[tips] News: Lincoln U. Ends Obesity Rule - Inside Higher Ed
Following up from an earlier discussion... http://www.insidehighered.com/news/2009/12/07/lincoln Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: RE:[tips] When Metaphors Fail
Thanks to Allen for the clarification on the Oxford situation. I am relieved that Oxford wouldn't trade tradition for fad (at least in this case) but Oxford wasn't one of the colleges listed in the original article. My point was if something like that could be considered at Oxford, it was clearly within the realm of possibility that some liberal arts college in the US could have had at least such an informal name change. Students unofficially change the names of things all the time and I can certainly imagine an admissions tour guide using that terminology when speaking to prospective students. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 rfro...@jbu.edu http://tinyurl.com/DrFroman Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Monday, December 07, 2009 12:45 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE:[tips] When Metaphors Fail On 6 December 2009 Rick Froman wrote: In a search to find evidence of a liberal arts college changing building names inspired by Harry Potter, I found that Oxford University, of all places, had done just such a thing: http://tinyurl.com/yg25x46 Well, not quite. Students at one of the Oxford Colleges have voted to rename their Junior Common Room Gryffindor in honour of the Harry Potter house. Not exactly a University decision, more like student hi-jinks. After all, how many students were going to be so stuffy as to oppose such a motion? Anyway, it won't happen: However, it is unlikely that the 550-year-old college will make the change as the fellows must approve it. A student also said they did not expect to get permission to use the name. Laurence Mills, outgoing president of the JCR, said: 'They did technically vote for the name, but legally I don't think we can do it as I believe the name's owned by Warner Brothers. The change would also have to be ratified by the fellows of Magdalen College and I can't imagine them ever agreeing to it.' Matthew Shribman, who voted for the change, said: 'It is a joke, but at the same time, the Magdalen College JCR is currently called Gryffindor, since the motion ran and passed fully legitimately'. http://news.bbc.co.uk/1/hi/england/oxfordshire/8378458.st Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org - -- From: Rick Froman rfro...@jbu.edu Subject:RE: When Metaphors Fail Date: Sun, 6 Dec 2009 19:46:28 -0600 Bil Scott doubted that any college-touring high school student would encounter multiple allusions to Harry Potter. I am much more credulous for the following reasons: You can confirm the Middlebury allusion easily by searching their website for Quidditch. What is really sad is that there is an Intercollegiate Quidditch Association: http://www.collegequidditch.com/ Doing the Harvard search: hogwarts site:harvard.edu brings up 98 hits including the fact that JK Rowling spoke at their commencement. Doesn't seem like a stretch that Hogwarts might come up in an Admissions pitch. In a search to find evidence of a liberal arts college changing building names inspired by Harry Potter, I found that Oxford University, of all places, had done just such a thing: http://www.telegraph.co.uk/education/educationnews/6645309/Oxford-University-changes-common-room-name-to-Harry-Potters-Gryffindor.html It is not difficult to believe any other college following Oxford's lead. I can easily imagine an Admissions counselor mentioning that a famous person such as Emma Watson was considering attending. The Cornell reference in the Quarterly magazine is confirmed here: http://ezramagazine.cornell.edu/Essentials.html and the college website that listed Cornell as being similar to Hogwarts at Applywise.com. Unlike what the author said, it wasn't only because of its location that it was named one of the top 5 most similar to Hogwarts. In addition to its location, it was also due to physical appearance, residential community, academic rigor, extracurricular opportunities and unique traditions. Also listed was the architecture and long winters. My conclusion is that I have no reason to douhbt this story. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu Don't let your email address define you - Define yourself at http://www.tunome.com today! --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Psych Testing clips
How about the opening scene from the original Ghostbusters movie, where Venkman tests two students for the effect of negative reinforcement on ESP ability by shocking one while favoring the other (an attractive female). http://www.youtube.com/watch?v=fn7-JZq0Yxs -Max Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Rick Froman rfro...@jbu.edu 12/4/2009 11:45:19 PM I was considering having a mini-film festival as the semester ends in my Psychological Testing class. I don*t mean long films but short clips from films that could be entertaining but also allow for some re-capitulation of the principles discussed in the semester. Some of my favorites are the testing of Leon from Blade Runner (you want to talk about my mother?) and the *psychiatrist* from Miracle on 34th St. I also once saw a short on one of the movie channels (probably TCM) called something like *Psychometrician*. It was one of those one reel movies that described a particular occupation. This one was particularly intriguing because it showed the psychometrician at work giving some hapless examinee a stress test that seemed to involve, if my memory is correct, shooting off a starter pistol behind the man*s head. I guess someone thought that would be an occupation someone might be interested in. I have searched IMDb and the web and have never been able to find it. That would be an interesting one to record if I ever see it again. What are your favorite psych testing-related movie clips? Rick Dr. Rick Froman, ChairDivision of Humanities and Social Sciences Professor of Psychology Box 3055John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu(479)524-7295http://tinyurl.com/DrFroman --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Simulated hallucinations
Hi all, Here are simulated visual and auditory hallucinations produced by Janssen Pharmaceuticals: http://www.janssen.com/janssen/mindstorm_video.html Note that this video was apparently made for use in a workshop, thus the reference to olfactory hallucinations and flagging a facilitator if one is bothered by the experience. Thanks to the Teaching High Psych Blog for the link: http://teachinghighschoolpsychology.blogspot.com/2009/12/mindstorm-and-s chizophrenia.html -- Sue Frantz http://flightline.highline.edu/sfrantz/ Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu mailto:sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus http://teachpsych.org/otrp/syllabi/syllabi.php APA Division 2: Society for the Teaching of Psychology http://teachpsych.org/otrp/syllabi/syllabi.php APA's p...@cc Committee http://www.apa.org/ed/pcue/ptatcchome.html --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Birth order effects for cooperation?
OK, here's another study I'm mulling over. Courtiol et al (2009) have just reported an experiment on cooperation in college students as a function of birth order. Their measure of cooperation is an objective one, taken from the results of a two- person game. The game provides numerical values for trust and reciprocity, determined by how much money each player sends or returns to his partner. Although birth order studies are infested with methodological problems, this design, as far as I can see, successfully avoids them. The history of claims for birth order effects is not a happy one (e.g. see Judith Rich Harris' Four Essays on Birth Order (2004) at http://xchar.home.att.net/tna/birth-order/index.htm and also her more recent review in No Two Alike (2006)--the chapter headed 'Birth Order and Other Environmental Differences Within the Family). So I paid attention when Courtiol et al reported positive effects of birth order on both trust and reciprocity. But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their justification for doing this was inspection of the data. For trust: Means of x [their monetary datum] for middleborn, lastborn and only children appeared much closer to each other than to the mean of x for firstborns (Table 2); these three categories were therefore pooled. For reciprocity: Only children and laterborns were pooled because their average amounts sent (y) were closer to each other than to the average amount sent by firstborns (Table 2). My own inspection of their data suggests that without this post- hoc categorization, they would not have been able to report significant results. Is their move kosher, or do we have a case of data-massaging here? _Science_ has a news item on the study at http://tinyurl.com/ylc4l34 It does not mention the peculiar definition of later-borns. Stephen Courtiol, A. Raymond, M. and Faurie, C. (2009). Birth order affects behaviour in the investment game: Firstborns are less trustful and reciprocate less. Animal Behaviour, 78, 1405-1411. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Simulated hallucinations
I've used these simulations in class. I had the students wear goggles with blacked-out lens while listening to the video. They are very interesting. Jim Jim Matiya Florida Gulf Coast University jmat...@fgcu.edu Contributor, for Karen Huffman's Psychology in Action, Video Guest Lecturettes John Wiley and Sons. Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net Subject: [tips] Simulated hallucinations Date: Mon, 7 Dec 2009 08:01:28 -0800 From: sfra...@highline.edu To: tips@acsun.frostburg.edu Hi all, Here are simulated visual and auditory hallucinations produced by Janssen Pharmaceuticals: http://www.janssen.com/janssen/mindstorm_video.html Note that this video was apparently made for use in a workshop, thus the reference to olfactory hallucinations and flagging a facilitator if one is bothered by the experience. Thanks to the Teaching High Psych Blog for the link: http://teachinghighschoolpsychology.blogspot.com/2009/12/mindstorm-and-schizophrenia.html -- Sue Frantz Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Birth order effects for cooperation?
Hi Stephen- Looks like a case of data-mining to me as well. Unless they show an apriori rationale for such a strange grouping then I would disregard their findings. -Don. - Original Message - From: sbl...@ubishops.ca Date: Monday, December 7, 2009 8:11 am Subject: [tips] Birth order effects for cooperation? To: Teaching in the Psychological Sciences (TIPS) OK, here's another study I'm mulling over. Courtiol et al (2009) have just reported an experiment on cooperation in college students as a function of birth order. Their measure of cooperation is an objective one, taken from the results of a two- person game. The game provides numerical values for trust and reciprocity, determined by how much money each player sends or returns to his partner. Although birth order studies are infested with methodological problems, this design, as far as I can see, successfully avoids them. The history of claims for birth order effects is not a happy one (e.g. see Judith Rich Harris' Four Essays on Birth Order (2004) at http://xchar.home.att.net/tna/birth-order/index.htm and also her more recent review in No Two Alike (2006)--the chapter headed 'Birth Order and Other Environmental Differences Within the Family). So I paid attention when Courtiol et al reported positive effects of birth order on both trust and reciprocity. But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their justification for doing this was inspection of the data. For trust: Means of x [their monetary datum] for middleborn, lastborn and only children appeared much closer to each other than to the mean of x for firstborns (Table 2); these three categories were therefore pooled. For reciprocity: Only children and laterborns were pooled because their average amounts sent (y) were closer to each other than to the average amount sent by firstborns (Table 2). My own inspection of their data suggests that without this post- hoc categorization, they would not have been able to report significant results. Is their move kosher, or do we have a case of data-massaging here? _Science_ has a news item on the study at http://tinyurl.com/ylc4l34 It does not mention the peculiar definition of later-borns. Stephen Courtiol, A. Raymond, M. and Faurie, C. (2009). Birth order affects behaviour in the investment game: Firstborns are less trustful and reciprocate less. Animal Behaviour, 78, 1405-1411. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada - -- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen, Retired Formerly with: Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-733-0039 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Birth order effects for cooperation?
I distinguish between a context of discovery, where one SHOULD massage data to discover things (serendipity), and a context of justification (publication) in which we try to convince others of our conclusions. If a researcher (using more than just p = such and such) really believes they have found something, they should try to publish it. It's the responsibility of the reviewers and editors to judge whether the conclusions are warranted, hopefully also using more than p = etc. The best hedge against Type I errors is replication, and getting it published is a way to invite replication. So I'd say kosher .. or at least neutral! -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: Don Allen dal...@langara.bc.ca To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Monday, December 7, 2009 11:44:24 AM GMT -05:00 US/Canada Eastern Subject: Re: [tips] Birth order effects for cooperation? Hi Stephen- Looks like a case of data-mining to me as well. Unless they show an apriori rationale for such a strange grouping then I would disregard their findings. -Don. - Original Message - From: sbl...@ubishops.ca Date: Monday, December 7, 2009 8:11 am Subject: [tips] Birth order effects for cooperation? To: Teaching in the Psychological Sciences (TIPS) OK, here's another study I'm mulling over. Courtiol et al (2009) have just reported an experiment on cooperation in college students as a function of birth order. Their measure of cooperation is an objective one, taken from the results of a two- person game. The game provides numerical values for trust and reciprocity, determined by how much money each player sends or returns to his partner. Although birth order studies are infested with methodological problems, this design, as far as I can see, successfully avoids them. The history of claims for birth order effects is not a happy one (e.g. see Judith Rich Harris' Four Essays on Birth Order (2004) at http://xchar.home.att.net/tna/birth-order/index.htm and also her more recent review in No Two Alike (2006)--the chapter headed 'Birth Order and Other Environmental Differences Within the Family). So I paid attention when Courtiol et al reported positive effects of birth order on both trust and reciprocity. But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their justification for doing this was inspection of the data. For trust: Means of x [their monetary datum] for middleborn, lastborn and only children appeared much closer to each other than to the mean of x for firstborns (Table 2); these three categories were therefore pooled. For reciprocity: Only children and laterborns were pooled because their average amounts sent (y) were closer to each other than to the average amount sent by firstborns (Table 2). My own inspection of their data suggests that without this post- hoc categorization, they would not have been able to report significant results. Is their move kosher, or do we have a case of data-massaging here? _Science_ has a news item on the study at http://tinyurl.com/ylc4l34 It does not mention the peculiar definition of later-borns. Stephen Courtiol, A. Raymond, M. and Faurie, C. (2009). Birth order affects behaviour in the investment game: Firstborns are less trustful and reciprocate less. Animal Behaviour, 78, 1405-1411. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada - -- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen, Retired Formerly with: Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-733-0039 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Birth order effects for cooperation?
Haven't read the article, but I'll hold off on kosher or neutral until I hear more about what the authors say about their findings. As John notes below, it's crucial to distinguish exploratory from confirmatory modes of data analysis. The former is perfectly acceptable in science, but needs to be presented explicitly as such. If the authors say, on the basis of largely post-hoc analyses, that We have found evidence for birth order effects on ... rather than We have unearthed preliminary evidence for birth order effects on..., which need to be regarded tentatively pending replication, then they're up for justified criticism. The article's title, which not only refers explicitly to a birth order finding, but uses the remarkable term affects for correlational data (were the editors and reviewers asleep on this one?), is not encouraging. But I suppose we should first all have a closer look.Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him – he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Monday, December 07, 2009 1:14 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Birth order effects for cooperation? I distinguish between a context of discovery, where one SHOULD massage data to discover things (serendipity), and a context of justification (publication) in which we try to convince others of our conclusions. If a researcher (using more than just p = such and such) really believes they have found something, they should try to publish it. It's the responsibility of the reviewers and editors to judge whether the conclusions are warranted, hopefully also using more than p = etc. The best hedge against Type I errors is replication, and getting it published is a way to invite replication. So I'd say kosher .. or at least neutral! -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: Don Allen dal...@langara.bc.ca To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Monday, December 7, 2009 11:44:24 AM GMT -05:00 US/Canada Eastern Subject: Re: [tips] Birth order effects for cooperation? Hi Stephen- Looks like a case of data-mining to me as well. Unless they show an apriori rationale for such a strange grouping then I would disregard their findings. -Don. - Original Message - From: sbl...@ubishops.ca Date: Monday, December 7, 2009 8:11 am Subject: [tips] Birth order effects for cooperation? To: Teaching in the Psychological Sciences (TIPS) OK, here's another study I'm mulling over. Courtiol et al (2009) have just reported an experiment on cooperation in college students as a function of birth order. Their measure of cooperation is an objective one, taken from the results of a two- person game. The game provides numerical values for trust and reciprocity, determined by how much money each player sends or returns to his partner. Although birth order studies are infested with methodological problems, this design, as far as I can see, successfully avoids them. The history of claims for birth order effects is not a happy one (e.g. see Judith Rich Harris' Four Essays on Birth Order (2004) at http://xchar.home.att.net/tna/birth-order/index.htm and also her more recent review in No Two Alike (2006)--the chapter headed 'Birth Order and Other Environmental Differences Within the Family). So I paid attention when Courtiol et al reported positive effects of birth order on both trust and reciprocity. But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their
Re: [tips] Birth order effects for cooperation?
Hi James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Department of Psychology University of Winnipeg Winnipeg, Manitoba R3B 2E9 CANADA sbl...@ubishops.ca 07-Dec-09 10:11 AM ... But here's the catch. They provided a complex statistical analysis (to me, anyway) but their analysis depends on a curious grouping of birth order: first-borns comprised one group, and later-borns the other. But the later-born group also included only children (without siblings). On logical grounds, one would think that only children belong in the first-born category instead. Their justification for doing this was inspection of the data. For trust: Means of x [their monetary datum] for middleborn, lastborn and only children appeared much closer to each other than to the mean of x for firstborns (Table 2); these three categories were therefore pooled. For reciprocity: Only children and laterborns were pooled because their average amounts sent (y) were closer to each other than to the average amount sent by firstborns (Table 2). My own inspection of their data suggests that without this post- hoc categorization, they would not have been able to report significant results. Is their move kosher, or do we have a case of data-massaging here? JC: Stats were nonconventional (randomization tests), but looks to me like they got a significant effect (.042) WITHOUT the grouping (i.e., using the 4 groups First, Middle, Last, Only) and then grouped them to show that the significant variability was due to First vs Non-First (other 3 groups). Depending on hypothesized underlying mechanism (I did not read rest of paper, just results), it could make sense to group Only with non-First born since, for example, they would have no younger siblings. Of course that reasoning would not apply to middle born, who were also lumped together and actually showed results most different from Firstborns. Take care Jim --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] good shirt woot today
Todays shirt.woot.com is einstein's brain. NOTE: They run EXTREMELY small. I normally wear a women's medium T-shirt but even the womens XL is extremely tight on me. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Simulated hallucinations
This is a nice effort to depict some aspects of schizophrenic experiences and can be easily played in class and facilitate discussion. I have found also that some of the experiences of word salad, thought intrusion, and distortions of what people hear and see when listening or speaking can be described via case studies and shared personal experiences. You can use small groups in class to then try to create their own simulations and describe what they are trying to depict. You may even find that some students have had psychotic episodes, hallucinations,etc., and that they may be willing to share their own experiences. Some students are also able to share their perceptions/thoughts regarding the use of various anti-psychotic medications. After a better appreciation of the experiences, we can then discuss theory or related ideas as to mechanisms of speech, perception, attentional control, etc., that might be producing such experiences. Just some thoughts, Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Sue Frantz sfra...@highline.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Monday, December 7, 2009 11:01:28 AM GMT -05:00 US/Canada Eastern Subject: [tips] Simulated hallucinations Hi all, Here are simulated visual and auditory hallucinations produced by Janssen Pharmaceuticals: http://www.janssen.com/janssen/mindstorm_video.html Note that this video was apparently made for use in a workshop, thus the reference to olfactory hallucinations and flagging a facilitator if one is bothered by the experience. Thanks to the Teaching High Psych Blog for the link: http://teachinghighschoolpsychology.blogspot.com/2009/12/mindstorm-and-schizophrenia.html -- Sue Frantz Highline Community College Psychology, Coordinator Des Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] A new Mozart effect...
...on weight of pre-term infants. The abstract is here: http://pediatrics.aappublications.org/cgi/content/abstract/peds.2009-0990v1?papetoc and the pdf of the article is here: http://pediatrics.aappublications.org/cgi/reprint/peds.2009-0990v1 Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
