled, 
> completely anonymous, and off-the-cuff survey of three 
> classes that I teach with a total N=108.  I asked three questions.
> 
> 1. Do you know what my political beliefs are?
> 2. Do you care what my political beliefs are?
> 3. Have may political beliefs caused you to change your mind 
> about the upcoming election?
> 
> The completely unscientific results were.
> 
>   Yes  No
> 1. 40  68 (This in spite of the fact that I have been 
> wearing political buttons almost every day.   
> 2. 20  88
> 3.  0 108
> So, from the point of view of a person who lives in a 
> conservative swing state, it seems that my beliefs are nearly 
> completely irrelevant to my students.
> 
> 
> Bob
>   
> 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])
> 

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[tips] re: [tips] Professors' Liberalism Contagious? Maybe Not - NYTimes.com

[Mike Palij]

On Sun, 02 Nov 2008 21:08:17 -0800, Christopher D. Green wrote:
>Whew! What a relief! We professors don't have much impact on 
>students' beliefs.
>Wait a minute... :-)
> http://www.nytimes.com/2008/11/03/books/03infl.html 

I'm having a serious memory block but wasn't there a study of
women attending college back around 1930 who entered
relatively conservative (politically and socially) but by the time
they graduated, they had become much more liberal in outlook.
For some reason Wellesley keeps coming to mind but a Google
search doesn't turn up anything.  I also seems to think that I
may have heard about this study when the playwright Wendy
Wasserman was having some fame but I can't find a connection
there either.  Anyone know anything about this study?  Or am
I having serious memory distortion issues? Or both. ;-)

-Mike Palij
New York University
[EMAIL PROTECTED] 



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RE: [tips] re: [tips] Professors' Liberalism Contagious? Maybe Not - NYTimes.com

[Bourgeois, Dr. Martin]

I believe you are talking about Newcomb's classic study of Bennington coeds.


From: Mike Palij [EMAIL PROTECTED]
Sent: Monday, November 03, 2008 11:28 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: [tips] re: [tips] Professors' Liberalism Contagious? Maybe Not - 
NYTimes.com

On Sun, 02 Nov 2008 21:08:17 -0800, Christopher D. Green wrote:
>Whew! What a relief! We professors don't have much impact on
>students' beliefs.
>Wait a minute... :-)
> http://www.nytimes.com/2008/11/03/books/03infl.html

I'm having a serious memory block but wasn't there a study of
women attending college back around 1930 who entered
relatively conservative (politically and socially) but by the time
they graduated, they had become much more liberal in outlook.
For some reason Wellesley keeps coming to mind but a Google
search doesn't turn up anything.  I also seems to think that I
may have heard about this study when the playwright Wendy
Wasserman was having some fame but I can't find a connection
there either.  Anyone know anything about this study?  Or am
I having serious memory distortion issues? Or both. ;-)

-Mike Palij
New York University
[EMAIL PROTECTED]



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RE: [tips] question about split brain

[Tarner, Prof. Nina L.]

Visual information crosses the optic nerve at the back of the head (neck); 
however, once the visual information crosses, it cannot pass information from 
one side of the brain to the other because the corpus callosum is severed.

Nina

From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Monday, November 03, 2008 2:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about split brain



A question was raised on another list, and I thought some Tipsters might know 
the answer.  In a person with a split corpus callosum, how does the information 
from one side of the body get to the other hemisphere and how do messages from 
one hemisphere get to the other side of the brain?  Where are the crossover 
points?





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Re: [tips] Student evaluations

[Jim Clark]

Hi

A good 1988 review by Cashin of the VERY extensive literature on course 
evaluations can be found at:

http://www.theideacenter.org/sites/default/files/Idea_Paper_20.pdf

Here are some other summaries I came across in tracking down Cashin on-line.

http://heqco.ca/assets/Student%20Course%20Evaluations.pdf

http://www.oid.ucla.edu/publications/evalofinstruction/eval6 

http://teaching.berkeley.edu/bgd/ratingforms.html 


Harry Murray at U of Western Ontario did a lot of research on course 
evaluations, my first exposure to the issue.  He found, for instance, that 
trained graduate student ratings correlated well with class ratings, that 
students rated instructors similarly after graduation as when taking the 
course, that a variety of micro-behaviors (Murray was originally a learning 
researcher), that faculty ratings improved as courses were taught repeatedly by 
same person, and so on.

With respect to correlations with learning, see Cashin for one study.  There 
was one notorious and much publicized example of a substantial negative 
correlation between evaluations and student learning, but that turned out to be 
graduate student lab instructors.  For a meta-analysis, see:

http://rer.sagepub.com/cgi/content/refs/51/3/281

With respect to myth of no relation between evaluations and learning (among 
other myths) see:

https://tle.wisc.edu/node/271

Like most (all?) psychological measures, course evaluations are not perfect, 
but as one might expect, students can tell something meaningful about their 
instructor and the course after sitting in class for quite a number of hours.  
In fact it represents an almost ideal situation in that one has multiple raters 
available for a single observee (i.e., us).

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED]
 
Department of Psychology
University of Winnipeg
Winnipeg, Manitoba
R3B 2E9
CANADA


>>> Michael Smith <[EMAIL PROTECTED]> 03-Nov-08 10:01 AM >>>
Is there actually any research that shows course-end student evaluations are of 
much use in assessing a well prepared and taught course?
 
Are they not more of a personality comparison between profs that the student is 
currently taking courses from?
 
--Mike


  
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RE: [tips] question about split brain

[DeVolder Carol L]

Actually, the crossover point from the left side of the body to the
right side (and vice versa) with regard to touch is along the dorsal
surface of the cord, in a tract called the medial lemniscus that ascends
(and crosses) in the medulla. The crossover point from the left side of
the brain to the right side of the body (and vice versa) with respect to
motor is in the pyramidal decussations on the dorsal side of the spinal
cord. So that information is already crossed and doesn't require the
corpus callosum. Visual information partially crosses at the optic
chiasm, on the ventral side of the brain, near the pituitary gland and
also doesn't require the corpus callosum. As to the communication from
right to left within the brain, in a split callosum patient, it happen
at the other commisures, and there are really quite a few places in
which that takes place. 

I hope that helps a little. 

Carol

 

 

 

Carol DeVolder, Ph.D. 
Professor of Psychology 
Chair, Department of Psychology 
St. Ambrose University 
Davenport, Iowa  52803 

phone: 563-333-6482 
e-mail: [EMAIL PROTECTED] 

 

From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 1:10 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about split brain

 





Thanks for all the answers so far.  I phrased my question wrongly.  What
I really want to know is how the sensory info from e.g. the right side
of the body gets to the left hemisphere in a split-brain patient and how
the motor info gets from the left hemishere to the right side of the
body..I'm aware of the visual pathways.  I was questioning the sensory
and motor pathways, since all of Gazzaniga's experiments lead to motor
responses on the same side of the body as the visual field the info
originated in, but that would necessitate involvement of the motor strip
in the opposite hemisphere. Where are the crossover points?  I realize
there is no communication through the corpus callosum, but several
people mentioned the other commisures.  What info do they transmit?  

 

Riki Koenigsberg

[EMAIL PROTECTED]

 







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Deals!
 

 

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[tips] Re: [tips] Professors’ Liberalism Contagious? Maybe Not - NYTimes.com

[Dr. Bob Wildblood]

Last week I did and informal, completely uncontrolled, completely anonymous, 
and off-the-cuff survey of three classes that I teach with a total N=108.  I 
asked three questions.

1. Do you know what my political beliefs are?
2. Do you care what my political beliefs are?
3. Have may political beliefs caused you to change your mind about the upcoming 
election?

The completely unscientific results were.

  Yes  No
1. 40  68 (This in spite of the fact that I have been wearing political 
buttons almost every day.   
2. 20  88
3.  0 108
So, from the point of view of a person who lives in a conservative swing state, 
it seems that my beliefs are nearly completely irrelevant to my students.


Bob

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) 



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Re: [tips] question about split brain

[Rikikoenig]

Thanks for all the answers so far.  I phrased my question  wrongly.  What I 
really want to know is how the sensory info from e.g. the  right side of the 
body gets to the left hemisphere in a split-brain patient and  how the motor 
info gets from the left hemishere to the right side of the  body..I'm aware of 
the visual pathways.  I was questioning the sensory and  motor pathways, since 
all of Gazzaniga's experiments lead to motor responses on  the same side of the 
body as the visual field the info originated in, but that  would necessitate 
involvement of the motor strip in the opposite hemisphere.  Where are the 
crossover points?  I realize there is no communication  through the corpus 
callosum, but several people mentioned the other  commisures.  What info do 
they 
transmit?  
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
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Re: [tips] Where in the world is cognitive "psychology"?

[Christopher D. Green]

Mike Palij wrote:
>
>> Now if we could only cash out  the fascinating insight of "affordances." :-)
>> 
>
> This is a frustrating concept but I believe that one way of thinking
> about affordances is that it involves the perception of functional properties
> of stimulus or environmental configuration that can be associated with
> previous stimulus-action sequences. 

Yes, of course, but "functional properties" are not the kinds of things 
that are "directly" (Gibson's word) perceived. They are perceived via 
mediation of knowledge of the organism's bodily dispositions, 
capacities, and needs. It is either a metaphor (in which case it is 
evocative, but not explanatory), or it needs to be explicated (to borrow 
one of the Logical Positivists' favorite terms). Interestingly, John 
Dewey probably did the best job of it in his classic article "The Reflex 
Arc Concept in Psychology", back 50 years *before* Gibson coined the 
term: http://psychclassics.yorku.ca/Dewey/reflex.htm

Unfortunately, even it is not a wholly comprehensible account, so we've 
got some work to do yet.

Best,
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/

==


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[tips] Cross-cultural/Argentina GLT

[Msylvester]

An immigrant from Argentina told me that in order to get a good acting job in 
Argentina,the aspiring actor must passed the Gay Litmus Test. The aspiring 
actor must be able  to sleep and do another senior actor- a kind of a quid pro 
quo. Are there other cultures that follow the same protocol? How about  Italy 
and Greece?

Michael Sylvester,PhD
Daytona Beach,Florida



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RE: [tips] question about split brain

[Shearon, Tim]

Riki- Carol's response answers most of what you are asking for (well,
pretty much all). But your question is a bit confused or confusing. The
decussation points for incoming and outgoing information is
brain-stem/spinal cord and thus isn't affected by the split to the CC.
E.g., the visual field crosses over and the motor responses would also
be crossed (contralateral) and that does not happen within the brain but
before entering and after exiting, if you will. 

Tim

 

From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 12:10 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about split brain

 





Thanks for all the answers so far.  I phrased my question wrongly.  What
I really want to know is how the sensory info from e.g. the right side
of the body gets to the left hemisphere in a split-brain patient and how
the motor info gets from the left hemishere to the right side of the
body..I'm aware of the visual pathways.  I was questioning the sensory
and motor pathways, since all of Gazzaniga's experiments lead to motor
responses on the same side of the body as the visual field the info
originated in, but that would necessitate involvement of the motor strip
in the opposite hemisphere. Where are the crossover points?  I realize
there is no communication through the corpus callosum, but several
people mentioned the other commisures.  What info do they transmit?  

 

Riki Koenigsberg

[EMAIL PROTECTED]

 







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Deals!
 

 

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Re: [tips] Student evaluations

[Paul Brandon]

These are just assertions.

On Nov 3, 2008, at 1:00 PM, Jim Clark wrote:

With respect to myth of no relation between evaluations and  
learning (among other myths) see:


https://tle.wisc.edu/node/271


Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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RE: [tips] Student evaluations

[Rick Froman]

Probably best had they linked the assertions to the references but they did 
give a link to http://www.oir.uiuc.edu/dme/Ices/reference.htm that offers 
support for the assertions.

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences Box 3055
x7295
[EMAIL PROTECTED]
http://tinyurl.com/DrFroman

Proverbs 14:15 "A simple man believes anything, but a prudent man gives thought 
to his steps."


-Original Message-
From: Paul Brandon [mailto:[EMAIL PROTECTED]
Sent: Monday, November 03, 2008 2:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Student evaluations

These are just assertions.

On Nov 3, 2008, at 1:00 PM, Jim Clark wrote:

> With respect to myth of no relation between evaluations and
> learning (among other myths) see:
>
> https://tle.wisc.edu/node/271

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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RE: [tips] Student evaluations

[Jim Clark]

Hi

And the links immediately before the reference to various myths in my original 
post were to the Cashin paper, which described the results of one study on the 
issue, and to a later meta-analysis.  Both clearly demonstrated that 
evaluations are related to learning outcomes.   I certainly did not mean to 
imply that the bare statement justified the claim.

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED]
 
Department of Psychology
University of Winnipeg
Winnipeg, Manitoba
R3B 2E9
CANADA


>>> Rick Froman <[EMAIL PROTECTED]> 03-Nov-08 2:08 PM >>>
Probably best had they linked the assertions to the references but they did 
give a link to http://www.oir.uiuc.edu/dme/Ices/reference.htm that offers 
support for the assertions.

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences Box 3055
x7295
[EMAIL PROTECTED] 
http://tinyurl.com/DrFroman 

Proverbs 14:15 "A simple man believes anything, but a prudent man gives thought 
to his steps."


-Original Message-
From: Paul Brandon [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 2:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Student evaluations

These are just assertions.

On Nov 3, 2008, at 1:00 PM, Jim Clark wrote:

> With respect to myth of no relation between evaluations and
> learning (among other myths) see:
>
> https://tle.wisc.edu/node/271 

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED] 


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RE: [tips] Student evaluations

[Claudia Stanny]

See:

Aleamoni, L. M. (1999). Student rating myths versus research facts from
1924 to 1998. Journal of Personnel Evaluation in Education, 13, 153-166.

McKeachie, W. J. (1997). Student ratings: The validity of use. American
Psychologist, 52, 1218-1225.

Claudia J. Stanny, Ph.D.  
Director, Center for University Teaching, Learning, and Assessment
Associate Professor, Psychology
University of West Florida
Pensacola, FL  32514 - 5751
 
Phone:   (850) 857-6355 or  473-7435
e-mail:[EMAIL PROTECTED]
 
CUTLA Web Site: http://uwf.edu/cutla/
Personal Web Pages: http://uwf.edu/cstanny/website/index.htm
 
-Original Message-
From: Paul Brandon [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 2:04 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Student evaluations

These are just assertions.

On Nov 3, 2008, at 1:00 PM, Jim Clark wrote:

> With respect to myth of no relation between evaluations and  
> learning (among other myths) see:
>
> https://tle.wisc.edu/node/271

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
[EMAIL PROTECTED]


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RE: [tips] question about split brain

[Michael Smith]

The crossover points as already mentioned occurr at those places. As "normally" 
understood, the split brain issue is usually looked at as an issue relating to 
communication between hemispheres of what one hemisphere knows which the other 
doesn't.
 
--Mike

--- On Mon, 11/3/08, Shearon, Tim <[EMAIL PROTECTED]> wrote:

From: Shearon, Tim <[EMAIL PROTECTED]>
Subject: RE: [tips] question about split brain
To: "Teaching in the Psychological Sciences (TIPS)" 
Date: Monday, November 3, 2008, 11:53 AM











Riki- Carol’s response answers most of what you are asking for (well, pretty 
much all). But your question is a bit confused or confusing. The decussation 
points for incoming and outgoing information is brain-stem/spinal cord and thus 
isn’t affected by the split to the CC. E.g., the visual field crosses over and 
the motor responses would also be crossed (contralateral) and that does not 
happen within the brain but before entering and after exiting, if you will. 
Tim
 


From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 12:10 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about split brain
 




Thanks for all the answers so far.  I phrased my question wrongly.  What I 
really want to know is how the sensory info from e.g. the right side of the 
body gets to the left hemisphere in a split-brain patient and how the motor 
info gets from the left hemishere to the right side of the body..I'm aware of 
the visual pathways.  I was questioning the sensory and motor pathways, since 
all of Gazzaniga's experiments lead to motor responses on the same side of the 
body as the visual field the info originated in, but that would necessitate 
involvement of the motor strip in the opposite hemisphere. Where are the 
crossover points?  I realize there is no communication through the corpus 
callosum, but several people mentioned the other commisures.  What info do they 
transmit?  

 

Riki Koenigsberg

[EMAIL PROTECTED]
 







Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals!
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Re: [tips] Cross-cultural/Argentina GLT

[Dr. Bob Wildblood]

I don't know Michael, how about Italy and Greece?  (Forfieting my possiblity of 
ever being Tipster of the Week, let alone the Year, and wasting one of my 
postings for the day for a very trivial post).

Bob

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) 



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RE: [tips] Cross-cultural/Argentina GLT

[beth benoit]

Okay, I was going to do my usual "Don't encourage Michael's inane posts and
just ignore them" strategy, but Bob Wildblood started it, so here I go:
 
Michael,
You're killing us here.  This is foolish blog/National Enquirer/urban
legend/ridiculous stuff.  Please stop posting things like this that have
nothing to do with the teaching of psychology.  It's insulting and
irrelevant to the list.
 
To any new subscribers:  Please know that we DO post topics that are
relevant to the teaching of psychology.  And we try to keep a lid on Michael
(without much success).  But don't leave us, because we do try to help
enlighten the teaching of psychology and we'd like to have input from new
members.
 
Beth Benoit
Granite State College
New Hampshire 
 
 
 
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] 
Sent: Monday, November 03, 2008 2:44 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Cross-cultural/Argentina GLT
 
 
An immigrant from Argentina told me that in order to get a good acting job
in Argentina,the aspiring actor must passed the Gay Litmus Test. The
aspiring actor must be able  to sleep and do another senior actor- a kind of
a quid pro quo. Are there other cultures that follow the same protocol? How
about  Italy and Greece?
 
Michael Sylvester,PhD
Daytona Beach,Florida
_ 
 
I don't know Michael, how about Italy and Greece?  (Forfieting my possiblity
of ever being Tipster of the Week, let alone the Year, and wasting one of my
postings for the day for a very trivial post).
 
Bob

Bob Wildblood, PhD, HSPP
Lecturer in Psychology
Indiana University Kokomo
Kokomo, IN  46904-9003
[EMAIL PROTECTED], [EMAIL PROTECTED]
 
 
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Bill Southerly ([EMAIL PROTECTED])

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Re: [tips] Cross-cultural/Argentina GLT

[Raymond Rogoway]

I thought he was leaving.


Raymond Rogoway
[EMAIL PROTECTED]



On Nov 3, 2008, at 5:37 PM, beth benoit wrote:

>
> Okay, I was going to do my usual “Don’t encourage Michael’s inane  
> posts and just ignore them” strategy, but Bob Wildblood started it,  
> so here I go:
>
> Michael,
> You’re killing us here.  This is foolish blog/National Enquirer/ 
> urban legend/ridiculous stuff.  Please stop posting things like this  
> that have nothing to do with the teaching of psychology.  It’s  
> insulting and irrelevant to the list.
>
> To any new subscribers:  Please know that we DO post topics that are  
> relevant to the teaching of psychology.  And we try to keep a lid on  
> Michael (without much success).  But don’t leave us, because we do  
> try to help enlighten the teaching of psychology and we’d like to  
> have input from new members.
>
> Beth Benoit
> Granite State College
> New Hampshire
>
>
>
> From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
> Sent: Monday, November 03, 2008 2:44 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Cross-cultural/Argentina GLT
>
>
> An immigrant from Argentina told me that in order to get a good  
> acting job in Argentina,the aspiring actor must passed the Gay  
> Litmus Test. The aspiring actor must be able  to sleep and do  
> another senior actor- a kind of a quid pro quo. Are there other  
> cultures that follow the same protocol? How about  Italy and Greece?
>
> Michael Sylvester,PhD
> Daytona Beach,Florida
> _
>
> I don't know Michael, how about Italy and Greece?  (Forfieting my  
> possiblity of ever being Tipster of the Week, let alone the Year,  
> and wasting one of my postings for the day for a very trivial post).
>
> Bob
>
> Bob Wildblood, PhD, HSPP
> Lecturer in Psychology
> Indiana University Kokomo
> Kokomo, IN  46904-9003
> [EMAIL PROTECTED], [EMAIL PROTECTED]
>
>
> ---
>
> To make changes to your subscription contact:
>
>
>
> Bill Southerly ([EMAIL PROTECTED])
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])


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[tips] Welcome to your brain

[sblack]

There's a new book out on the brain intended for popular consumption, 
with the catchy title _Welcome To Your Brain: Why You Lose Your Car Keys 
But Never Forget How To Drive And Other Puzzles Of
Everyday Life_, by Sandra AAmodt and Sam Wang.  It was favourably 
reviewed in _Nature Neuroscience_ (October 28/08 and available at 
http://www.welcometoyourbrain.com/). 

In perusing their promotional material, I liked their "Six myths about 
the brain" (although I maintain my own scepticism about one, physical 
exercise for the brain):

http://synapse.princeton.edu/~sam/Six_Myths_About_The_Brain.pdf

Stephen
-
Stephen L. Black, Ph.D.  
Professor of Psychology, Emeritus   
Bishop's University  e-mail:  [EMAIL PROTECTED]
2600 College St.
Sherbrooke QC  J1M 1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching of
psychology at http://flightline.highline.edu/sfrantz/tips/
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Re: [tips] Cross-cultural/Argentina GLT

[Msylvester]

- Original Message - 
From: "Dr. Bob Wildblood" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences (TIPS)" 


Sent: Monday, November 03, 2008 6:53 PM
Subject: Re: [tips] Cross-cultural/Argentina GLT


I don't know Michael, how about Italy and Greece?  (Forfieting my 
possiblity of ever being Tipster of the Week, let alone the Year, and 
wasting one of my postings for the day for a very trivial post).


Bob
What don't you know? What is so trivial about it? A better attitude would 
probably be "That's interesting".


Michael Sylvester,PhD
Daytona Beach,Florida 



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Re: [tips] Cross-cultural/Argentina GLT

[Msylvester]

 
  Michael,

  You're killing us here.  This is foolish blog/National Enquirer/urban 
legend/ridiculous stuff.  Please stop posting things like this that have 
nothing to do with the teaching of psychology.  It's insulting and irrelevant 
to the list.

   

  To any new subscribers:  Please know that we DO post topics that are relevant 
to the teaching of psychology.  And we try to keep a lid on Michael (without 
much success).  But don't leave us, because we do try to help enlighten the 
teaching of psychology and we'd like to have input from new members.

   

  Beth Benoit

  Granite State College

  New Hampshire 

   

   

   

  Beth:  You may think that this National Enquirer type of stuff and you are 
entitled to your opinion.As to your claim that this has nothing to do with the 
teaching of psychology ,I would beg to differ.This could be part of a 
discussion on alternative lifestyles and its various applications 
cross-culturally. It may be irrelevant to the current thread on the list,but it 
is nevertheless a discussion that could come up in class. I find the idea that

  new tipsters are leaving the list because of my posts as immature tipster 
behavior.Intelligence is also the ability to tolerate ambiguity.

  I  am the only tipster on this list who is a divergent thinker in contrast to 
the conergent thinking of most tipsters re internet links and a penchant

  for methodological rigidity.

  Michael Sylvester,PhD

  Daytona Beach,Florida"When everybody thinks alike,nobody is thinking"







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Re: [tips] Cross-cultural/Argentina GLT

[Msylvester]

  - Original Message - 
  From: Raymond Rogoway 
  To: Teaching in the Psychological Sciences (TIPS) 
  Sent: Monday, November 03, 2008 8:43 PM
  Subject: Re: [tips] Cross-cultural/Argentina GLT





  I thought he was leaving.




  What is this suppose to mean?

  Michael Sylvester,PhD
  Daytona Beach,Florida




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