Re: [tips] Copperfield trick

[Jonathan Mueller]

I have linked to a similar demo for years on my intro psych site.  It is here
 
http://sprott.physics.wisc.edu/pickover/esp2.html
 
Jon
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>>  12/20/2009 10:23 AM >>>
On 20 Dec 2009 at 8:11, Britt, Michael wrote:

> Does anyone know how this trick is done?

Before I pass this clever  presentation on, I'm wondering 
whether it could possibly be a means of spreading something 
malicious. Anyone know whether this should be a concern?

Also, would it be safer to refer people to the originating website 
than as Michael sent it to us (presumably pasted into his post)?

Worst case scenario: could we already all be infected?

Stephen
-
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
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Re: [tips] A new Mozart effect...

[Jonathan Mueller]

I'm always interested in how the research gets translated in the popular press. 
 Here are a few recent articles reporting on the findings of the study.
 
http://tinyurl.com/ygyqcbv
 
http://www.nationalpost.com/life/story.html?id=2313286
 
It seems like these are the two main versions of the story out now, modified 
slightly in a variety of publications.  The typical pattern is recreated here: 
Assert a claim in the headline ("Mozart did it!") and at the beginning of the 
article, and then wait until the end of the article to question whether it can 
actually be attributed to Mozart.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> Rick Froman  12/7/2009 11:33 PM >>>
...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


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RE:[tips] Fake petition?

[Jonathan Mueller]

I usually send my intro students to two websites, the DHMO site at
 
http://www.dhmo.org/
 
and a site on Brain Fingerprinting at
 
http://www.brainwavescience.com/
 
I ask them to review the research on both sites and determine if the
claims made on those sites are justified given the evidence presented.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> "Bourgeois, Dr. Martin"  11/30/2009 11:02 AM
>>>



Hi Marie. Here's a link to snopes.com, which contains the petition:
 
http://www.snopes.com/science/dhmo.asp
From: Helweg-Larsen, Marie [helw...@dickinson.edu]
Sent: Monday, November 30, 2009 11:52 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Fake petition?





A couple of years ago someone posted a fake petition that argued that
we should stop using a harmful chemical. The ���harmful��� chemical was
something innocuous (maybe water or salt) and the point is that you can
make anything sound harmful and of course many chemical are safe and
necessary. Does anyone remember this and have the survey/exercise? I���ve
searched online and in my own archives unsuccessfully.
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: Mon/Thur 3-4, Tues 10:30-11:30
http://users.dickinson.edu/~helwegm/index.html

 

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Re: [tips] Dystonic cheerleader update

[Jonathan Mueller]

The Chicago Tribune started a series on alternative treatments for autism today 
in its paper (subtitled "dubious medicine").  It looks like a good article 
today on chelation and other treatments.

http://www.chicagotribune.com/health/chi-autism-treatments-nov22,0,1396079.story

Jon


===
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Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu

>>>  11/22/09 10:33 AM >>>
Desiree Jennings, the cheerleader with the bizarre affliction of 
"dystonia" she attributes to receiving a seasonal flu shot, has 
made an amazing recovery. 

She now has her own website, here:
http://www.desireejennings.com/

But the good news is here:
http://www.foxnews.com/story/0,2933,565984,00.html?test=late
stnews
or
http://tinyurl.com/yg5s95c

The doctor responsible for this remarkable achievement, Rashid 
Buttar, is a practitioner of alternative medicine including urine 
injection therapy, according to this site:

http://tinyurl.com/yfmex5r

He also is known as an anti-vaccination advocate.

The treatment which restored Ms. Jennings is the controversial 
"mercury detoxification"  technique known as chelation therapy

The site above links to an interesting blog by a clinical 
neurologist named Steven Novella at the Yale University School 
of Medicine.
( http://www.theness.com/neurologicablog/?p=1195 )

He suggests that Ms. Jennings' condition is most consistent with 
a diagnosis of psychogenic dystonia; that is, her symptoms 
indicate a psychological rather than a physiological origin of her 
disorder.

Dr. Novella makes the interesting observation that because Ms. 
Jennings recovered so rapidly (within 36 hours) in response to 
an unscientific treatment which is likely a placebo, this provides 
support for the psychogenesis hypothesis.

Giving credit where it's due, I have to point out that in an early 
post on this topic, Beth Benoit warned us that her husband, an 
orthopedic surgeon, expressed reservations about this case, 
although he did use the politically impolite term "hoax" rather 
than the kinder "psychogenic" designation. 

Me, I voiced reservations too, but I tended to believe her 
symptoms were "real" (giving a workout to scare quotes). I 
shouldn't have.

Stephen
-
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
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Re: [tips] Listening to some great Psych Newsletters

[Jonathan Mueller]

Michael,
 
Wow.  Very cool.  Thanks for the mention of the newsletter, but mostly thank 
you for sharing that nice little program.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> "Britt, Michael"  11/2/2009 12:37 PM >>>
  I don't know if everyone on TIPS also subscribes to Jonathan  
Mueller's "Teaching Social Psych" newsletter, but I do and I always  
find great articles there.  Also, if you don't already subscribe to  
Marianne Miserandino's excellent Personality Pedagogy newsletter, then  
I recommend that one also.

I always find links to interesting articles in these newsletters and I  
plan to listen to several of them this week.  "Listen"? you say?   
Well, I find that sometimes it's just easier to listen to a text-to- 
speech version of an article while on the way to work.  There are a  
number of ways to do this, but I put together this quick Jing video to  
show how I do this using an inexpensive program called "Textcast":

http://screencast.com/t/Ivg1Ia9Q2


Could also be helpful to students too I think.  Thanks again to  
Jonathan and Marianne for the newsletters :

Teaching Social Psych newsletter: 
https://lists.noctrl.edu/sympa/info/socialpsy-teach

Personality Pedagogy newsletter: 
http://www.arcadia.edu/forms/pp_registration.asp

Michael

Michael Britt
mich...@thepsychfiles.com
www.thepsychfiles.com




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Re: [tips] Sin map

[Jonathan Mueller]

It also provides a great example of operational definitions.  I will ask my 
class for alternative operational definitions of gluttony, for example.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> Gerald Peterson  9/29/2009 2:10 PM >>>


This can make for some interesting discussion of sexuality, denial, and 
erotophobia among the more conservative and fundamentalist religions...that 
bible belt is not about chastity.  See W. Fisher's work in this area. 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: tay...@sandiego.edu
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Tuesday, September 29, 2009 2:26:58 PM GMT -05:00 US/Canada Eastern
Subject: Re: [tips] Sin map

Note that Florida seems to be particularly prone to deadly sins ;-)

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


 Original message 
>Date: Tue, 29 Sep 2009 15:13:27 + (GMT)
>From: Don Allen   
>Subjct: [tips] Sin map  
>To: "Teaching in the Psychological Sciences (TIPS)" 
>
>   Those of you teaching Stats might want to take a
>   look at the "Sin Map" of the US.
>
>   http://www.wired.com/culture/education/magazine/17-09/st_sinmaps
>
>   It could be an attention grabbing way of leading
>   into the perils/benefits of graphical data display.
>   It's also a lot of fun.
>
>   -Don.
>
>   Don Allen
>   Dept. of Psychology
>   Langara College
>   100 W. 49th Ave.
>   Vancouver, B.C.
>   Canada V5Y 2Z6
>   Phone: 604-323-5871
>
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Re: [tips] Early Spankings Make for Aggressive Toddlers, Study Shows - Yahoo! News

[Jonathan Mueller]

In reading the original research at
 
http://www3.interscience.wiley.com/cgi-bin/fulltext/122597249/PDFSTART
 
it does appear the authors jump too easily from predictive to causal, and even 
more so in the lead author's conversation in the media.  To what degree does 
the longitudinal, cross-lagged path model they used allow them to do that?
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> Paul Brandon  9/15/2009 2:42 PM >>>



The usual--

It was a retrospective verbal report study, they didn't assign toddlers 
randomly to spanked/nonspanked groups etc etc.

They could just as well concluded that more aggressive toddlers are more likely 
to be spanked.

On Sep 15, 2009, at 1:59 PM, Christopher D. Green wrote:



Apropos of the earlier debate on spanking here.
http://news.yahoo.com/s/hsn/20090915/hl_hsn/earlyspankingsmakeforaggressivetoddlersstudyshows

Paul Brandon

Emeritus Professor of Psychology
Minnesota State University, Mankato
paul.bran...@mnsu.edu


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Re: [tips] correlation = causation

[Jonathan Mueller]

Wow is right. That's a good article to use at the end of the term to see how 
many misrepresentations students can find.  I have added it to the Correlation 
or Causation page at
 
http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm
 
Thanks,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu


>>> "Bourgeois, Dr. Martin"  9/11/2009 7:20 AM >>>

Wow, here's a story just chock full of causal inferences from a relational 
study.

My favorite: kids shouldn't start out in community colleges because they will 
be 36% less likely to finish a four-year degree than if they start out in a 
four-year school.

http://news.yahoo.com/s/usnews/20090910/ts_usnews/whichhighschoolstudentsaremostlikelytograduatefromcollege
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Re: [tips] APA manual changes

[Jonathan Mueller]

The only thing I have found so far on changes in the 6th edition of the manual 
is a tutorial from APA at 

http://flash1r.apa.org/apastyle/whatsnew/index.htm

Jon



===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu

>>> Traci Giuliano  07/27/09 2:47 PM >>>
I've been out of town, so I'm sorry if I missed this boat :-). Did 
anyone find a source where the new APA manual changes were specified in 
detail? I'd love to not reinvent the wheel if at all possible.

Thanks!!
-- 

Traci A. Giuliano

Professor of Psychology


Southwestern University

1001 E. University Avenue

Georgetown, TX  78626

giuli...@southwestern.edu

office  512.863.1596

fax  512.863.1846


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[tips] distinguishing correlation and causation

[Jonathan Mueller]

Is anyone familiar with any research on people's ability or inability to 
distinguish between correlational and causal statements or claims?
 
Thanks for any help,
 
Jon
 
 
===
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Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )

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Re: [tips] They all look alike to me.....

[Jonathan Mueller]

As mentioned, it typically goes by own-race or other-race bias.  Not the same 
thing as outgroup homogeneity effect which describes a belief that members of 
an outgroup are more similar to one another than ingroup members are.
 
You can see a description of and some research on the own-race bias here
 

Lebrecht S., Pierce L. J., Tarr M. J., & Tanaka J. W. (2009). Perceptual 
other-race training reduces implicit racial bias ( 
http://www.plosone.org/article/info:doi/10.1371/journal.pone.0004215 ). PLoS 
ONE, 4, 1-7.
Blog entry ( 
http://bps-research-digest.blogspot.com/2009/01/learning-to-distinguish-between-other.html
 ) about the research
 
http://scienceblogs.com/cognitivedaily/2008/02/problems_in_identifying_people.php
 
 
http://www3.interscience.wiley.com/journal/118597352/abstract?CRETRY=1&SRETRY=0 
 
"Own-race bias" in Google brings up a lot more
 
Jon
 
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Jim Dougan  4/29/2009 1:44 PM >>>
TIPsters

Yesterday my daughter asked me the technical term for thinking that 
everyone in another ethnic group looks the same.  I assume there is a 
term for it - but I don't know what it is.  Anyone?

-- Jim Dougan


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Re: [tips] Grice and Teaser Ads

[Jonathan Mueller]

Max,
 
Thanks a lot for the research roundup.  Much appreciated.
 
Yes, I was thinking of the Segway when I wrote my post.  Hard to live up to 
that hype.
 
As an aside, we were talking about uncertainty in social psych.  I have them 
write journals in which they find examples of concepts.  I used to require more 
pages than I do now.  Back then one student, at the end of a long entry 
mentioning uncertainty, wondered whether I actually read all these pages they 
write.  He said, "if you actually read this, put a smiley face in the margin."  
Fortunately, I did read it.  (Their journals are always good reading.)  Then I 
wrote a comment in the margin about it.  At the end of my comment I wrote, "I 
always wonder if students read these comments.  If you read this, when I hand 
it back in class cough twice."  Unfortunately, he wasn't there the day I handed 
them back.
 
Jon 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Maxwell Gwynn"  4/29/2009 9:48 AM >>>



Mike:
 
I'm not sure how this relates to Grice's Maxims, but the teaser phenomenon may 
have some relation to attitudes formation and change. If one can change a 
person's attitude towards the show (in particular in terms of staying tuned 
into the show, or watching a later segment), one may be more likely to act in a 
manner consistent with that attitude (i.e., stay tuned for the answer).
 
Research has been done on "incompleteness" in advertising, with the idea (from 
Cognitive response Theory, in particular the Elaboration Likelihood Model) that 
active participation (thinking about what answer may be divulged later in the 
show) is more likely to lead to attitude change than is passive participation 
(Oskamp, 1991). So, advertisers may play on this tendency by leaving a message 
incomplete in their ad, or viewers of a show may be left with a question or 
curiosity about what will be revealed later in the show.
 
This will work in terms of attitude change only if the viewer is motivated to 
respond to the teaser (Howard & Burnkrant, 1990; Sawyer & Howard, 1991). So, 
this type of teaser hook wouldn't work as well, presumably, in response to the 
teaser "What did Mike Palij have for breakfast? Stay tuned and find out!" 
compared to "What did President Obama/Susan Boyle/the Octomom have for 
breakfast? We'll find out after this short message from our sponsors."
Howard, D. J., & Burnkrant, R. E. (1990). Question Effects on Information 
Processing in Advertising, Psychology and Marketing,7, 27-46. 
Oskamp, S. (1991). Attitudes and opinions. Englewood Cliffs, NJ: Prentice Hall.
Sawyer, A. G., & Howard, D. J.  (1991). The Effects of Omitting Conclusions in 
Advertisements to Low and Moderately Involved Audiences, Journal of Marketing 
Research, 28, 467-474. 
 
-Max Gwynn
 
Maxwell Gwynn, PhD
Psychology Department
Wilfrid Laurier University
519-884-0710 ext 3854
mgw...@wlu.ca 

>>> "Mike Palij"  4/29/2009 9:49 AM >>>
[clip]
I was wondering if (a) anyone else has thought along these lines and (b)
whether any research as been conducted on people's reactions to teaser
ads and whether their reactions reflect violations of Grice's maxims.

Just curious.

-Mike Palij
New York University
m...@nyu.edu 

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Re: [tips] Grice and Teaser Ads

[Jonathan Mueller]

I'm curious about teaser ads as well, but, sorry Mike, I am going to go in a 
different direction with them.  I have always been surprised how few such ads 
you see for commercial products when it would seem that teasing the audience 
about some upcoming new product or new feature or whatever would attract more 
attention to the ad and get people talking about it.  "Did you see that ad 
about ? What is that all about?"
 
I suspect a problem with such ads is the equation frustration=expectations - 
attainment.  Such ads might raise expectations so high that once the new 
product or service was revealed it could never live up to the expectations and 
consumers/viewers would just become frustrated.
 
Does anyone know of any research on that or the effectiveness of teaser ads?
 
Jon
 
 
===
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Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Mike Palij"  4/29/2009 8:49 AM >>>
Teaser ads are advertisements that selectively provide information
about a product or, in the case of news shows, about news stories
that will be covered (which, in fact, could be told at the time that the
teaser is presented but the purpose is to get the viewer to come back
after a commercial break to get the answer; a newsreader might say
"What new death threat will the U.S. face in the next few days? We'll
be right back with that story!").  Some definitions of teaser ads are
provided at the following website:
http://www.answers.com/topic/teaser-ad 

Curiously, Wikipedia doesn't have an entry on teaser ad though the
term pops up in a number of entries.  There is an entry on "teaser
trailers", that is, they are movie trailers that come out long before the
movie is even finished and may contain info/scenes that are not present
in the movie (I believe that the movie "National Treasure 2" had a
trailer that contained scenes that were deleted from the movie). See:
http://en.wikipedia.org/wiki/Teaser_trailer 

I point this out because I think I have been seeing and increase in the 
use of teasers on TV and radio, especially on news/information
programs.  Typically, they are presented before a commercial and 
seem to be designed to pose a question that can only be answered
by staying tuned until after the commercial.  This seems like a wasteful
use of airtime to me and perhaps unethical if really important informtion
will be provided.  This has gotten me to thinking about how this practice
violates Grice's conversation maxims:
http://ccat.sas.upenn.edu/~haroldfs/dravling/grice.html 
|Grice's Maxims
| (1) The maxim of quantity, where one tries to be as informative as 
|one possibly can, and gives as much information as is needed, and no more.
|
|(2) The maxim of quality, where one tries to be truthful, and does not give 
|information that is false or that is not supported by evidence.
|
|(3) The maxim of relation, where one tries to be relevant, and says things 
|that are pertinent to the discussion.
|
|(4) The maxim of manner, when one tries to be as clear, as brief, and as 
|orderly as one can in what one says, and where one avoids obscurity and 
|ambiguity.
|
|As the maxims stand, there may be an overlap, as regards the length of what 
|one says, between the maxims of quantity and manner; this overlap can be 
|explained (partially if not entirely) by thinking of the maxim of quantity 
(artificial 
|though this approach may be) in terms of units of information. In other words, 
|if the listener needs, let us say, five units of information from the speaker, 
but 
|gets less, or more than the expected number, then the speaker is breaking the 
|maxim of quantity. However, if the speaker gives the five required units of 
|information, but is either too curt or long-winded in conveying them to the 
|listener, then the maxim of manner is broken. The dividing line however, may 
|be rather thin or unclear, and there are times when we may say that both the 
|maxims of quantity and quality are broken by the same factors.

For more on the maxims, see the Wikipedia entry (standard disclaimers):
http://en.wikipedia.org/wiki/Gricean_maxims 
Additional background on Grice is available at the Stanforld Encyclopedia
of Philosophy:
http://plato.stanford.edu/entries/grice/ 

I was wondering if (a) anyone else has thought along these lines and (b)
whether any research as been conducted on people's reactions to teaser
ads and whether their reactions reflect violations of Grice's maxims.

Just curious.

-Mike Palij
New York University
m...@nyu.edu 


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[tips] stats cartoon

[Jonathan Mueller]

Chris,
 
Awesome. Thanks.  Here is the web address for the cartoon
 
http://xkcd.com/552/ 
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
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Re: [tips] the matching law and toilet paper

[Jonathan Mueller]

What a beautiful example of science at work!  An unstructured
observation (in the bathroom) linked to prior research leads eventually
to an empirical question and a test of competing ideas.  I hope no one
objects to me using this example in my classes.  Thanks.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Rick Froman  3/4/2009 1:34 PM >>>




We are talking about Herrnstein*s Matching Law in my Theories of
Learning class this week and as I was in the restroom, I started
contemplating the fact that whenever two rolls are equally available,
they dwindle at approximately the same rate. Of course, that defeats the
purpose of two rolls which is so you can use up one and then use the
back up until the janitor can re-stock the other roll. Some toilet roll
racks have been designed to actively thwart this tendency by making it
so the new roll doesn*t drop into place until the old one is used up and
removed. 
 
In those situations where both are always available, I wonder if this
is an example of the Matching Law in which the number responses made to
each choice will match the work required to achieve the reinforcement.
Therefore, if both require the same amount of work, you would expect
both rolls to be depleted at a similar rate. If one was more difficult
to obtain (or contained a lower quality of toilet paper), I wonder if
matching would still hold (the degree to which one was superior or
easier to access would match the rate at which it was used) or if people
would just use the easier to access or the superior quality until it ran
out and then switch to the other one?
 
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." 
 

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Re: [tips] New Years Resolutions, the Schools of Psychology and online concept mapping

[Jonathan Mueller]

Very cool map!  How easy was it to create?  Did you create it online, or did 
you create it offline and upload it?  Lot of potential if it is easy to use.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Michael Britt  1/6/2009 8:08 AM >>>
I've been putting together my next episode in which I connect the most  
popular new year's resolution - losing weight - with the different  
schools in psychology.  I decided to use a pretty neat online concept  
mapping tool called MeadMap.  Yes - it's made by the Mead people - the  
ones who make those small notebooks you might have used when you were  
younger.  There are a lot of mind mapping/concept mapping tools around  
today ("Inspiration" comes to mind), but this one is unique in some  
ways and teachers might want to check it out.  It's not free (about  
$50/year, but I think there are educational discounts), but not too  
expensive either.

Below is a link to the map I'm planning on using for the episode.  You  
can play around with the map by opening and closing the various nodes,  
but you can't edit it.  To do that you would need an account with  
Meadmap.   Thoughts/comments/feedback welcome.

http://go.meadmap.com/meadmap.html#mapid=10408&publishKey=j105f4tuD0 

Michael


Michael Britt
mich...@thepsychfiles.com 
www.thepsychfiles.com 







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Re: [tips] Milgram's obedience experiment: replication

[Jonathan Mueller]

My mistake.  I didn't include the link in my newsletter as I stated in my last 
message.  Instead, I just linked to it on my website here

http://jonathan.mueller.faculty.noctrl.edu/crow/bookconformity.htm

Sorry,

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu

>>>  12/19/08 5:13 PM >>>
According to an item on CNN:

ww.cnn.com/2008/HEALTH/12/19/milgram.experiment.obedience/index.html

American Psycholgist is set to publish in its January 2009 edition a 
replication of the classic Milgram study. This is the one that no one 
thought could ever be attempted again, given current restrictions imposed 
by research ethics committees and the concern that the study may have 
caused lasting harm to its participants. But it now has been done again,  
by Jerry Burger at Santa Clara University, albeit with some tweaking of 
the methodology to alleviate concern.

According to the CNN report, it finds that the original Milgram findings 
hold up well today, almost 50 years later. We seem to be about as 
obedient as we once were. Scary, isn't it?

I checked at the AP site, and the study doesn't appear to be out yet.

Stephen
-
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

Subscribe to discussion list (TIPS) for the teaching of
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[tips] replication of milgram article

[Jonathan Mueller]

The Burger study was just released today by APA.  In fact, I included a link to 
it in the latest issue of my free, monthly e-mail newsletter which can be found 
below.

Jon

===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
jfmuel...@noctrl.edu
http://jonathan.mueller.faculty.noctrl.edu

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Bill Southerly (bsouthe...@frostburg.edu)--- Begin Message ---
Teaching Social Psychology Newsletter

Vol. 8, No. 4

December 19, 2008the e-mail newsletter accompanying the 
Resources for the Teaching of Social Psychology website at
http://jonathan.mueller.faculty.noctrl.edu/crow  
Happy Holidays!  And here's my cheap present to you ... an old joke: 
If I only had an hour to live I would want to spend it in a faculty
meeting ... because they seem to go on forever.
 
 
Let me start with an announcement from Scott Plous:
 
 
4th ANNUAL SPN ACTION TEACHING AWARD
(Deadline: January 20, 2009)

Dear Colleagues, 

As you may have read in the current issue of the APA Monitor, Social
Psychology Network has established an international award to honor
excellence in "action teaching" -- that is, teaching which not only
leads to a better understanding of psychology but to a more just and
peaceful world. The award is open to instructors from any area of
psychology, and entries may include classroom activities, field
experiences, student assignments, or web-based tutorials and
demonstrations. For further details, please visit:

http://www.ActionTeaching.org ( http://www.actionteaching.org/ )
http://www.socialpsychology.org/pdf/action-teaching.pdf 

The application process is simple, and the prize is $1,000. If you
teach psychology in a creative, socially engaged way, please consider
applying for this award!

Happy holidays, 

Scott Plous
Professor of Psychology
SPN Executive Director


 

Exampleshttp://jonathan.mueller.faculty.noctrl.edu/crow/examples.htm


Prejudice: Is calling Obama's style "cool" playing to a racial
stereotype?
http://raceproject.org/2008/12/tall-cool-one.html
Interesting blog entry about this question
 
Social Judgment: Halo effect
http://tinyurl.com/63vkb8
This blog entry describes an interesting study in which participants
that were shown a meal consisting of a salad and a drink guessed that
there were fewer calories in the meal than participants who were shown a
meal consisting of the same salad and drink but also including some
crackers labeled "trans fat free."
 

 ( http://jonathan.mueller.faculty.noctrl.edu/crow/lecture.htm )

 ( http://jonathan.mueller.faculty.noctrl.edu/crow/sites.htm )
Articles
http://jonathan.mueller.faculty.noctrl.edu/crow/articles.htm


Attraction: "The ability to judge the romantic interest of others"
http://www.psychologie.hu-berlin.de/prof/per/pdf//Place_etal_PsychScience_inpress.pdf
"Being able to quickly read other people's nonverbal behavior is an
important part of dating - even for outside observers. Male and female
participants in this study were equally good at judging the romantic
interest of videotaped speed-daters; but all observers were better at
judging males' romantic interest than they were at judging that of
females."
 
Group Influence: The broken window theory
http://tinyurl.com/4td4uf
http://tinyurl.com/4lsmd7
Broken window theory"states that signs of disorder, like graffiti,
dirty streets, broken windows... induce more disorder. Not only more
graffitti and other petty crimes, but also more serious crimes like
murder, robbery, etc. This interesting test of the theory found support.
 For example, "in one setting they looked at whether individuals would
steal an envelope visibly containing a five euro note. The white
(addressed) window envelope sticking out of a mailbox (situated in
Groningen) was very noticeable for everyone approaching the mailbox, and
it was clearly visible that the envelope contained a €5 note. In the
baseline condition the mail box and the ground surrounding it were
clean. In one test condition the mail box was covered with graffitti and
in another the ground was covered with litter. The results were quite
dramatic, the rate of robbery doubled between the baseline and the
"disorder" conditions! In the baseline condition, 13% of passer-bys
stole the envelope, with graffiti this rate raised to 27% and with
litter to 25%." The first link is to the research article; the second
link is to a blog entry about it.
 
Group Influence: "Synchrony and cooperation"
http://www.psychologicalscience.org/journals/ps/20_1_inpress/wiltermuth.pdf
"In total, the results suggest that acting in synchrony with others can
increase cooperation by strengthening social attachment among group
members."
 
Social Judgment: Detecting your SES through "thin slices"
http://tinyurl.com/3v7enh
Can you tell someone's socioeconomic status just by the way he doodles
or nods his head?
 

Topic Resources
http://jonathan.mueller.f

RE: [tips] Social network effects: for real?

[Jonathan Mueller]

It doesn't appear that the authors of the happiness study are quoted as saying 
that, but rather the authors of the acne study.  Here's the passage from the 
NYT article:
 
A study also to be published Friday in BMJ, by Ethan Cohen-Cole, an
economist at the Federal Reserve Bank of Boston, and Jason M. Fletcher, an
assistant professor at the Yale School of Public Health, criticizes the
methodology of the Christakis-Fowler team, saying that it is possible to
find what look like social contagion effects with conditions like acne,
headaches and height, but that contagion effects go away when researchers
factor in environmental factors that friends or neighbors have in common.

"Researchers should be cautious in attributing correlations in health 
outcomes of close friends to social network effects," the authors say.

All the quotes from the authors of the happiness study show no sign of
reservation or caution.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
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http://jonathan.mueller.faculty.noctrl.edu/ )

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Re: [tips] Social network effects: for real?

[Jonathan Mueller]

Stephen,
 
Thanks for passing these along.  Regarding the first study, it is very
disconcerting when a non-experimental study makes causal claims and yet
there is not a single word in the discussion section about the
correlational nature of the data or any possible limitations to the
claims being made.  Where is the scientific restraint?
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> <[EMAIL PROTECTED]> 12/5/2008 10:14 AM >>>
Much excitement in the news about a study just published in BMJ
(British 
Medical Journal):

Dynamic spread of happiness in a large social network: longitudinal 
analysis over 20 years in the Framingham Heart Study

James H Fowler and Nicholas A Christakis. BMJ 2008 337: a2338
Full text at http://www.bmj.com/cgi/reprint/337/dec04_2/a2338 

Conclusion:  "People*s happiness depends on the
happiness of others with whom they are connected."

which, of course, is a causal conclusion.

But lesser attention appears to have been paid to another study
published 
simultaneously in the same issue:

Detecting implausible social network effects in acne, height, and 
headaches: longitudinal analysis

Ethan Cohen-Cole and Jason M Fletcher. BMJ 2008;337:a2533
Full text at http://www.bmj.com/cgi/reprint/337/dec04_2/a2533 

They found that a friend*s acne problems increased one's own acne 
problems,  a friend's headaches increased one's own headaches, and a 
friend's height increased one's own height.  Given the first two, it 
seems one is better off without friends.

Their conclusion: "Researchers should be cautious in attributing 
correlations in health outcomes of close friends to social network 
effects, especially when environmental confounders are not adequately 
controlled for in the analysis"

Now see the first study again.

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] Candy on the table study?

[Jonathan Mueller]

Michael,
 
I can't remember the name off the top of my head, but there is a nice video of 
replicating the test I think you are referring to with a set of sextuplets here
 
http://www.youtube.com/watch?v=4CYr4FgMYGI 
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Michael Britt" <[EMAIL PROTECTED]> 11/19/2008 9:49 AM >>>
Does anyone remember the name of that study in which researchers put some
kind of food (candy?) on a table next to a child and then told the child
not to touch it while the researcher left the room?

It's escaping me now.

Thanks,

Michael


-- 
Michael Britt, Ph.D.
Host of The Psych Files
http://www.thepsychfiles.com ( http://www.thepsychfiles.com/ )
[EMAIL PROTECTED] 


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Re: [tips] Latest correlation/cause confusion: the case of SIDS

[Jonathan Mueller]

Stephen,
 
Thanks for another good example.  I have added it to my correlation or
causation page
 
http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm

 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> <[EMAIL PROTECTED]> 10/7/2008 3:46 PM >>>
Babies sleeping in rooms in which fans were used have a 72% reduction
in 
SIDS (crib death) risk compared with babies without fans.

Ergo, the conclusion: "Fan use may be an effective intervention for 
further decreasing SIDS risk in infants in adverse sleep
environments".

Source: 

Use of a Fan During Sleep and the Risk of Sudden Infant Death Syndrome
Kimberly Coleman-Phox, MPH; Roxana Odouli, MSPH; De-Kun Li, MD, PhD 
Arch Pediatr Adolesc Med. 2008;162(10):963-968

http://archpedi.ama ( http://archpedi.ama/
)-assn.org/cgi/content/short/162/10/963

At least they said "may". But in an interview for a New York Times 
article, one of the authors expressed no such reservation:

""If parents wanted to do more to reduce the baby*s SIDS risk," he [Dr

Li] said, "they can add a fan." "

(and if other guidelines, such as placing the baby on her back were 
followed, the association was no longer significant)

http://www.nytimes.com/2008/10/07/health/research/07sids.html?em 

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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[tips] intro psych resources - compiled

[Jonathan Mueller]

Accompanying the list of intro psych links I sent out was a request for any 
good links you would like to pass along.  I said I would compile the ones I 
received.  Here they are
 
>From Ed Pollak: It's an interactive psychopharmacology animation. Immensely 
>entertaining & popular with students. 
>Seehttp://learn.genetics.utah.edu/content/addiction/drugs/mouse.html
 
 
A long list from Riki Koenigsberg:
 
You should check out the teacher resources at the AP Central website.  Also, 
there are syllabi available at the TOPSS website.  They offer lots of useful 
info as well as lots of activities in the Psychology teacher network (PTN) 
issues, at the same site.  I think you can access that even if you are not a 
member.
http://www.apa.org/ed/topss/homepage.html 
There are also unit lesson plans available at 
http://www.apa.org/ed/topss/unitlesson.html.   
 
You could become a member of Division 2 of APA, the Society for the Teaching of 
Psychology http://teachpsych.org/members/howjoin.php 
 For $25 you get a great journal, a possibility of joining two other listserves 
for psych teachers, one monitored and one not, as well as other materials. 
Check out their website to see if you might be interested. If you become a high 
school teacher affiliate of STP, you will also automatically become a member of 
TOPPS, an organization for high school teachers which is an APA affiliate and 
part of STPand have even more info available to you. 
 
These are some other useful websites:
 
Checking out the teaching resources at AP Central.
 
This is the social psychology site.  Sign up for the newsletter.
 http://jonathan.mueller.faculty.noctrl.edu/crow/ 
 
This is the site for the Neuroscience for Kids newsletter:
http://faculty.washington.edu/chudler/neurok.html
 
This is Miss Hannah's site.  She has lots of resources:
http://academics.tjhsst.edu/psych/ 
 
This site hasn't been updated for this semester yet, but it has many resources 
that Amy Sweetman compiled:
http://www.intropsychresources.com/ 
 
This is the teaching resources site from the Society for the teaching of Psych, 
which I think is available without membership.  It has loads of resources.
http://teachpsych.org/otrp/index.php 
 
This is the TOPSS website:
http://www.apa.org/ed/topss/ 
 
This is the site for the Assn for Psychological Science, which also has 
resources for teaching. Even though STP is Division 2 of APA, they changed 
their name because they cosponsor some events with APS.
http://www.psychologicalscience.org/teaching/ 
 
http://psych.athabascau.ca/html/aupr/psycres.shtml 

 
http://www.psychology.org/links/Resources/MetaSites/ 
 
www.appsycblight.org ( http://www.appsycblight.org/ )

http://top20psychology.com/ 

http://www.psychnet-uk.com/games/games.htm 

http://psych.hanover.edu/Krantz/tutor.html 

http://www.psychwww.com/ 

http://www.thepsychfiles.com/for-psychology-teachers-and-students/ 

http://www-usr.rider.edu/~suler/inclassex.html 

http://serendip.brynmawr.edu/playground/ 

http://personalitypedagogy.arcadia.edu/pmwiki/pmwiki.php?n=Content.Index 

http://ublib.buffalo.edu/libraries/projects/cases/ubcase.htm#psychology 

http://www.behavenet.com/ 

http://www.psychologymatters.org/ 
 
There are many videos on this site besides Discovering Psych, so check them all 
out.
http://www.learner.org/discoveringpsychology/ 
 
http://psychexps.olemiss.edu/Exps/start.htm 

http://www.socialpsychology.org/teaching.htm 

http://psychclassics.yorku.ca/topic.htm 

http://www.bbc.co.uk/science/humanbody/tv/ 
 
Thanks,
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
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http://jonathan.mueller.faculty.noctrl.edu/ )

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[tips] intro psych resources

[Jonathan Mueller]

Tipsters,
 
I have added to and reorganized my web resources associated with my intro psych 
course.  You can find a few hundred links to videos, articles, animations, 
interactive sites, etc. on the schedule page here
 
http://jonathan.mueller.faculty.noctrl.edu/100/100SCHED.HTM 
 
In the TIPS spirit, I wanted to share them with you if you are interested.  I 
also would like to hear about other good resources not listed there.  Please 
send any such resources to me offlist and I will compile them for the group.
 
Thanks,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )

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[tips] Teaching Resources and Ideas

[Jonathan Mueller]

Just a reminder, if you are looking for hundreds of resources (e.g., 
activities, assignments, PowerPoint slides) for the teaching of social 
psychology and related courses, you can find them at 
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/ 
 
including many student resources that could be used in any course.

Also, I send out a free, monthly e-mail newsletter in which I share new and 
newly discovered resources and ideas for the teaching of social psych and 
related courses.  You can subscribe at
 
https://lists.noctrl.edu/wws/info/socialpsy-teach 
 
The next issue is coming out in August.
 
Take care,
 
Jon

 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )

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Re: [tips] FW: Wonderful Demo

[Jonathan Mueller]

Thanks, Ed. Many of you on this list have seen other examples of inattentional 
blindness.  You can find some of them here
 
http://jonathan.mueller.faculty.noctrl.edu/crow/technology.htm#video 
 
Scroll down to the "Social Beliefs" section of the videos.  There is even a 
nice one that incorporates the effect in an ad that you can use in class.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Pollak, Edward " <[EMAIL PROTECTED]> 6/2/2008 3:32 PM >>>



This is a wonderful demo. I won't spoil it by telling you which lecture I'll 
use it in but you really should take the 2 minutes needed to watch it.  See 
http://transformationteam.net/video/perceptual_experiment_tc ( 
x-excid://3C19/uri:http://transformationteam.net/video/perceptual_experiment_tc
 )

 
Ed
 
 ( http://transformationteam.net/video/perceptual_experiment_tc ) 
 ( http://transformationteam.net/video/perceptual_experiment_tc ) 
 
Edward I. Pollak, Ph.D.
Department of Psychology
West Chester University of Pennsylvania
[EMAIL PROTECTED]
http://home.comcast.net/~epollak

Husband, father, grandfather, biopsychologist, bluegrass fiddler and 
herpetoculturist.. in approximate order of importance.

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RE: Re:[tips] Buried Prejudice: The Bigot In Your Brain

[Jonathan Mueller]

Sorry, I sent you to a broken link.  The link to the Science News IAT article 
should now work at
 
http://jonathan.mueller.faculty.noctrl.edu/crow/topicprejudice.htm#measuring 
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Helweg-Larsen, Marie" <[EMAIL PROTECTED]> 5/13/2008 8:44 AM >>>




Jon
The link to the Science News article does not appear to work. 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
http://alpha.dickinson.edu/departments/psych/helwegm 



From:Jonathan Mueller [mailto:[EMAIL PROTECTED] 
Sent: Tuesday, May 13, 2008 9:31 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re:[tips] Buried Prejudice: The Bigot In Your Brain

 
 

A good ScienceNews article on some of the controversies surrounding the IAT can 
be found here

 

http://jonathan.mueller.faculty.noctrl.edu/crow/topicprejudice.htm#measuring 

 

One thing to keep in mind with the test is that when the results tell you you 
have a preference for one group over the other it does not mean you like the 
preferred group or dislike the other group.  If you like both groups but prefer 
one to the other that preference will presumably show up in the test.  However, 
if you dislike both groups but dislike one more than the other that preference 
will also likely show up.  In both cases, you can get the same results -- a 
preference for one group over the other.  It doesn't mean you dislike, are 
prejudiced against, or hate the less preferred group.

 

Jon

 

===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Jim Clark" <[EMAIL PROTECTED]> 5/12/2008 11:05 PM >>>
Hi

Although there are numerous order, carry-over, interference, hand, and other 
effects that contribute to IAT RTs (as discussed in the article Mike cited), it 
 is important to note that these are only a major problem if they 
differentially slow down and/or speed up the conditions being contrasted (e.g., 
Black+Good & White+Bad vs. Black+Bad & White+Good.

This is unlikely at the group level because of several controls.  First, the 
IAT counterbalances the order of various tasks.  That is, one cannot 
extrapolate from one's own experience with a single run of the IAT because you 
have not experienced all of the orders used across subjects.  What in your case 
might favor one condition will for others favor the other condition.  Second, I 
believe (it has been a few years since I read a predecessor of the Nosek et al 
article) that a number of adjustments are made to remove some of the biasing 
effects in the task based on normative data on the conditions and various 
orders.

This is not to deny that some as yet undiscovered factor might yet provide a 
technical explanation for the data (although group differences on the IAT argue 
somewhat against that ... e.g., whites show bias against blacks, but blacks do 
not).  Nonetheless, the authors of this research have definitely done a 
reasonable job of trying to identify and address possible contaminating factors.

My own (and others as mentioned toward the end of the initial article that 
began this thread) concern about the IAT right now rests more on the question 
whether it is appropriate to use terms like "bigot" to describe IAT effects (or 
even terms like prejudice, discrimination, ...).  Are associative biases on the 
IAT really right down there with explicit rejection of and animosity toward 
certain groups in our society?  We just saw the video HATE.COM in class and I 
am reluctant to tar people showing a bias on the IAT with the same brush as, 
for example, a woman who is marketing her eggs so that the purity of the white 
race can be maintained or a man who feels no remorse at the death of a black 
person (not the label used, of course) because blacks are no better than 
animals.  Lumping everything together as bigotry and prejudice runs the risk of 
trivializing really egregious beliefs and actions and/or demonizing biases over 
which people might have limited control.

A second concern is the tendency toward causal interpretations of essentially 
non-experimental relationships.  The article, for example, talks about 
rejection of applications from Arab-Muslim- vs. Swedish-named candidates being 
related to strength of implicit biases against Arab-Muslim men, as though the 
rejection resulted from the bias.  But the

Re:[tips] Buried Prejudice: The Bigot In Your Brain

[Jonathan Mueller]

A good ScienceNews article on some of the controversies surrounding the IAT can 
be found here
 
http://jonathan.mueller.faculty.noctrl.edu/crow/topicprejudice.htm#measuring 
 
One thing to keep in mind with the test is that when the results tell you you 
have a preference for one group over the other it does not mean you like the 
preferred group or dislike the other group.  If you like both groups but prefer 
one to the other that preference will presumably show up in the test.  However, 
if you dislike both groups but dislike one more than the other that preference 
will also likely show up.  In both cases, you can get the same results -- a 
preference for one group over the other.  It doesn't mean you dislike, are 
prejudiced against, or hate the less preferred group.
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Jim Clark" <[EMAIL PROTECTED]> 5/12/2008 11:05 PM >>>
Hi

Although there are numerous order, carry-over, interference, hand, and other 
effects that contribute to IAT RTs (as discussed in the article Mike cited), it 
 is important to note that these are only a major problem if they 
differentially slow down and/or speed up the conditions being contrasted (e.g., 
Black+Good & White+Bad vs. Black+Bad & White+Good.

This is unlikely at the group level because of several controls.  First, the 
IAT counterbalances the order of various tasks.  That is, one cannot 
extrapolate from one's own experience with a single run of the IAT because you 
have not experienced all of the orders used across subjects.  What in your case 
might favor one condition will for others favor the other condition.  Second, I 
believe (it has been a few years since I read a predecessor of the Nosek et al 
article) that a number of adjustments are made to remove some of the biasing 
effects in the task based on normative data on the conditions and various 
orders.

This is not to deny that some as yet undiscovered factor might yet provide a 
technical explanation for the data (although group differences on the IAT argue 
somewhat against that ... e.g., whites show bias against blacks, but blacks do 
not).  Nonetheless, the authors of this research have definitely done a 
reasonable job of trying to identify and address possible contaminating factors.

My own (and others as mentioned toward the end of the initial article that 
began this thread) concern about the IAT right now rests more on the question 
whether it is appropriate to use terms like "bigot" to describe IAT effects (or 
even terms like prejudice, discrimination, ...).  Are associative biases on the 
IAT really right down there with explicit rejection of and animosity toward 
certain groups in our society?  We just saw the video HATE.COM in class and I 
am reluctant to tar people showing a bias on the IAT with the same brush as, 
for example, a woman who is marketing her eggs so that the purity of the white 
race can be maintained or a man who feels no remorse at the death of a black 
person (not the label used, of course) because blacks are no better than 
animals.  Lumping everything together as bigotry and prejudice runs the risk of 
trivializing really egregious beliefs and actions and/or demonizing biases over 
which people might have limited control.

A second concern is the tendency toward causal interpretations of essentially 
non-experimental relationships.  The article, for example, talks about 
rejection of applications from Arab-Muslim- vs. Swedish-named candidates being 
related to strength of implicit biases against Arab-Muslim men, as though the 
rejection resulted from the bias.  But there are numerous alternatives, such as 
reviewers of applications who are less familiar with Arab-Muslim men being more 
likely to reject such applicants and showing more bias on the IAT.  I don't 
know the literature well enough to know whether these interpretation problems 
arise and/or are addressed in the actual published research.

Take care
Jim

James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED] 

>>> <[EMAIL PROTECTED]> 12-May-08 9:39:12 PM >>>
thanks Mike, I went to the OPL link to remind myself of the task and as it 
progressed I remembered exactly what my problem was with the IAT.

In the first set of trials I did fine. I first did the faces and then the 
words, with a given set of finger to key assignments for the stimuli; but then 
for the last two sets of trials things were reversed. I did HORRIBLE. I made no 
errors in the first two sets and TONS of errors in the second two sets. I could 
not get the new associations right. I had to read the response keys on almost 
every stimulus because once I had fixed the finger associations in my mind from 
the first two sets, I could not overcome 

Re: [tips] Feds: Teen use of pot can lead to dependency, mental illness - Yahoo! News

[Jonathan Mueller]

Thanks, Chris, for another good example.  "The list" of 
is-it-correlation-or-causation examples can be found at 
 
http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm 
 
Please send along any other examples you find.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Christopher D. Green" <[EMAIL PROTECTED]> 5/9/2008 9:04 AM >>>
Another item to add to the correlation-is-not-causation list (though it 
may get you fired to mention it in class).
http://news.yahoo.com/s/ap/20080509/ap_on_he_me/teens_drugs 

Chris Green
York U.
Toronto

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Re: [tips] SPSS Manual for Stats & Research Design Class

[Jonathan Mueller]

Margie,
 
Along with the manuals, you might find the following resources useful:
 
SPSS tutorials available online:
 
http://www.uga.edu/psychology/resources/SPSSaug2004/Structure/SturcturePageSPSS.html
 
(The links don't show up on the left in my browser, but if you run the cursor 
over them you can click on the links.)
 
http://www.indstate.edu/oit/cirt/research/spsssupport.htm 
(video tutorials)
 
More statistical resources can be found here
http://jonathan.mueller.faculty.noctrl.edu/crow/topicmethods.htm 
 
Also, resources on using APA format can be found here
http://jonathan.mueller.faculty.noctrl.edu/crow/student.htm#writing 
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Margie Hardy <[EMAIL PROTECTED]> 3/31/2008 7:52 AM >>>
Hi Everyone,
For the past couple of years, we have used Green & Salkind's "Using 
SPSS" manual and CD in the lab portion of our Stats & Research Design 
Class.  In browsing the web, however, I ran across "Discovering 
Statistics Using SPSS" by Andy Field.  Have any of your used this 
manual--or any other--sucessfully in your classes?  Oh, by the way, our 
version of SPSS is 15. 

Also, do you have any suggestions for brief books on "How to Write in 
APA style"?  I'm tempted here to just direct students to some good websites.

Thanks in advance for any suggestions. 
Margie Hardy

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RE: [tips] Availability Heuristic Activities?

[Jonathan Mueller]

Jim,
 
Very much appreciated.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Jim Clark" <[EMAIL PROTECTED]> 3/22/2008 1:10 AM >>>
Hi

Wikipedia attributes this example of the availability heuristic to Stuart 
Sutherland.  See:

http://en.wikipedia.org/wiki/Availability_heuristic 

R does appear to work as stated in Wikipedia and again attributed to Sutherland.

R in first position 2386
R in third position 4247

Other on-line sources attribute the 3:1 ratio to Tversky & Kahnemann

http://www.hpcwire.com/dsstar/99/0202/100543.html 

Following up on that lead, brings us to Tversky & Kahnemann.  See (if link 
works ok):

http://books.google.ca/books?id=_H8gwj4a1MC&pg=PA166lpg=PA166dq=tversky+kahnemann+availability+letter+k&source=web&ots=YBaf5TQ4YO&sig=Xvv7kGMYPGlm-spOeWmd19rer5g&hl=en#PPA167,M1
 

There, the choice of consonants (K, L, N, R, V) is based on Mayzner & 
Tresselt's (1965) "extensive word count."  All work for the KFR database (i.e., 
more frequent in position 3 than 1), except for K, although the counts for V 
are relatively closer than the other letters.

An abstract of the Mayzner & Tresselt study indicates that they only considered 
about 20,000 words from 3 to 7 letters long.  Limiting KFR to this length range 
did not modify the results for K (i.e., K was still more common in position 1).

The same search revealed a 1998 JEP:LMC paper at

http://www.mpib ( http://www.mpib/ 
)-berlin.mpg.de/en/institut/dok/full/hertwig/hrajojoep/hrajojoep.html 

or

http://www.mpib ( http://www.mpib/ 
)-berlin.mpg.de/en/mitarbeiter/gigerenzer/pdfs/1998_are_judgments.pdf

The authors concluded: "Tversky and Kahneman's (1973) findings on letter 
frequency judgment have become one of the stock-in-trade examples of a "bias" 
in the heuristics-and-biases literature. The results of three studies indicate 
that this chapter in the heuristics-and-biases literature needs to be 
rewritten."

For a demo, it would seem that L, N, and R are better choices than K or V.  
From KFR,

L 1490 in position 1 and 2649 in position 3
N 897 in position 1 and 3500 in position 3
R 2386 in position 1 and 4247 in position 3

K 547 in position 1 and 240 in position 3
V 686 in position 1 and 817 in position 3

Take care
Jim

James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED] 

>>> "Jim Clark" <[EMAIL PROTECTED]> 21-Mar-08 11:44:00 PM >>>
Hi

I counted a few word sets I have, including Kucera Francis, and got something 
like the 2:1 ratio David reports; that is, far more words beginning with k than 
with k in 3rd position.  It would be good to know the source of Myers opposite 
results, although I think I have read this elsewhere and it is probably not 
unique to Myers.

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED] 

>>> "David Kreiner" <[EMAIL PROTECTED]> 20-Mar-08 4:32:49 PM >>>
A nice online source for these sorts of questions about words is the MRC 
Psycholinguistic Database at http://www.psy.uwa.edu.au/mrcdatabase/uwa_mrc.htm 
. 

I used the Simple Letter Match to locate words that started with k and words 
that had k as the third letter. Now, there are numerous options about which 
types of items to include or exclude.So the answer is going to depend on what 
you consider a word (and how it is coded in the database).  I  included all of 
the items that were coded as "standard" as opposed to obsolete, foreign, etc. I 
also excluded non-word morphemes such as prefixes and suffixes. 

Anyway, here are the results from my search: 

Words beginning with k = 297
Words with k as 3rd letter = 158

David Kreiner
Professor of Psychology and 
Associate Dean of The Graduate School
University of Central Missouri
[EMAIL PROTECTED] 

>>> Rick Froman <[EMAIL PROTECTED]> 3/20/2008 12:28 PM >>>
Thanks, Jon. I will look there. I hope that Myers cites a primary source for 
this statement but even better would be a program or a site that would allow 
for the demonstration of this difference (possibly some kind of onilne 
crossword dictionary).

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR  72761
[EMAIL PROTECTED] 

From: Jonathan Mueller [EMAIL PROTECTED] 
Sent: Thursday, March 20, 2008 11:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Availability Heuristic Activities?

Rick,

According to Myers (2005), there are two to three times as many "k's" in print 
in the third 

RE: [tips] Availability Heuristic Activities?

[Jonathan Mueller]

It appears the original source is
 
Tversky A, Kahneman D. Availability: a heuristic for judging frequency and 
probability. Cognit Psychol. 1973;5:207-232.
 
But I cannot access it online.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Rick Froman <[EMAIL PROTECTED]> 3/20/2008 12:28 PM >>>
Thanks, Jon. I will look there. I hope that Myers cites a primary source for 
this statement but even better would be a program or a site that would allow 
for the demonstration of this difference (possibly some kind of onilne 
crossword dictionary).

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR  72761
[EMAIL PROTECTED] 
________
From: Jonathan Mueller [EMAIL PROTECTED] 
Sent: Thursday, March 20, 2008 11:56 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Availability Heuristic Activities?

Rick,

According to Myers (2005), there are two to three times as many "k's" in print 
in the third position than in the first.

Myers, D. G. (2005). Social psychology. (8th ed.). Boston: McGraw-Hill.

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ 
)<http://jonathan.mueller.faculty.noctrl.edu/>


>>> Rick Froman <[EMAIL PROTECTED]> 3/20/2008 11:20 AM >>>
I know that there are supposed to be more with the letter in the third position 
than in the first but does anyone have a source of an actual count or estimate 
of English words of how often letters appear in the first or third position? Or 
possibly a program or website that would allow for making such an estimate? 
Thanks,

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR  72761
[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>

From: Christopher D. Green [EMAIL PROTECTED] 
Sent: Thursday, March 20, 2008 10:58 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Availability Heuristic Activities?


Julie Osland wrote:
Hi Tipsters--

I'm going to be covering heuristics in a week, and I need 
demonstration/activity for the availability heuristic. In years past, I used a 
handout comparing causes of death (such as asthma, lightning strike, stroke, 
tornado, all accidents, etc) but have found it to no longer work (most students 
answer the items correctly).  Any ideas of something new and different to try?

How about the old standby: How many English words start with "R"? How many have 
"R" as the third letter?

Chris
--

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
[EMAIL PROTECTED]<mailto:[EMAIL PROTECTED]>
http://www.yorku.ca/christo/ 




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RE: [tips] Availability Heuristic Activities?

[Jonathan Mueller]

Rick,
 
According to Myers (2005), there are two to three times as many "k's" in print 
in the third position than in the first.
 
Myers, D. G. (2005). Social psychology. (8th ed.). Boston: McGraw-Hill.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Rick Froman <[EMAIL PROTECTED]> 3/20/2008 11:20 AM >>>
I know that there are supposed to be more with the letter in the third position 
than in the first but does anyone have a source of an actual count or estimate 
of English words of how often letters appear in the first or third position? Or 
possibly a program or website that would allow for making such an estimate? 
Thanks,

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR  72761
[EMAIL PROTECTED]

From: Christopher D. Green [EMAIL PROTECTED] 
Sent: Thursday, March 20, 2008 10:58 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Availability Heuristic Activities?


Julie Osland wrote:
Hi Tipsters--

I'm going to be covering heuristics in a week, and I need 
demonstration/activity for the availability heuristic. In years past, I used a 
handout comparing causes of death (such as asthma, lightning strike, stroke, 
tornado, all accidents, etc) but have found it to no longer work (most students 
answer the items correctly).  Any ideas of something new and different to try?

How about the old standby: How many English words start with "R"? How many have 
"R" as the third letter?

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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Re: [tips] Availability Heuristic Activities?

[Jonathan Mueller]

Julie,
 
Of course, you can use the old standby of asking students if there are more 
words in the English language that start with the letter "k" or have "k" as the 
third letter.
 
One exercise I use is to read the students a list of names at the beginning of 
class.  The list contains male and female names.  There are a few more male 
names on the list.  But just about all the female names are famous ones while 
none of the male names is.  So, when I get to the heuristic later in the class 
period and ask them whether there were more males or females on the list of 
names I read to them earlier, they usually believe there were more female names 
because those are more available.  
 
However, sometimes by the time I get to this little demo my students have 
figured out that I am a tricky social psychologist and they guess that there 
were more males.  Even though they may have "spoiled" my demo, they at least 
can explain why they guessed what they did and why the more common response is 
"females."  Also, even if they have guessed that there were more males on the 
list, if I asked them to write down all the names they can remember they see 
that female names are much more available.
 
Let me know if you hear of any more ideas.
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Julie Osland <[EMAIL PROTECTED]> 3/20/2008 10:17 AM >>>
Hi Tipsters--

I'm going to be covering heuristics in a week, and I need 
demonstration/activity for the availability heuristic. In years past, I 
used a handout comparing causes of death (such as asthma, lightning 
strike, stroke, tornado, all accidents, etc) but have found it to no 
longer work (most students answer the items correctly).  Any ideas of 
something new and different to try?

Thanks,

Julie Osland

-- 

Dr. Julie A. Osland, M.A., Ph.D.
Assistant Professor of Psychology
Wheeling Jesuit University
316 Washington Avenue
Wheeling, WV 26003

Office: (304) 243-2329
e-mail: [EMAIL PROTECTED] 


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Re: [tips] What's wrong with America

[Jonathan Mueller]

Here's another "dazzling display"

http://www.youtube.com/watch?v=n7buSEJ5c88

Honestly, I thought the answer was "Europe."

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu

>>> <[EMAIL PROTECTED]> 02/17/08 12:08 AM >>>
Watch the video. That's Kellie Pickler, a singer-songwriter and
successful contestant on "American Idol", which this isn't. It's the
American TV programme "Are You Smarter Than a 5th Grader?"

http://www.youtube.com/watch?v=juOQhTuzDQ0

OK, now you can read the book, er, essay at

http://tinyurl.com/28qf9v

The video is more amusing.

In defense of America, we should note that the kid got it right.

Stephen

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

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RE:[tips] Face Recognition Site

[Jonathan Mueller]

Robin,
 
Hi.  I was intrigued by your use of face as a theme and with your use of the 
human race machine.  Could I share some of your text below in the upcoming TSP 
Newsletter?
 
Take care,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Robin Musselman" <[EMAIL PROTECTED]> 1/27/2008 7:10 AM >>>
Jim,

I try to think of an overarching theme each semester.  In this particular 
semester it was the fall after the first face transplant and somewhere I had 
read something that this was a procedure that could have been done previously, 
but hadn't because of the significance of the face to individual's psyche.  It 
really got me thinking and so I decided to use the face as a theme that fall.

I don't necessarily tell studentshere is the theme, but I try to interweave 
it throughout the semester.  That same semester I was using wikis for the first 
time so the first day of class I took everyone's picture and then created a 
Who's Who in Psychology page with each class have an individual page for each 
student.  I posted their first name and picture and then they could create from 
there.  Introduce themselves to the class, if you will, and they continued to 
add to those pages throughout the semester.  I gave students the right to 
remove their picture if they wanted to, but I think only one or two out of 120 
did so.

We talked about face recognition in the brain section, perception allowed for 
some unique illusions with face symmetery and other facial illusions, in 
learning and memory we talked about remembering names and/or faces, we talked 
about facial expression, the baby's innate fascination of faces, culture and 
beauty, I can't remember all of the little and not so little tie ins off the 
top of my head.  I used the film Faces (with John Cleese) and the books, The 
Autobiography of the face, and another book (not the companion to the video 
Faces) The Face, which was a great resource.  About 2/3 into the semester I had 
arranged for the Human Race Machine to come onto campus for a week and students 
could transform their faces into another race as well as age themselves 20 
years.  Students really were fascinated by this (I had seen it at a museum in 
Marylandfor info see, http://www.humanracemachine.com/faq.html 

At the end of the semester we used the facial recognition software and many 
students posted those images that were "supposed" to look like them on their 
wiki pages.  Again, students really enjoyed it and in fact, I had promised that 
three weeks after the semester I would "take down" the wiki pages with student 
pictures, etc.  and then I had several students contact me asking if I still 
had their pages so they could transfer them to another site.

All in all it was a fun semester.

Robin

Robin Musselman
[EMAIL PROTECTED] 
Associate Professor
Lehigh Carbon Community College

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RE: [tips] teaching resources - online video

[Jonathan Mueller]

Stuart,
 
Much appreciated.  Enjoy the holidays,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Stuart McKelvie" <[EMAIL PROTECTED]> 12/12/2007 9:41 AM >>>



Dear Jon,
 
Many thanks for this labour of love.
 
Stuart
 

___

 

Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402

Department of Psychology,  Fax: (819)822-9661

Bishop's University,

2600 College Street,

Sherbrooke(Borough of Lennoxville),

Qu��bec J1M 0C8,

Canada.

 

E-mail: [EMAIL PROTECTED]

 

Bishop's University Psychology Department Web Page:

http://www.ubishops.ca/ccc/div/soc/psy (
blocked::http://www.ubishops.ca/ccc/div/soc/psy )

___


From:Jonathan Mueller [mailto:[EMAIL PROTECTED] 
Sent: December 12, 2007 10:36 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] teaching resources - online video

 
 

(Sorry for cross-postings)

 

I have significantly reorganized and updated the Technology in
Teaching
section of the Resources for the Teaching of Social Psychology website
at:
 
http://jonathan.mueller.faculty.noctrl.edu/crow/technology.htm#video 

 

to include links to hundreds of videos and video clips freely
available
online to use in your classes.  Take a look.  Please let me know of
any
other videos that are available.  

 

Also, I send out a free, monthly e-mail newsletter in which I share
new
and newly discovered resources for teaching social psych and related
courses, including links to new videos.  You can subscribe or view
past
issues of the newsletter at

 

https://lists.noctrl.edu/sympa/info/socialpsy-teach 

 

Happy Holidays,
Jon

 

 

===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

---

[tips] teaching resources - online video

[Jonathan Mueller]

(Sorry for cross-postings)
 
I have significantly reorganized and updated the Technology in Teaching
section of the Resources for the Teaching of Social Psychology website at:
 
http://jonathan.mueller.faculty.noctrl.edu/crow/technology.htm#video 
 
to include links to hundreds of videos and video clips freely available
online to use in your classes.  Take a look.  Please let me know of any
other videos that are available.  
 
Also, I send out a free, monthly e-mail newsletter in which I share new
and newly discovered resources for teaching social psych and related
courses, including links to new videos.  You can subscribe or view past
issues of the newsletter at
 
https://lists.noctrl.edu/sympa/info/socialpsy-teach 
 
Happy Holidays,
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )

---

Re: [tips] Ping Pong Playing Pigeons

[Jonathan Mueller]

Apparently there was a story on such pigeons in Life Magazine July 31, 1950.  
Perhaps there is an image there.
 
Jon
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Jim Clark" <[EMAIL PROTECTED]> 11/4/2007 9:55 AM >>>
Hi

I'm looking for an on-line image of the ping-pong playing pigeons.  No luck!  
Anyone have a link?

Thanks
Jim

James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED] 


---

---

Re: [tips] conditioning online

[Jonathan Mueller]

Annette et al.,
 
I have used those sites for years without any problems, so I didn't check them 
before I sent them.  I also tried downloading the plug-ins as Ken did, but that 
also didn't work.  The next step was to see if the demos had moved to another 
address.  Voila, I have found them at the following links (plug-ins still 
needed)
 
Train Pavlov's dog -- https://pantherfile.uwm.edu/johnchay/PL06/CC/CC.html 
 
Train Skinner's pigeon -- https://pantherfile.uwm.edu/johnchay/PL06/OC/OC.html 
 
You can find other demos from the same author (John C. Hay) at this site
 
  https://pantherfile.uwm.edu/johnchay/index.htm?uniq=1n12ul 
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> Ken Steele <[EMAIL PROTECTED]> 10/10/2007 9:19 AM >>>

Annette:

I couldn't get the programs to run either and I installed the newest 
version of shockwave.

I share your frustration with all of the version-dependent software and 
brand-dependent web sites.

Ken


[EMAIL PROTECTED] wrote:
> Thanks, I believe this looks correct, but I couldn't get it to run :(
> 
> I tried all the online helps.
> 
> I am getting very frustrated with older and newer versions of software that 
> need older and newer versions of add ons that aren't compatible. I believe 
> that because of our version of webCT I have an older version of both 
> shockwave and a java plugin. 
> 
> I suspect this is the root cause of my inability to access the programs at 
> this website and it frustrates me because I am so sure that is the correct 
> connection.
> 
> Now, does anyone have any help with the mismatching plug ins and add ons?
> 
> 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: Tue, 09 Oct 2007 21:18:11 -0500
>> From: "Jonathan Mueller" <[EMAIL PROTECTED]>  
>> Subject: Re: [tips] conditioning online  
>> To: "Teaching in the Psychological Sciences (TIPS)" 
>> 
>>
>> Annette,
>>
>> You may be thinking of these sites
>>
>> http://www.uwm.edu/%7Ejohnchay/cc.htm ( http://www.uwm.edu/~johnchay/cc.htm 
>> ) -- train pavlov's dog
>>
>> http://www.uwm.edu/%7Ejohnchay/oc.htm ( http://www.uwm.edu/~johnchay/oc.htm 
>> ) -- trainer skinner's pigeon
>>
>> Jon
>>
>>
>> ===
>> Jon Mueller
>> Professor of Psychology
>> North Central College
>> 30 N. Brainard St.
>> Naperville, IL 60540
>> voice: (630)-637-5329
>> fax: (630)-637-5121
>> [EMAIL PROTECTED] 
>> http://jonathan.mueller.faculty.noctrl.edu ( 
>> http://jonathan.mueller.faculty.noctrl.edu/ )
>>
>>>>> <[EMAIL PROTECTED]> 10/09/07 8:08 PM >>>
>> I thought I remembered a website where we could condition animals online, a 
>> very weak version, but passable, of sniffy.
>>
>> Does anyone know of such a website or am I confused with a possible package 
>> program I might have had?
>>
>> Thanks
>>
>> Annette
>>
---
Kenneth M. Steele, Ph.D.  [EMAIL PROTECTED] 
Professor
Department of Psychology  http://www.psych.appstate.edu ( 
http://www.psych.appstate.edu/ )
Appalachian State University
Boone, NC 28608
USA
---


---

---

Re: [tips] conditioning online

[Jonathan Mueller]

Annette,

You may be thinking of these sites

http://www.uwm.edu/%7Ejohnchay/cc.htm -- train pavlov's dog

http://www.uwm.edu/%7Ejohnchay/oc.htm -- trainer skinner's pigeon

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu

>>> <[EMAIL PROTECTED]> 10/09/07 8:08 PM >>>
I thought I remembered a website where we could condition animals online, a 
very weak version, but passable, of sniffy.

Does anyone know of such a website or am I confused with a possible package 
program I might have had?

Thanks

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]

---


---

[tips] tenure-track openings

[Jonathan Mueller]

Below are descriptions of two tenure-track openings at North Central
College, in Naperville, IL.
 
Jon Mueller
 
 
North Central College invites applications for two tenure-track
positions to begin September 2008. One of the positions is in the area
of developmental psychology, the other is in the area of cognitive
psychology (specific areas of expertise are open). For both positions, a
Ph.D. in psychology is required and appointments at the assistant
professor level are anticipated, though higher ranks may be considered
for suitably qualified applicants. Applicants for both positions should
exhibit a potential for excellence in undergraduate teaching and
mentoring, as well as a commitment to scholarship that includes
collaborative research with undergraduates and an interest in
contributing to an interdisciplinary general education program. 
Applicants should send a letter of application, curriculum vitae,
copies of graduate transcripts, a statement of teaching philosophy, a
statement of research interests/plans, reprints/preprints of scholarly
work, and arrange for three letters of recommendation. All materials
should be addressed to: Dr. Thomas Sawyer, Psychology Search Committee,
c/o Academic Affairs Office, North Central College, 30 N. Brainard
Street, Naperville, IL 60540. Review of applications will begin on
November 5, 2007 will continue until the position is filled. 
North Central College, founded in 1861, is a selective, comprehensive
liberal arts college with an enrollment of 2,000 full-time
undergraduates. The college is located in the Chicago suburb of
Naperville, recognized as one of Money magazine���s ���Best Places to Live.���
See http://www.noctrl.edu/psychology for more information about North
Central College and the department. Applicants who would enrich the
diversity of the campus community are especially encouraged to apply. 
An Equal Opportunity Employer. 
Link to description on APA job site:
http://jobs.psyccareers.com/jobdetail.cfm?job=2630732&keywords=&ref=1 
Link to description on APS job site:
http://www.psychologicalscience.org/jobs/job.cfm?id=2762 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )

---

Re: [tips] Stereotype threat

[Jonathan Mueller]

Rick,
 
The leading explanation for the mechanism for why stereotype threat leads to 
lower performance is one of ego-depletion.  That is, "the increased concern 
created by the threat imposes an additional psychological burden to the task, 
which, in turn, reduces an individual's ability to perform to their potential" 
(Stone et al. (1999). Stereotype threat effects on Black and White athletic 
performance. JPSP, 77, 1213-1227).  A good deal of evidence has accumulated to 
support this explanation.  Thus, it is unlikely that highlighting a 
"privileged" group's advantage or priming it would increase its performance.  I 
don't think you can easily enhance someone's conscious resources, but they can 
be easily depleted as Baumeister has so well demonstrated. However, reframing a 
stereotype-threatening task as a stereotype-supportive task could undue the 
detriment.  That is obviously different than saying it would have an enhancing 
effect. 
 
Perhaps for members of a privileged group that are less confident in their 
ability on that dimension reminding them that they belong to a stereotypically 
competent group for that dimension might help.  I don't know if anyone has 
investigated that.  There's an experiment for your students to design!
 
As you may know, stereotype threat has been demonstrated in quite a variety of 
groups.  The only other ethnic groups that I am aware of are Latinos on 
cognitive test performance, Caucasians when compared to Asians on math, and 
Whites when compared to Black on athletic performance and racial knowledge.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Rick Froman" <[EMAIL PROTECTED]> 8/31/2007 3:10 PM >>>
My Testing students today wondered if stereotype threat could be turned
around to boost scores of those who stereotypically do better on some
types of tests (or if invoking stereotypes only leads to deficits)? For
example, if a test of verbal skills was introduced as a test of spatial
reasoning, might it boost male scores on the verbal test? I also see
that it has been applied to gender differences in mathematical ability
but I wonder if it has been applied to gender differences in verbal
ability (could males do better compared to females on verbal tasks if
the fact that it was a test of verbal ability was not stressed?). Also,
does anyone know the extent to which it has been found to generalize to
ethnic groups beyond African-Americans? Thanks,

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
Professor of Psychology
John Brown University
2000 W. University
Siloam Springs, AR  72761
[EMAIL PROTECTED] 
(479) 524-7295
http://www.jbu.edu/academics/hss/faculty/rfroman.asp 



"Pete, it's a fool that looks for logic in the chambers of the human
heart."
- Ulysses Everett McGill




---

---

[tips] teaching social psych

[Jonathan Mueller]

If you are looking for hundreds of resources (e.g., activities, assignments, 
PowerPoint slides) for the teaching of social psychology and related courses, 
you can find them at 
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/ 
 
including many assignments that would be appropriate for an applied social 
psychology course.

Also, I send out a free, monthly e-mail newsletter in which I share new and 
newly discovered resources and ideas for the teaching of social psych and 
related courses.  You can subscribe at
 
https://lists.noctrl.edu/wws/info/socialpsy-teach 
 
The next issue is coming out in a couple weeks.
 
Take care,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


---
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[tips] Re: Activities Social Psychology

[Jonathan Mueller]

Jessica,

Hi.  You can find a lot of social psych activities at the Resources for the 
Teaching of Social Psychology site I created at

  http://jonathan.mueller.faculty.noctrl.edu/crow/

I also invite you to subscribe to the free, monthly e-mail newsletter I send 
out to accompany the site in which I share new and newly discovered resources 
and ideas for the teaching of social psychology and related courses.  You can 
subscribe at

  https://lists.noctrl.edu/wws/info/socialpsy-teach

Good luck,

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu

>>> "Jablonski, Jessica" <[EMAIL PROTECTED]> 06/03/07 5:42 PM >>>
Hello All, 
 
I have searched the internet for class activities to use in my social 
psychology class. I am writing to the list to see if any of you may have 
suggestions on activities you use in your classes. I am looking for applied 
learning examples, either in-class activities or homework assignments, 
particularly on the following concepts, although I welcome others as well:
 
-spotlight effect
-illusion of transparency
-self-serving attributions
-priming
-belief perseverance
-representativeness heuristic
-illusory correlation
-fundamental attribution error
-self-fulfilling prophecy
-mere exposure effect
-examples of attitudes not predicting one's behaviors  
 
 
PS: I am always looking for additional applied activities to use in my Intro 
Psychology Class so if any good ones you have used come to mind, I'd appreciate 
learning about those as well.
 
Jessica Jablonski, Psy.D.
Visiting Assistant Professor of Psychology
Richard Stockton College of New Jersey
Email: [EMAIL PROTECTED]   
My Website on Grad Study in Psych: http://home.comcast.net/~jpsyd/graduate.htm 
 


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[tips] Re: Suggtestions for Dreaming Demos

[Jonathan Mueller]

Here are some links to sleep and dreaming I have on my intro site:
 
Fly Napping ( http://www.sciencenews.org/2219/fob4.asp );Mutant flies need 
less shut-eye ( http://www.sciencenews.org/articles/20050430/fob2.asp ); Why 
Dreams? ( http://www.sciencenews.org/20010811/bob12.asp ) 
How long can humans stay awake? ( 
http://www.sciam.com/askexpert_question.cfm?articleID=F879-8E01-1CD1-B4A8809EC588EEDF&catID=3&topicID=3
 ) 
http://tinyurl.com/2gvuqr - a good video on research
Sleep aids memory, problem-solving ( 
http://www.sciencenews.org/20040124/fob5.asp ) 
Center for Narcolepsy ( http://med.stanford.edu/school/Psychiatry/narcolepsy/ ) 
Lots of sleep info ( http://www.sleepfoundation.org/ ) 
 
Jon
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Michael Quanty" <[EMAIL PROTECTED]> 3/27/2007 9:16 AM >>>
Does anyone have a really neat demo or web site related to dreaming? My
presentation seems rather dry for a to-pic that spurs such interest among
students.
Thanks in advance.

---
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[tips] teaching psychology resources

[Jonathan Mueller]

Just a reminder -- if you are looking for hundreds of resources (e.g., 
activities, assignments, PowerPoint slides, video) for the teaching of social 
psychology and related courses, you can find them at 
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/ 
 
including Student Resources and others that are relevant to any course.
 
Also, I send out a free, monthly e-mail newsletter in which I share new and 
newly discovered resources and ideas for the teaching of social psych and 
related courses.  You can subscribe at
 
  http://mail.cedarville.edu/mailman/listinfo/socialpsy-teach 
 
Take care,
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu ( 
http://jonathan.mueller.faculty.noctrl.edu/ )


---
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[tips] psychology positions available

[Jonathan Mueller]

Please pass these along to interested parties.  I apologize for the
cross-postings.  
 
Jon Mueller
North Central College
 
 
New Psychology Positions Available
 
NorthCentral Collegeinvites applications for two full-time one-year
positions (area open), andtwo half-time positions (area open), to begin
September 2007.  We have open courses in a variety of areas, such as
Introductory Psychology, Educational Psychology, Child Development,
Adolescence, Statistics, Research Design, Personality Psychology, and
Cognitive Psychology.  Applicants should demonstrate potential for
excellence in undergraduate teaching and mentoring.  Interest in
supervising student research (including independent studies) and student
internships is valued.  
 
 North Central College, founded in 1861, is a selective, comprehensive
liberal arts institution of 2500 students. The college is located in the
Chicago suburb of Naperville, one of Money magazine���s ���Best Places to
Live.���  See http://www.noctrl.edu/psychology for more information about
the school and department. Applicants should send a letter of
application, vitae, a statement of teaching interests/philosophy, and
arrange for three letters of recommendation to be sent to Psychology
Search, c/o Dr. Steve Davis, Psychology Chair, North Central College, 30
N. Brainard St., Naperville, IL  60540.  Please indicate in your letter
whether you are seeking a full-time or half-time appointment. Review of
applications begins immediately and continues until the positions are
filled.   Applicants who would enrich the diversity of the campus
community are strongly encouraged to apply.  EOE.
 
Please feel free to contact me with any questions you might have.
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


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[tips] Re: That's Incredible's "Rat Basketball"

[Jonathan Mueller]

Julie,
 
Here is one possible link to the episode to which you are referring.  I
live here in Naperville, IL.  I believe I remember that a psychology
class at Naperville North High School went on the That's Incredible show
many years ago demonstrating the rat basketball training.  I don't
remember if a James Devine was their instructor.  However, a few miles
down the road is Northern Illinois University in DeKalb, IL.  It's
possible an instructor from NIU worked with the Naperville North High
School class to train the rats.  
 
That's my recollection at least.  Perhaps if you contact someone from
the high school or the psych dept at NIU they can put you in touch with
that instructor who can put you in touch with some video.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Julie Osland" <[EMAIL PROTECTED]> 3/7/2007 7:34 AM >>>
Dear Tipsters--

Our department has a VHS of a segment from the "That's Incredible" TV
Program (hosted by John Davidson, Fran Tarkenton and Cathy Lee Crosby)
that features "rat basketball." It is a great 5 minute illustration of
what can be accomplished through operant conditioning, and out
students
just love it. However, our copy is starting to wear out. On the tape
it
mentions that in a previous season of the show, a 2-rat basketball
game
was played but this episode features a total of 4 rats shooting some
hoops. And on the tape, it mentions a "James Devine" at "DeKalb
University" I've done some google searches, but haven't had any luck
finding the episode or this "James Devine" so I thought I would see if
tipsters could help or point me in the right direction.

Thanks!

Julie Osland, Ph.D.
Assistant Professor of Psychology
Wheeling Jesuit University
316 Washington Ave.
Wheeling, WV 26003 

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[tips] Re: B.F. Skinner's Last Speech at APA Convention

[Jonathan Mueller]

Joan,
 
If there is no copyright on that video, that means it could be
digitized and put online in a streaming format.  Any chance your IMS
dept would want to do that for the benefit of all humankind?  No CD/DVDs
would have to be sacrificed.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu (
http://jonathan.mueller.faculty.noctrl.edu/ )


>>> "Joan Warmbold" <[EMAIL PROTECTED]> 1/18/2007 3:30 PM >>>
It has been determined that the video tape of Skinner has no copyright
so
IMS at Oakton is making copies for me.  I need a reminder however
regarding who wanted a copy.

Joan
Joan Warmbold Boggs
[EMAIL PROTECTED] 


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[tips] Re: Resources for Research Methods Class

[Jonathan Mueller]

Colleen,
 
Although my site is primarily focused on the teaching of social psych
and related courses, you can find a lot of links to good methods and
stats resources there as well including activities/exercises at
 
 
http://jonathan.mueller.faculty.noctrl.edu/crow/activities.htm#methodology

 
and other methods resources at
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/topicmethods.htm 
 
Good luck,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> "Colleen Sullivan" <[EMAIL PROTECTED]> 1/7/2007 12:46 PM >>>
Hi all,

I am a 3rd year graduate student teaching my first research methods
course.  The majority of the course is centered around
statistics with a little bit of methods thrown in.  And I am using the
Gravetter and Wallnau (2007) textbook. I know that one of the best ways
to
teach is by using many examples that students can understand, but as a
beginning instructor I don't yet have that repertiore. Does anyone
have
suggestions for useful websites that provide clear and interesting
examples that I might use as a resource when preparing  for my class? 
Thanks in advance for any
suggestions.

Colleen




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[tips] Re: off topic question

[Jonathan Mueller]

Gary,
 
Our network seems rather reliable, at least to a level that is quite
acceptable to me.  We probably lose e-mail service about twice a month,
but for no more than an hour at a time usually.  We lose web access much
less often, although we do lose access to our local network's web pages
probably about as often as the e-mail problems.  Everything seems to be
restored quite quickly.
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> "Gary Klatsky" <[EMAIL PROTECTED]> 1/7/2007 8:56 AM >>>

 How reliable is the computer network at your school.  We seem to get
hit with frequent outages where email and web access is unavailable. I
wanted to know if that is common or are we an anomaly
 
Thanks
 
Gary
 
Gary J. Klatsky, Ph. D.
Director, Human Computer Interaction M.A. Program
 
Department of Psychology [EMAIL PROTECTED]
Oswego State University (SUNY) 
http://www.oswego.edu/~klatsky
7060 State Hwy 104W   Voice: (315)
312-3474
Oswego, NY 13126Fax:   (315)
312-6330

 --__o   __o  --__o  
 _`\<, _ --_`\<, _ _`\<, _   
 ---(_)/   (_)-(_)/   (_)---(_)/   (_)  
 
All of us who are concerned for peace and triumph of reason and justice
must 
be keenly aware how small an influence reason and honest good will 
exert upon events in the political field.
 
Albert Einstein
 
 
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[tips] Re: Milgram replication on ABC

[Jonathan Mueller]

Rick,
 
Excellent point.  I like the debate idea.
 
On a different point, the video that Jim Matiya sent around a link to
(thanks, Jim)
 
   http://abcnews.go.com/Video/playerIndex?id=2699275 
 
about the McDonalds episode, said that the caller who pretended to be a
police officer was caught but acquitted of all charges.  Does anyone
know more about this situation -- what was he charged with and why was
he acquitted?
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> "Rick Froman" <[EMAIL PROTECTED]> 1/4/2007 12:31 PM >>>
One thing that I thought was thought-provoking about the tone of the
entire piece was that they never took the responsibility off of the
individuals for making the choices they did. And the participants who
were interviewed that basically followed the Nuremberg line of just
following orders (or, in line with the current zeitgeist, not being
legally responsible since the researcher took legal responsibility for
it - one guy referred to himself as just a conduit) didn't come off as
innocent victims that were just helpless in the power of the situation.


Of the course the percent of those who obeyed was so high as to make
every person who is honest with him or herself ask the question,
"would
I have been in the 70% or the 30%?" Even the mention of the Abu Ghraib
prisoner abuse scandal basically showed the individuals involved being
convicted of the crime and didn't really make the argument (that
Zimbardo has made) that the situation itself or the orders from above
were any kind of mitigating factors. Certainly, the McDonald's segment
made the mitigating point least of all. The manager receiving the call
was convicted of a crime even though the hoaxer was never caught. And
there is no authority figure (even less so a civilian authority) who
would have the power to order the kind of cruelty on that girl that
this
manager inflicted. 

The bottom line is I wonder if the tone of this program makes the same
point that many social psychologists take from these studies: that the
situation is very powerful and is a strong mitigating factor in the
responsibility that these individuals have for their behaviors. I
think
possibly the tone of this program vs. the interpretation given in the
text might make for an interesting classroom debate.

Rick


Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
Professor of Psychology
John Brown University
2000 W. University
Siloam Springs, AR  72761
[EMAIL PROTECTED] 
(479) 524-7295
http://www.jbu.edu/academics/hss/faculty/rfroman.asp 



"Pete, it's a fool that looks for logic in the chambers of the human
heart."
- Ulysses Everett McGill




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[tips] Re: Milgram replication on ABC

[Jonathan Mueller]

Jim,
 
Here is a description (Milgram, 1974, pp. 116-118) of Milgram's Experiment 17 
in which he used peer models:
 

"Four apparent subjects appear at the laboratory to take part in an experiment 
on the “effects of collective teaching and punishment on memory and learning.”  
Three of them are confederates of the experimenter and one is a naïve subject.  
The experimenter explains that three teachers and one learner are to be used in 
the study, and by means of a rigged drawing, the naïve subject is assigned the 
position of teacher 3.  The roles of teacher 1, teacher 2, and learner are 
filled by the confederates.  The learner is strapped into the electric chair 
and the three teachers are seated before the shock generator.  Teacher 1 is 
told to read the list of word pairs, teacher 2 tells the subject whether his 
answer is correct or incorrect, and teacher 3 (the naïve subject) administers 
punishment.  As in the basic experiment, the subjects are instructed to raise 
the shock level one step each time the learner makes an error.
 
Behavior of confederates.  The confederates comply with the experimenter’s 
orders through the 150-volt shock, which provokes the victim’s first vehement 
protest.  At this point teacher 1 informs the experimenter that he does not 
wish to participate further, because of the learner’s complaints.  The 
experimenter insists that teacher 1 continue.  However, teacher 1 is not swayed 
by the experimenter’s commands, gets up from his chair in front of the shock 
generator, and takes a seat in another part of the room.  Since the 
experimenter’s efforts to get the subject to return to the generator are 
futile, the experimenter instructs the remaining two subjects to continue with 
the experiment.  Teacher 3 (the naïve subject) is to handle the reading of word 
pairs, in addition to his regular job of administering electric shock to the 
learner.
 
After shock level 14 (210 volts) is administered, teacher 2, expressing concern 
for the learner, refuses to participate further.  The experimenter orders him 
to continue, but he too leaves his chair in front of the generator and seats 
himself at an opposite corner of the room, saying, “I’m willing to answer any 
of your questions, but I’m not willing to shock that man against his will.  
I’ll have no part of it.”
 
At this point the naïve subject is seated alone in front of the shock 
generator.  He has witnessed the defiant actions of two peers.  The 
experimenter orders him to continue, stating that it is essential that the 
experiment be completed.
 
The results of the experiment are shown in Table 5.  In this group setting, 36 
of the 40 subjects defy the experimenter (while the corresponding number in the 
absence of group pressure is 14).  The effects of peer rebellion are very 
impressive in undercutting the experimenter’s authority.  Indeed, of the score 
of experimental variations completed in this study, none was so effective in 
undercutting the experimenter’s authority as the manipulation reported here."
 
Quite a bit different than how we saw peer models used last night.
 
Milgram, S. (1974). Obedience to authority. New York: Harper Colophon Books.
 
Jon
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> "Jim Clark" <[EMAIL PROTECTED]> 1/4/2007 12:28 AM >>>
Hi

In the original Milgram experiments model of refusal markedly increased 
quitting in the actual subjects.  Less than 10% continued to end?  So something 
different in this replication?

Take care
Jim

James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED] 

>>> [EMAIL PROTECTED] 03-Jan-07 11:12:05 PM >>>
If you didn't see "Primetime" last night, you're going to wish you had. 
They actually did a  *replication* of the Milgram obedience experiment. 
They used a social psychologist from U. Santa Clara (Berger?) as a 
consultant and got approval of the procedure from the APA. The only 
important change seems to have been that they limited the highest shock 
to 150 volts, rather than 450, arguing that over 80% of people who went 
to 150 in the original study, which is the point where the "learner" 
demands to stop and refers to his heart condition, went on to 450.

What happened? 70% of the "teachers" gave the "learner" the highest 
level of shock (67%, I think, in the original). They also did a 
breakdown of men (n=18) and women (n=22): 65% of men and 73% of women 
continued on to the highest shock level. They added an interesting twist 
in some cases, where they used a second confederate as a co-teacher who 
started the procedure, but then claimed not to be able to continue after 
a certain point (expecting that this might serve as a moral model for 
the real subject). The subject was asked to pickup where the confederate 
had left off, and 63% of those we

[tips] Re: Today's CCC (Correlation Causation Confusion)

[Jonathan Mueller]

I can't top the "housework" example, but here is another one I ran
across recently --
 
  "positive mood guards against getting colds"  at
 
http://www.sciencenews.org/articles/20061216/fob2.asp 
 
Just a reminder, you can find a long list of these correlation
causation confusions at the following page
 
 
http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm

 
Not all of the headlines are in error, but many of them are.  They can
be used for all kinds of demonstrations, activities or assignments.  In
fact, I have a couple possible assignments listed there.  If you develop
any other such assignment/activity ideas please pass them along and I
will add them to the site. Thanks,
 
Jon
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> <[EMAIL PROTECTED]> 1/2/2007 8:41 PM >>>
On 2 Jan 2007 at 10:05, Ken Steele nominated for correlation-causation

confusion:

>
http://www.nytimes.com/aponline/us/AP-Diet-Girls-Magazines.html?_r=1&ore

> f=slogin
> 
> "Teenage girls who frequently read magazine articles about dieting
were
> more likely five years later to practice extreme weight-loss measures

> such as vomiting than girls who never read such articles..."
> 

I'll see your "Teenage girls who read" and raise it with "Housework
cuts 
breast cancer risk" [http://news.bbc.co.uk/1/hi/health/6214655.stm ]

According to the BBC (and which therefore cannot be wrong):

"The research on more than 200,000 women from nine European countries 
found doing household chores was far more cancer protective than
playing 
sport." 

"Dusting, mopping and vacuuming was also better than having a physical

job."

Leaving aside the metaphysical question of what, exactly constitutes a

"physical job" if not housework, all I can say is "Girls, if you get 
breast cancer, it's your own fault". I can't wait to tell my wife.

Stephen

-
Stephen L. Black, Ph.D.  
Department of Psychology 
Bishop's Universitye-mail:  [EMAIL PROTECTED] 
2600 College St.
Sherbrooke QC  J1M 0C8
Canada

Dept web page at http://www.ubishops.ca/ccc/div/soc/psy 
TIPS discussion list for psychology teachers at
http://faculty.frostburg.edu/psyc/southerly/tips/index.htm 
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[tips] Re: What is "authentic" assessment? (was: Ideas for unit on assessment)

[Jonathan Mueller]

Chris Green asked:

So if I had applicants to my baseball team actually play baseball (as a 
way of deciding who made the team) rather than, say, having them answer 
a bunch of pencil-and-paper quesstions about baseball, that would be an 
"authentic" assessment?


Jon Mueller replied: 

Yep.  Many years ago when I took foreign language classes in school we
were primarily assessed with paper-and-pencil tests rather than being
asked to read, write, speak and listen in the language.  Fortunately, we
do a better job of that now.  But still too often when we really want to
know if students can apply knowledge in real world contexts (authentic
assessment), we just ask them instead if they have acquired the
knowledge (traditional assessment).




===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu


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[tips] Re: What is "authentic" assessment? (was: Ideas for unit on assessment)

[Jonathan Mueller]

Annette,

For those interested in learning the distinction between "authentic" assessment 
and "traditional" assessment (i.e., selected-response tests such as 
multiple-choice or true/false), I would send them to the following page, which, 
in full disclosure, I wrote.  If you have further questions about it let me 
know.

  http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm

Jon


===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED]
http://jonathan.mueller.faculty.noctrl.edu

>>> <[EMAIL PROTECTED]> 12/29/06 7:30 PM >>>
I've seen this phrase bandied about in ed psych circles, as if all assessments 
were not 'authentic' and am puzzled by its use. clearly this is a phrase that 
is meaningful to ed psych folks but for the uninitiated seems to smack of phony 
pretense. It's like fields that tack on the word 'science' to their names as if 
that will make them more legitimate (c.f., creation science).

Please enlighten me, and any other tipsters who might find this phrase puzzling 
as well.

thanks

Annette

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[tips] Re: Ideas for unit on assessment

[Jonathan Mueller]

Michelle,
 
Hi.  I give a full three weeks to assessment at the end of my ed psych
course because, as you said, it is so critical, and they often don't get
much assessment training anywhere else in their pre-service program.  I
use my online text on authentic assessment as the main text for that
section
 
  http://jonathan.mueller.faculty.noctrl.edu/toolbox/ 
 
Feel free to use it as you like.  There is also a chapter there on
constructing good multiple-choice tests. I also have the students read
some other good articles on assessment which can be found on my course
schedule page
 
  http://jonathan.mueller.faculty.noctrl.edu/205/schedule.htm 
 
The Popham article is a particularly good read for discussing the value
of standardized tests.
 
Giving them bad (or good) examples of assessments or items and letting
them critique them is always good practice.  You can use an assignment I
use in my graduate assessment course for critiquing a rubric at
 
  http://jonathan.mueller.faculty.noctrl.edu/501/critique2.htm 
 
I also give them examples of objectives/standards to critique and
improve.  Finally, I have an assessment assignment I give my ed psych
students, which can be found at
 
 
http://jonathan.mueller.faculty.noctrl.edu/205/assessmentassignment.htm

 
I hope this is of some help.  Good luck,
 
Jon
 
 
 
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu 


>>> "Michelle Everson" <[EMAIL PROTECTED]> 12/29/2006 2:24 PM >>>
Hello,

If anyone out there teaches educational psychology, I'm looking
for
some ideas for our unit on assessment.  It seems that every time I
teach
my intro to ed psych course, assessment gets tacked on at the very end
of
the semester.  It's the last chapter in the textbook, and I never feel
like I do that topic justice.  It's SO important in education.  I'm
wondering if anyone has any interesting activity ideas that would
really
engage students.  The last time I taught my course, I could tell my
students were not that interested in this particular unit, and I want
to
find some ways to make it more meaningful for students.  I've
considered
asking students to debate the pros and cons of standardized tests,
since
it seems that many of my students have very strong (often negative)
opinions about standardized tests.  I sometimes present them with
"bad"
test questions and ask them to try to improve these questions, and
last
semester, I gave students a test on similar content in two different
formats (recall vs. recognition) and we talked about differences
between
recall and recognitive tests.  These ideas were met with a lot of
enthusiasm, but I'd love to hear other ideas as well, if anyone has
any.

 Thank you!

 Sincerely,

 Michelle Everson
 University of Minnesota
 [EMAIL PROTECTED] 

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[tips] research on skill development

[Jonathan Mueller]

Dear Tipsters,
 
I am looking for psychological research on skill development.  More 
specifically, I want to find references, books or articles, on how skills such 
as critical thinking skills, metacognitive skills, collaborative skills and 
other non-motor skills are best developed.  For example, how much and what 
types of practice should be utilized?  What types and when should feedback be 
provided?  Is it useful to encourage reflection upon the practice and feedback?
 
Please send any references or ideas to me privately.  If anyone would like to 
know what help I do get, let me know and I will forward you a summary of any 
responses.  Thanks for any help,
 
Jon
 
===
Jon Mueller
Professor of Psychology
North Central College
30 N. Brainard St.
Naperville, IL 60540
voice: (630)-637-5329
fax: (630)-637-5121
[EMAIL PROTECTED] 
http://jonathan.mueller.faculty.noctrl.edu


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[tips] RE: Help with social psych information

[Jonathan Mueller]

I would just add that you can also subscribe to my free, monthly e-mail newsletter in which I send out new and newly discovered resources and ideas for teaching social psychology and related courses.  You can subscribe at
 
 http://mail.cedarville.edu/mailman/listinfo/socialpsy-teach
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> "FRANTZ, SUE" <[EMAIL PROTECTED]> 10/23/2006 11:54 AM >>>Were you thinking of Jon Mueller's site?http://jonathan.mueller.faculty.noctrl.edu/crow/ --Sue Frantz   Highline Community College   Psychology    Des Moines, WA206.878.3710 x3404    [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/-- Office of Teaching Resources in PsychologyAssistant Director, Project Syllabushttp://www.lemoyne.edu/OTRP/projectsyllabus.html-Original Message-From: DeVolder Carol L [mailto:[EMAIL PROTECTED] Sent: Monday, October 23, 2006 9:29 AMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Help with social psych informationDear Tipsters,Can someone remind me who it is that has a great website with resourcesfor social psych? I'm looking for some demonstrations/activities to dowith my Personal Adjustment course. We are covering the topic of SocialCognition. It's an evening class that meets from 6:30 until 9:10 and Ireally want to keep them awake with some hands-on stuff. If anyone wantsto share their favorite Social Psych activities, I'm all ears (or eyes,I guess). Thanks for any help or suggestions from anyone.CarolCarol DeVolder, Ph.D.Professor of PsychologyChair, Department of PsychologySt. Ambrose UniversityDavenport, Iowa  52803phone: 563-333-6482e-mail: [EMAIL PROTECTED]---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: Join David Buss & Bill Buskist: Register NOW for the 2007 SPSP Teaching Pre-Conferen

[Jonathan Mueller]

Regan,
 
Two things.  I just sent you a check for $25 for registration for the teaching preconference, which is what the webpage had said.  Now I see it costs $65.  I'll just send you a check for the other $40 along with the form.
 
Would you like me to send out this notice in the next TSP Newsletter?  I won't include the attached form, but I will point them to the preconference webpage which has it.
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> "Gurung, Regan" <[EMAIL PROTECTED]> 10/10/2006 8:06 AM >>>In Palm Springs we had a super line up of speakers, sold out onregistration and had a packed house.  There were great conversations,and an energetic crowd.Make sure you save the date and be a part of the 2007 SPSP TeachingPreconference (Great ways to teach social and personality Psychology).Presentations will include:Excellent Teaching: What is it and How to Develop it.Teaching About Evolutionary Psychology.Everything You've Always Wanted to Help Teach Social Psychology (andMore).The Pedagogy of Prejudice.and much much more.For Details see:  http://www.uwgb.edu/gurungr/SPSP_Teach07.htmGraduate students who register will also receive a discount membershipto the Society for the Teaching of Psychology.EARLY BIRD REGISTRATION NOW OPEN:Registration covers breakfast and lunch.  To register, please completethe attached form.  The pre-conference can accommodate 51 participants,so register early to ensure your inclusion. **Regan A. R. Gurung, Ph. D.Associate Dean of Liberal Arts and Sciences 2420 Nicolet Drive, TH335University of Wisconsin-Green Bay Green Bay, WI 54311Office: (920) 465 2482/5679 Fax: (920) 465 5044www.uwgb.edu/humdev/gurung.htmEmail: [EMAIL PROTECTED]
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[tips] Re: Music lessons help kids improve brain development, memory: study

[Jonathan Mueller]

And I think we have to illustrate why it matters to make the distinction.  It isn't just in claims regarding scientific research, and it isn't just in correlation vs. causation distinctions.  In a related confusion, we hear politicians all the time essentially say, "I was in office.  A good thing happened.  Therefore, I deserve credit for it."  And research finds we often buy that argument.  (Somehow they manage to avoid saying "Something bad happened, therefore")
 
After the Mozart effect became publicized the governor of Georgia pushed to buy every teacher in the state a Mozart CD.  As ABC News would say, "That's YOUR money."
 
It does matter.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> "Gerald Peterson" <[EMAIL PROTECTED]> 9/22/2006 2:08 PM >>>
Yes, I've noticed the tend among laypeople but also among psychologists, journal editors, and of course statisticians who always seem to use inappropriate causal language.  Among our non-psych friends, I think it is due to the fact that we usually cannot stop the party or interaction to explain to them why mere correlation is not enough and how and when we might look further in evaluating the correlation.  I try not to use correl-not-equal-to-causation as some kind of mindless mantra, but rather point out issues of reverse directionality and third variables more gently.  Among psychologists, there may be a number of reasons.  For example, In some cases I think it is arrogance and over-confidence in regression analyses that might statistically control for some variables, which then leads the authors to jump (but not always argue carefully for) to their causal wishes.   Gary
 
 Gerald L. (Gary) Peterson, Ph.D.Professor, PsychologySaginaw Valley State UniversityUniversity Center, MI 48710989-964-4491[EMAIL PROTECTED] ---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: Music lessons help kids improve brain development, memory: study

[Jonathan Mueller]

Thanks for another good example.  I have added it to my page of examples of the media confusing correlation and causation.  You can find it here
 
  http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> "Christopher D. Green" <[EMAIL PROTECTED]> 9/20/2006 10:11 AM >>>Let the reflexive hole-poking being!!http://www.cbc.ca/technology/story/2006/09/20/music-brain.html-- Christopher D. GreenDepartment of PsychologyYork UniversityToronto, ON M3J 1P3Canada416-736-5115 ex. 66164[EMAIL PROTECTED]http://www.yorku.ca/christo=---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: test on misconceptions in psychology

[Jonathan Mueller]

Related to misperceptions are the common sense tests.  Two can be found here:
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/commonsenseno.htm
 
  http://mcckc.edu/longview/ctac/psychology/Commonsense2.htm
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> Diana Issidorides <[EMAIL PROTECTED]> 9/15/2006 1:36 AM >>>Dear Tipsters,Is there a test on misconceptions in psychology that one can give to psychology students as an "eye-opener"? If so, I would appreciate receiving this test.All the best,Dr. Diana C. IssidoridesScience Center NEMOP.O. Box 4211000 AK AmsterdamThe NetherlandsT: +31205313119www.e-nemo.nl---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: need reading on learning styles

[Jonathan Mueller]

Annette,
 
I've found the following is a good, accessible article critiquing learning styles:
 
   http://www.aft.org/pubs-reports/american_educator/fall99/DiffStrokes.pdf
 
A longer, less accessible but good article critiquing Gardner's multiple intelligences can be found at
 
  http://www.educationnext.org/unabridged/20043/willingham.pdf
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 07/11/06 11:49 AM >>>
Good morning to tipsters. It's a lovely, hot, morning here in San Diego.I know we've discussed the general issue of learning styles and how  this concept has been abused and misused by the general public.I am looking for a reading (intellectually) accessible to freshmen  intro psych students that would challenge some of their overblown  beliefs in being 'visual' or 'verbal' or 'kinesthetic' learners.Can anyone recommend such a reading?Thanks in advance.AnnetteAnnette Kujawski Taylor, Ph. D.Professor of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110619-260-4006[EMAIL PROTECTED]This message was sent using IMP, the Internet Messaging Program.---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: Facilitated Communication ?

[Jonathan Mueller]

Here's a message I sent out a while back on the Prisoner's of Silence video:
 
"What I have learned, and I am quite confident in this information, is that the video is no longer available for purchase.  (Certainly, if you discover otherwise please let me know.) As I was told, "The rights to the program have expired and, therefore, it cannot be distributed in any way."  Without going into all the details, PBS has apparently decided not to "re-up" the rights to elements of the video that have expired such as music and stock footage that would cost them money to reacquire. 
 
So, no one can distribute the video.  However, I understand that you can make personal copies.  So, if you are concerned that the videotape will eventually degrade you can copy it to a DVD or some other format to preserve it for a longer time. And, if you don't currently have a copy, you can borrow one from your library or other source.  Highly recommended!"
 
However, the video is available for rental from Classroom Technology Services at Indiana University at http://www.indiana.edu/~cts/.  Rental costs appears to still be $13.40 + S&H for 3-5 days.
 
Jon
 
 
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 06/25/06 5:57 PM >>>
Speaking of FC, I am trying to locate a copy of Frontline's Prisoners of Silence. PBS headquarters no longer offers it for sale. I think that it's still quite timely, but our library's VHS copy is rapidly deteriorating, and unless I can find a copy to purchase I don't know how long I can continue to use the material. Does anyone either know where a copy is still available for purchase, or (perhaps the long shot) know how to get PBS to reissue it?Kris-Original Message-From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]Sent: Sun 6/25/2006 5:00 PMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Re: Facilitated Communication ?Bill! I guess you don't fully read and digest and store away someplace in the netherlands of your memory, all TiPS discussions ;)We had a rather interesting discussion about this when Syracuse hired as it's dean of the school of education Douglas Biklen, a proponent of FC. Should be in the archives.Wikipedia has a nice summary of the current state of affairs.Annetteps: then again, my memory has been really failing me lately, c.f., the discussion of Anne Murray versus Helen Reddy; so maybe the FC discussion was on PsychTeachQuoting Bill Southerly <[EMAIL PROTECTED]>:> Does the scientific opinion continue to be that facilitated communication> does not work? APA adopted a policy statement in August 1994 stating this> and I find nothing new that suggests that APA's opinion has changed on this.> I didn't find any statements by APS.>> The reason I ask is that I just received a statement that an expert on> facilitated communication was going to be running a workshop at Frostburg as> part of an special education class and I am concerned that this approach may> be presented as a valid approach to be used in the local communities.>> I have not kept up with this literature so I thought I would ask to see if> anyone has and can point me to the present view of such an approach.>> Thanks,>> Bill>>> Bill Southerly> Department of Psychology> Frostburg State University> Frostburg, MD 21532> 301-687-4778> [EMAIL PROTECTED]>>Annette Kujawski Taylor, Ph. D.Professor of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110619-260-4006[EMAIL PROTECTED]This message was sent using IMP, the Internet Messaging Program.---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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[tips] Re: What iceberg?

[Jonathan Mueller]

I noticed in the Norton version of The Ego and the Id that there is a diagram from Freud on p. 14 of a structural representation of the mind that has a roughly triangular shape.  The note at the bottom of the page says
 
"Compare the slightly different diagram near the end of Lecture XXXI of the New Introductory Lectures (1993a).  The entirely different one in The Interpretation of Dreams (1990a), Standardd ED., 5, 541, and its predecessor in a letter to Fliess of December 6, 1896 (Freud, 1950a, Letter 52), are concerned with function as well as structure."
 
Some of the language surrounding this description refers to superficial and surface.
 
Perhaps those who are more familiar with Freud and have access to versions of these works with the diagrams may comment upon whether or not these figures provide any source of the attribution of the analogy to Freud.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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[tips] Re: Help with Scales of Measure

[Jonathan Mueller]

Kathy,
 
The site you are likely talking about is here
 
  http://tinyurl.com/8hskd
 
Jon
 
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 04/19/06 9:11 AM >>>
Hi there,I am looking for the URL for a website tutorial on scales of measure--it largely consisted of a battery of randomly generated questions about scales of measure, in which the viewer had to determine what scale of measure was being used in a given example.  I believe the link to the site was originally posted on a listserv such as this one, but I inadvertantly lost the original message.If someone knows what I am talking about or has pointers to other, similar sites, I'd be grateful for the help.Thanks!--Kathy MorganWheaton CollegeNorton, MA  02766[EMAIL PROTECTED]---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
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New psychology positions in Chicago suburbs

[Jonathan Mueller]

New Psychology Positions Available
 
North Central College invites applications for a full-time temporary position in developmental psychology, and for two half-time positions (area open), to begin September 2006.   The full time position is renewable for a second year, and the half-time positions may be renewable also.  While we particularly need faculty to teach developmental courses (especially Adolescent Psychology), we also have open courses in a variety of other areas, including Introductory Psychology, Educational Psychology, Statistics, Personality Psychology, and Cognitive Psychology.  Applicants should demonstrate potential for excellence in undergraduate teaching and mentoring.  Interest in supervising student research (including independent studies) and student internships is valued.  
 
 North Central College, founded in 1861, is a selective, comprehensive liberal arts institution of 2500 students. The college is located in the Chicago suburb of Naperville, one of Money magazine’s “Best Places to Live.”  See http://www.noctrl.edu/psychology for more information about the school and department. Applicants should send a letter of application, vitae, a statement of teaching interests/philosophy, and arrange for three letters of recommendation to be sent to Dr. Steve Davis, Psychology Chair, North Central College, 30 N. Brainard St., Naperville, IL  60540.  Review of applications begins immediately and continues until the positions are filled.   Applicants who would enrich the diversity of the campus community are strongly encouraged to apply.  EOE.
 
Please feel free to contact me (Steve Davis) with any questions you might have.
 
***  Steven M. Davis, Ph.D. *  Associate Professor and Chair of Psychology    *  North Central College  *  30 N. Brainard St. *  Naperville, IL 60566-7063  *    *  630/637-5327 (office)   [EMAIL PROTECTED] *  630/637-5121 (fax)  http://www.noctrl.edu/psychology   **
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: Classroom seating-

[Jonathan Mueller]

Good recent research found here
 
   http://tinyurl.com/5rkv4
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 03/31/06 4:19 PM >>>
Hi Tipsters-A student of mine is doing research to see whether classroom seating position (i.e. front of the class/back of the class) affects learning rate. We have found one article by Jones & Cooper (1938) but I'm sure that there is something more recent. Any suggestions on search words?TIA,-Don.-- Langara College---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: spss help - mixed and within-subjects designs

[Jonathan Mueller]

Traci,
 
This resource may not include the exact tutorials you are looking for, but it includes a nice set of video tutorials on a number of spss analyses.
 
   http://www.indstate.edu/cirt/pd/tutorials.htm#spss
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 03/30/06 4:09 PM >>>
Hi Tipsters,Do any of you have any handouts, tutorials, or even lecture notes on how to explain to students how to work with 2 x 2 mixed and within-subjects designs. It would be most helpful if I could explain how to enter the data, how to use the menu to analyze the data, and (now I'm getting greedy :-) how to read the output.I usually only allow between-subjects designs in my Research Methods II class, but in a moment of weakness I allowed two groups to deviate from the policy. I have so  little time in class to analyze the data that I like them to follow handouts (I already have one made for between-subjects design), and it would be great if I didn't have to reinvent the wheel.Thanks!Traci--     \\|||//    ( o o )-o00-(_)-00o--Traci A. GiulianoProfessor of PsychologySouthwestern UniversityGeorgetown, TX  78627[EMAIL PROTECTED](512) 863-1596;fax (512) 863-1846http://www.southwestern.edu/~giuliant---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: APS Teaching Fund -- a proposal

[Jonathan Mueller]

Kathy,
 
Hi. I want to respond to the whole list about your inquiry so I can expand a little on what I am thinking of for these course-specific websites. I took a look at the Animal Behavior teaching site you have started, and you are off to a good start. I definitely think developing and expanding this site would be a worthy project to apply for a grant.  I'm not sure how common animal behavior/comparative psych courses are, but I would suggest limiting your site to topics under that umbrella instead of combining it with other neuroscience courses such as drugs and behavior.  There is so much on drugs and behavior out there, for example, I can see it having its own site.
 
If you choose to pursue a grant for this idea, I would encourage you to think big.  There are plenty of course-related sites out there that have 10, or 20, or 50 or so resources that are quite limited, often outdated, and not well maintained.  So, if you are serious about developing a top-flight resource, and I would encourage you to do so for comparative/animal behavior (do others think there is enough of a "market" for that?), then I would certainly be willing to assist you by sharing some of the ways I locate useful resources and other tricks I have picked up along the way.
 
I hope this answers your question.  Good luck,
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 03/18/06 1:47 PM >>>
Jonathan Mueller wrote: 

Hi Jonathan!I'm interested.  I have a small site now for teachers of comparative psychology/animal behavior courses and neuroscience courses, and would love to expand them into something much more useful.  Is this appropriate, do you think?--Kathy MorganWheaton CollegeNorton, MA  02766[EMAIL PROTECTED]acunix.wheatonma.edu/kmorgan--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] 
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APS Teaching Fund -- a proposal

[Jonathan Mueller]

Please excuse the cross-posting.
 
Dear Colleagues,
 
Does the idea of creating a website that makes course-specific teaching resources accessible for psychology instructors worldwide interest you?  APS is now inviting “applications for small (up to $5000), non-renewable grants to launch” such projects.  And I would like to assist those who might be interested in such a project.
 
Some of you are familiar with my website Resources for the Teaching of Social Psychology at
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/
 
at which I have organized and annotated 1000+ resources for instructors of social psychology and related courses under headings such as Class Assignments, Activities and Exercises, Student Resources, Topic Resources, and more.
  
I also send out a free, monthly e-mail newsletter in which I share new and newly discovered resources and ideas, which can be found at
 
  http://mail.cedarville.edu/mailman/listinfo/socialpsy-teach
 
The response to my resources has been overwhelmingly positive.  The above website receives more than 20,000 hits a month, and the newsletter currently has more than 850 subscribers from 30+ countries.
 
I would like to see more such sites, and many who have sent me feedback have said the same. In APS’ Call for Applications, which can be found in the most recent issue of the APS Observer at
 
  http://www.psychologicalscience.org/observer/getArticle.cfm?id=1944,
 
the steering committee of the APS Fund for Teaching and Public Understanding of Psychological Science indicates a very similar interest by explicitly mentioning projects that “disseminate resources that support the effective teaching of psychology and the development of effective psychology teachers.”
 
If you are at all interested or intrigued by constructing such a resource, please drop me an e-mail.  I can share with you my experiences over the last six years of creating and maintaining the social psychology site and newsletter.  Additionally, if you are interested but might be a little unsure about how to go about creating such a resource, I would be willing to assist you in that process with no cost to you or your grant.  I just want to see more such resources available.  Instead of all of us wading through the WWW looking for that one little nugget we can use in our course, it is far more efficient if one person or a small team of people collect and organize the resources, saving the rest of us hundreds of hours.
 
So, check out the APS Call for Applications, and e-mail or call me if you would like to hear about my experience or discuss the possibility of applying for such a grant.  I am in no way affiliated with the Teaching Fund or the grants program, but I am very interested in the further development of teaching and dissemination of psychology.
 
Sincerely,
 
Jon Mueller
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: writing research proposals and lit reviews

[Jonathan Mueller]

Along with the good resources mentioned so far, you can find quite a few examples at the following two pages:
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/student.htm#writing
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/assignments.htm#designing
 
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 03/07/06 11:16 AM >>>


Does anyone have any concise guides to writing research proposals and/or lit reviews that you'd be willing to share? I'm giving my class the option of writing one or the other,  and I'd be interested to see what kind of guidance others give.
 
Thanks,
Marty Bourgeois
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teaching psychology resources

[Jonathan Mueller]

Just a reminder -- if you are looking for hundreds of resources for the teaching of social psychology and related courses, you can find them at 
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/
 
including Student Resources and others that are relevant to any course.
 
Also, I send out a free, monthly e-mail newsletter in which I share new and newly discovered resources and ideas for the teaching of social psych and related courses.  You can subscribe at
 
  http://mail.cedarville.edu/mailman/listinfo/socialpsy-teach
 
Take care,
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: The bad multiple choice test

[Jonathan Mueller]

A more recent test of the SAT reading comprehension items
 
Katz, S. & Lautenschlager, G.J. (2001). The contribution of passage and no-passage factors to item performance on the SAT reading task.  Educational Assessment, 7, 165-176.
 
which corrected for some earlier methodological flaws found essentially the same thing: Performance on the reading comprehension items could be better explained by non-passage factors than by passage factors.  
 
Test-question writing is hard, and most teachers have not received much training in it.  For example, the reason most experts recommend limiting alternatives on MC items to three or four is not primarily because more than four alternatives begins to be more confusing for students, but because teachers have difficulty writing more than two good distractors ( plausible wrong answers). 
 
Anyway, I can't point you to another bad MC test, but I can let readers know that I have just added a new chapter on constructing good tests (primarily MC) to my assessment website at
 
  http://jonathan.mueller.faculty.noctrl.edu/toolbox/tests.htm
 
Feedback is always welcome.
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 03/01/06 11:49 AM >>>
I found the reference I was thinking of:Katz, S., Lautenschlager, G. J., Blackburn, A. B. & Harris, F. H. (1990).Answering reading comprehension items without passages on the SAT.Psychological Science, 1, 122-127.Here is the abstract:Examined whether the Reading Comprehension (RC) task on the Scholastic AptitudeTest (SAT) measures factors that are unrelated to RC. Two experiments wereconducted with 197 college students. Performance of Ss on the RC task was wellabove chance when reading passages were deleted. Moreover, Ss and test itemsperformed similarly with or without the passages: Individual performancecorrelated with verbal SAT score, and the difficulty of items belonging to apassage correlated with a normative measure based on equated delta. Thus,performance on the RC task appears to depend substantially on factors havingnothing to do with understanding the passages normally accompanying testquestions. (PsycINFO Database Record (c) 2005 APA, all rights reserved)AnnetteAnnette Kujawski Taylor, Ph. D.Department of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110[EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: Psychology of Humor, physiology of laughter

[Jonathan Mueller]

Julie,
 
Listed below are some related websites Don Nilsen sent out on the Humour-Research listserv.  Better yet, if you e-mail Don at [EMAIL PROTECTED] he will e-mail you a very extensive bibliography of articles and books on psychology of humor that will definitely include articles on your topics.
 
Good luck,
 
Jon
 
 
Here are some humor and humor-research web sites you might like to check out:> >  AMERICAN HUMOR STUDIES ASSOCIATION OF MLA (DAVID SLOANE):> http://www.newhaven.edu/UNH/Special/AHSA/AHSAHomePage.htm > >  ART GLINER HUMOR CENTER (LARRY MINTZ):> www.humorcenter.umd.edu > >  ASSOCIATION FOR APPLIED AND THERAPEUTIC HUMOR (ALLEN KLEIN):> http://www.aath.org/ > >  THE ASSOCIATION FOR THE STUDY OF PLAY (DON LYTLE):> http://www.csuchico.edu/phed/tasp/ > >  BEETLE BAILEY (MORT WALKER):> http://www.mortwalker.com/ > >  CALVIN AND HOBBES (BILL WATERSON):> http://www.ucomics.com/calvinandhobbes/ > >  CARTOONING LORE (ROBERT C. HARVEY):> http://www.RCHarvey.com > >  CHIASMUS (MARDY GROTHE):> http://www.chiasmus.com/welcometochiasmus.shtml > >  COMEDY USA (BARRY WEINTRAUB):> www.comedyusa.com > >  CIECOE: COUNCIL TO INVESTIGATE EVERYTHING AND CONSORTIUM TO OFFEND EVERYBODY:> http://www.factsformorons.com > >  DANISH HUMOR RESOURCES (JOSEF WEITEMEYER):> www.humor.dk > >  DILBERT (SCOTT ADAMS):> http://dilbert.com > >  THE FARSIDE (GARY LARSON):> http://www.thefarside.com > >  FILM AND TELEVISION WEBSITE ARCHIVE:> http://www.timelapse.com/tvlink.html > >  GARFIELD (CHARLES ADAMS)> http://www.garfield.com/ > >  HARVARD LAMPOON> http://www.harvardlampoon.com/ > >  HUMOR AND LAUGHTER SYMPOSIUM (JOSIANE BOUTONNET)> http://www.wlv.ac.uk/humourschool04/ > >  HUMOR AT WORK (CLYDE FAHLMAN):> http://home.teleport.com/~laff9to5/index.html > >  THE HUMOR COLLECTION (RUTH HAMILTON):> www.thehumorcollection.org > >  THE HUMOR PROJECT (JOEL GOODMAN):> www.HumorProject.com >  HUMOR STUDIES AT ARIZONA STATE UNIVERSITY:http://researchmag.asu.edu/stories/humor3.html 
 
>  HUMORWORKS (JOHN MORREALL):> www.humorworks.com > >  HUMORx (KAREN BUXMAN):> www.humorx.com > >     INTERNATIONAL SOCIETY FOR HUMOR STUDIES (MARTIN LAMPERT):> www.humorstudies.org > >  INTERNATIONAL STUDIES IN HUMOR RESEARCH (WILLIBALD RUCH):> http://www.uni-duesseldorf.de/WWW/MathNat/Ruch/SecretaryPage.html > >  JIM BOREN'S WASHINGTON (JIM BOREN):> http://www.jimboren.com > >  THE JOKE FACTORY:> http://www.webscope.co.uk/jokefactory/jokes.htm > >  LAUGHTER REMEDY (PAUL MCGHEE):> www.LaughterRemedy.com > >  LEGAL FUNNYMAIL:> http://www.funnymail.com/lawjcrim.html > >  MAD MAGAZINE> http://www2.warnerbros.com/web/madmagazine/home.jsp > >  THE MAD MARTIAN MUSEUM OF MODERN MADNESS:> http://www.madmartian.com > >  MALEDICTA (REINHOLD AMAN):> http://www.sonic.net/maledicta > >  THE MOZILLA MUSEUM (TILMAN HAUSHERR):> http://www.snafu.de/~tilman/mozilla > >  NATIONAL LAMPOON> http://search.msn.com/results.aspx?srch=105&form=AS5&Q=national+lampoon > >  HUMOR AND MEDICINE (GREG KUHN):> http://www.natural-humor-medicine.com > >  THE ONION (CAROL KOLB):> http://www.theonion.com > >  PARENTING HUMOR (TIM BETE):> http://www.TimBete.com > >  PEANUTS (CHARLES SCHULZ):> http://www.schulzmuseum.org/ > >  POGO (WALT KELLY):> http://www.cartoon.org/kelly.htm > >  PHILIP ROTH SOCIETY (DEREK ROYAL)> http://rothsociety.org > >  PRAIRIE SPASS: NORTH DAKOTA HUMOR (RONALD J. VOSSLER):> http://www.nd-humanities.org/html/spass.html > >  THE QUEENS OF COMEDY (SUSAN HOROWITZ):> http://www.drsue.com > >  THE SIMPSONS (MATT GRUNING):> http://www.thesimpsons.com/ > >  VERBIVORE (RICHARD LEDERER):> http://www.verbivore.com > >  WORLD LAUGHTER TOUR (STEVE WILSON):> http://www.worldlaughtertour.com/ > >  THE WHOLE MIRTH CATALOGUE (ALLEN KLEIN):> http://www.allenklein.com > >  THE WHOLE WORLD TOILET PAPER MUSEUM (RICH TAGYERIT):> http://www.tagyerit.com/tp.htm > >  WOMEN'S HUMOR (JANE CURRY)> http://www.janecurry.com > > Don L. F. Nilsen, Historian> International Society for Humor Studies> English Linguistics, Arizona State Univ.> > Tempe, AZ 85287-0302> 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 01/27/06 9:53 AM >>>
Hello fellow TIPS-ters,I have been volunteered to give a talk on the psychology of humor (aboutwhich I know next to nothing) and also the physiology of laughter (aboutwhich I know nothing) in 2 weeks time, and I need help.Can any of you direct me toward helpful resources on this subject or shareany material you have used? I am out of my depth here.Thank you!Julie OslandAssistant Professor of PsychologyWheeling Jesuit University316 Washington AveWheeling, WV 26003e-mail: [EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: Social Psych Activities

[Jonathan Mueller]

Melissa,
 
You can find a large collection of social psychology activities at the Resources for the Teaching of Social Psychology site at
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/
 
I also send out a free, monthly e-mail newsletter accompanying the site in which I include new and newly discovered resources and ideas for teaching social psych and related courses.  To subscribe to the newsletter go to
 
  http://mail.cedarville.edu/mailman/listinfo/socialpsy-teach
 
Good luck.  Happy holidays,
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: measuring critical thinking?

[Jonathan Mueller]

Patrick,
 
I've collected a few such ideas on my Resources site at
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/activities.htm#methodology
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
>>> [EMAIL PROTECTED] 10/31/05 1:14 PM >>>
TIPsters:Any of you have a favorite way to get at critical thinking ability in psychology?  I've seen formal instruments but I'm thinking more of design critiques (read a vignette and find the confound, poor operationalization, over generalizations, etc.), understanding margin of error in survey results, correlation versus causation, etc.? I've created a lot of these things over the years teaching Stats and Research Methods and wondering if there are are other ideas out there?Maybe a favorite teaching tool?  I've found some good ideas from The Pocket Guide to Critical Thinking by Richard Epstein.Thanks kindlyPatrick-- Patrick O. Dolan, Ph.D.Assistant Professor of PsychologyDrew UniversityMadison, NJ 07940973-408-3558[EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: interview methodology/content analysis

[Jonathan Mueller]

Traci,
 
Two good sites with info on content analysis including software are
 
   http://www.car.ua.edu/
 
  http://writing.colostate.edu/guides/research/content/
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 10/27/05 1:05 PM >>>
One of my students wants to do open-ended interviews for her honor's thesis, and I don't have much experience with this kind of methodology and/or content analysis. Do any of you have experience with conducting and analyzing interviews,  exemplar articles you could point me to, and/or knowledge of some of the software programs that can be used for content analysis? Any advice (even to get us started) would be much appreciated!--     \\|||//    ( o o )-o00-(_)-00o--Traci A. GiulianoProfessor of PsychologySouthwestern UniversityGeorgetown, TX  78627[EMAIL PROTECTED](512) 863-1596;fax (512) 863-1846http://www.southwestern.edu/~giuliant---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: Tenure-track position

[Jonathan Mueller]

Ed,
 
Aiken?  What's an Aiken?  Good luck with your searches.  As you may have seen, we are again searching for a developmental person.  No luck last year.
 
Hope you are having a good year,
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: Grading Matrix for Writing Assignments

[Jonathan Mueller]

Joan,
 
I am guessing that by "grading matrix" you are referring to rubrics for evaluating those writing assignments.  If so, you can find lots of examples out on the Web.  For example, some writing tasks and accompanying rubrics can be found at
 
   http://jonathan.mueller.faculty.noctrl.edu/toolbox/examples/examples_tasks_english.htm
 
Or, to see some psychology assignment rubrics go to the following page and use Ctrl+F to search for the word "rubric" in the page.  Keep clicking "find next" and it will take you to each example of an assignment with a rubric.
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/assignments.htm
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 10/12/05 4:27 PM >>>
I will be making a presentation with a colleague, Linda Zimmerman, on thedevelopment of a grading matrix for writing assignments.  We would soappreciate any thoughts and/or examples of ones in use.   Thanks much inadvance.Joan Warmbold[EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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tenure track position in developmental

[Jonathan Mueller]

Please distribute to any potential candidates.  Personally, I have really enjoyed working at North Central College, in part because the Psychology Department is composed of an exceptional group of faculty that work well together.
 
 

Tenure Track Faculty Position in Developmental Psychology
 
North Central College invites applications for a tenure track position in Developmental Psychology (childhood, adolescent, adult or lifespan) to begin September 2006.   Appointment at the assistant professor level is anticipated, but higher ranks may be considered for suitably qualified applicants. A Ph.D. in Psychology or closely related field required.  Applicants should demonstrate potential for excellence in undergraduate teaching and mentoring, and should demonstrate a commitment to scholarship including collaborative research with undergraduates.  The successful candidate will teach Psychology of Adolescence and some combination of other psychology courses.  Interest in contributing to the College’s interdisciplinary general education program is valued.  North Central College, founded in 1861, is a selective, comprehensive liberal arts college with an enrollment of 1800 full-time undergraduates. The college is located in the Chicago suburb of Naperville, one of Money magazine’s “Best Places to Live.”  See http://www.noctrl.edu/psychology for more information about the school and department. Applicants should send a letter of application, vitae, undergraduate and graduate transcripts, a statement of teaching interests/philosophy, a statement of research interests and plans, and arrange for three letters of recommendation to be sent to Dr. Steve Davis, Psychology Search Committee, c/o Academic Affairs Office, North Central College, 30 N. Brainard St., Naperville, IL  60540.  Review of applications begins November 28, 2005 and continues until the position is filled.   Applicants who would enrich the diversity of the campus community are strongly encouraged to apply.  EOE.
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: Correlation and Causation

[Jonathan Mueller]

I probably mentioned this before, but I have collected a large number of correlational and causal claims in the media on the following page:
 
  http://jonathan.mueller.faculty.noctrl.edu/100/correlation_or_causation.htm
 
The text of the links capture the headlines of these popular press articles.  First, I teach my students how to tell a correlational headline or statement from a causal one.  Then, I ask them to read an article to see if the research actually matches the headline.  As you know, many times it does not.  I like the "Low self-esteem 'shrinks brain'" one. A lot I am able to do with these.
 
One of my favorite third variable examples is the research done a few years ago that found that infants that had night lights in their bedrooms were more likely to grow up myopic.  Even the researchers involved tended to jump to causal conclusions about this correlational study.  Can you figure out what the third variable was that caused the increased likelihood of night lights and myopia?  Sorry, I can't help being a teacher!  Find the answer here:
 
  http://www.findarticles.com/p/articles/mi_m1200/is_13_157/ai_61793426/print
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 09/19/05 7:33 AM >>>
When I teach about correlations, I find it's helpful to give a couple of examples of cases in which correlated events were not causally related.  For example, I discuss the unusual correlation between local ice cream sales and the murder rate in, say, Detroit, after which I facetiously suggest we immediately halt all ice cream sales.  Even better is an example such as hormone replacement therapy where correlational studies suggest one relationship but experimental ones reveal another picture entirely.What I'm wondering, though, is what psychology examples you use to illustrate that correlation between two variables does not necessarily mean that the variables are causally related (or better, that experimental research demonstrated to be unrelated).Jeff(BTW, still no takers on the "tracking teratogen use" assignment.  I've started creating one on my own, but if you use an assignment like this in developmental psych., I'd be interested in seeing it.  Thanks.)-- 
Jeffrey Bartel
Assistant Professor
Department of Psychology, FSC 119
Shippensburg University
1871 Old Main Dr.
Shippensburg, PA 17257
jsbart @ ship.edu / 717.477.1324 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] 
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Re: Name popularity graphic

[Jonathan Mueller]

Dave,
 
I believe you are referring to 
 
  http://www.babynamewizard.com/namevoyager/
 
The site has become more commercial, but you can still view NameVoyager for free.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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delay of gratification video

[Jonathan Mueller]

Can anyone point me to sources of video of Mischel's studies on delay of gratification in young children?
 
Thanks,
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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new positions in Chicago area

[Jonathan Mueller]

Please forward to any interested and qualified individuals.
 
The Psychology Department at North Central College is currently seekingapplicants for two positions for the 2005-2006 school year.  We arelooking to fill a full-time one year position, and a half-time renewableposition.  We especially need instructors who can teach AdolescentPsychology, Statistics, and/or Personality, but we also have opensections of Social Psychology, Educational Psychology, and CognitivePsychology.
 
North Central College is a comprehensive liberal arts college of 2500students, nestled in the historic district of Naperville, a dynamic cityof 139,000, located 30 miles west of Chicago, along the IllinoisResearch and Development corridor.
 
Send letter of application, vita, and any supporting materials to me,Steven Davis, North Central College, 30 N. Brainard St., Naperville, IL60540.   Applicants who would enrich the diversity of the campuscommunity are strongly encouraged to apply. EOE.
 
If you are in the Chicago area, we are also looking for someone toteach Adolescent Psychology for us this Spring term, MWF, 10:40-11:50.Please contact me by e-mail if you are interested and qualified.
 
Thanks,
 
***  Steven M. Davis, Ph.D.*  Associate Professor and Chair of Psychology*  North Central College*  30 N. Brainard St.*  Naperville, IL 60566-7063**  630/637-5327 (office)   [EMAIL PROTECTED] *  630/637-5121 (fax)  http://www.noctrl.edu/psychology **
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: info:peanuts

[Jonathan Mueller]

Schacter, S., and L.N. Friedman 1974 The effects of work and cue prominence on eating behavior. Pp. 11–14 in Obese Humans and Rats, S. Schachter and J. Rodin, eds. Potomac, Md.: Earlbaum Associates.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 2/17/2005 3:05:30 PM >>>
I can remember reading about a study where some subjects atepeanuts (unshelled) and some subjects ate peanuts but they had to take the shells off.The conclusion was that those subjects whohad to take the shells off ate less than the other subjects.Does anyone have the reference for this?I am trying to do a similar study with pistachios.Michael Sylvester,PhDDaytona Beach,Florida---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: Literature review student handout

[Jonathan Mueller]

A number of resources related to how to write psychology papers including lit reviews can be found at 
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/student.htm#writing
 
Scroll down to "Writing Guides."  Perhaps one of the best links from there to a lit review handout is
 
  http://www.depts.washington.edu/psywc/handouts/pdf/litrev.pdf
 
Hope this helps,
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 1/10/2005 12:28:20 PM >>>
I'm requiring the students in my advanced research lab to write a literature review before the write their research study proposal. I'm hoping that the literature review will enhance the quality of their research proposal (and actual study). I'm looking for a handout that some of you might have already prepared outlining the essential qualities of a good literature review. Perhaps a list of "dos" and "don'ts" or a description of how a literature review differs from an introduction (to a research study).I have Galvan's "writing literature reviews" book which has a check list but that is not quite what I'm looking for.ThanksMarie-- *Marie Helweg-Larsen, Ph.D.Associate Professor of PsychologyDickinson College, P.O. Box 1773Carlisle, PA 17013Office: (717) 245-1562, Fax: (717) 245-1971Webpage: www.dickinson.edu/~helwegm*---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: nytimes article on everyday life and happiness

[Jonathan Mueller]

The full Kahneman et al. research article and other relevant info can be found at
 
  http://sitemaker.umich.edu/norbert.schwarz/day_reconstruction_method
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: Questionnaire Reference

[Jonathan Mueller]

Some good online resources for how to construct good questionnaires can be found at the following page:
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/topicmethods.htm
 
Scroll down to Surveys.
 
Also, a good set of tutorials can be found at:
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/studies.htm
 
Scroll down to "How to collect online research" and click on the two tutorials on survey sampling.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: mov files

[Jonathan Mueller]

Jim,
 
One of the best sources of psych related video available on the web is the archive of the TV show Scientific American Frontiers.  They have put the entire episode of all their past shows online for viewing.  And each episode is broken into several pieces for easier viewing.  You can link to them in your powerpoint.  The searchable archive can be found at 
 
   http://www.pbs.org/saf/archive.htm
 
They have one category called Psychology/Cognitive Science.
 
Links to some other videos available online can be found at
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/technology.htm
 
Scroll down to the video section.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 10/30/2004 10:16:10 AM >>>



I am interested in psychology-related mov files that I can insert into powerpoints, etc. Any ideas where I can find some?  
 
Jim
Jim Matiya 
Carl Sandburg High School 
131st and LaGrange Road 
Orland Park, IL 60462 
2003 Moffett Memorial (High School Category)
Teaching Excellence Award of the Society for 
the Teaching of Psychology (Division Two of the 
American Psychological AssociationLewis University. Romeoville, IL 
Moraine Valley Comm. College. Palos Hills, IL 
Illinois Virtual High School. Cyberspace?  
[EMAIL PROTECTED] 
[EMAIL PROTECTED] >From: "Rick Froman" <[EMAIL PROTECTED]> >Reply-To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> >To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]> >Subject: RE: S&P question >Date: Fri, 29 Oct 2004 10:27:47 -0500 > >I will see if I can beat Stephen Black to the punch in pointing you to Cecil Adams' concise but seemingly authoritative answer at: > >http://www.straightdope.com/classics/a3_356a.html. > >Rick > >Rick Froman >[EMAIL PROTECTED] > >Original Message- >From: Rick Stevens [mailto:[EMAIL PROTECTED] >Sent: Fri 10/29/2004 10:07 AM >To: Teaching in the Psychological Sciences >Cc: >Subject: S&P question > > > > We have talked some about color and one student asked why, when stuff gets wet, it seems darker in color. Examples such as her blonde hair after washing, clothes that get water on them, and blacktop roads that seem blacker when wet were proposed. > > Does anyone have an answer? > > -- > __ Dr. Rick Stevens > __ Psychology Department > __ University of Louisiana @ Monroe > __ [EMAIL PROTECTED] > --- > You are currently subscribed to tips as: [EMAIL PROTECTED] > To unsubscribe send a blank email to [EMAIL PROTECTED] > ><< winmail.dat >> >--- >You are currently subscribed to tips as: [EMAIL PROTECTED] >To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] 
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Re: Human Sexuality and Gender Exercises

[Jonathan Mueller]

Deb,
 
You can find a few possible activities at the following page; click on the Genes, Gender and Culture link.  I think variations on the first activity -- comparing personal ads -- has a lot of potential.
 
  http://jonathan.mueller.faculty.noctrl.edu/crow/activities.htm
 
Good luck,
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 10/25/2004 2:39:45 PM >>>
Hello!I have my intro students do homework assignments that relate to each chapter that we cover. I try to give 4 or 5 different exercises per chapter (and the students choose 1). Do any of you have a good (relatively short) homework exercise that I can have my intro students do for the human sexuality and gender chapter? It can be reviewing material at a website or asking other people questions. Thanks in advance.DebDr. Deborah S. BriihlDept. of Psychology and CounselingValdosta State UniversityValdosta, GA 31698(229) 333-5994[EMAIL PROTECTED]http://chiron.valdosta.edu/dbriihl/Well I know these voices must be my soul...Rhyme and Reason - DMB---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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developmental psychologist position

[Jonathan Mueller]

Please forgive the cross-posting:
 
Developmental Psychologist 
 
North Central College seeks applications for a tenure-track position at the rank of assistant professor in developmental psychology to begin Sept., 2005.  Ph.D. in hand by Sept 1, ’05.  We are particularly interested in candidates who can teach the psychology of adolescence and/or adulthood and aging.  The successful candidate would also teach some combination of other classes from general psychology, child development, educational psychology, statistics and senior seminar.  Candidates must show evidence of excellence in teaching, commitment to professional growth and interest in undergraduate research.  Interest in teaching interdisciplinary general education courses a plus.  
 
North Central College is a comprehensive liberal arts college of 2500 students, nestled in the historic district of Naperville, a dynamic city of 139,000, located 30 miles west of Chicago, along the Illinois Research and Development corridor.
 
Send letter of application, vita, transcripts and three letters of recommendation to Dr. Steven Davis, Search Committee Chair, c/o Academic Affairs, North Central College, 30 N. Brainard St., Naperville, IL 60540.  Review of applications begins December 15, and will continue until the position is filled.  Applicants who would enrich the diversity of the campus community are strongly encouraged to apply. EOE.
 
 
The above is our official ad. Now let me add a personal one.  North Central College is an excellent place to work, and our department is made up of a great group of people to work with.  I really enjoy it here.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: Stories from 9/11

[Jonathan Mueller]

A great resource for 9/11 info including first-hand accounts is the Librarian's Index to the Internet's special collection on 9/11 found at
 
  http://lii.org/911
 
You will find personal stories in a number of sections including "first-person accounts."
 
Jon
 
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 9/28/2004 4:06:55 PM >>>


Hi everyone:
 
I'm looking for some personal first-hand accounts from the 9/11 tragedy, particularly from rescue workers on the scene or those in the buildings during the attack. I'm particularly interested in personal accounts of depression, grief, or other mental health struggles of survivors. I know there has been some research on this topic, but right now I'm looking more for personal stories and testimonies. Do you know any place I could find these kinds of accounts?
 
Feel free to post this on your listserve if you think others could help.
 
Thanks.
 
Rod Hetzel
 
___
Roderick D. Hetzel, Ph.D.
Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas  75607-7001903-233-3893 (phone)903-233-3851 (fax)
[EMAIL PROTECTED] (email)

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Re: Intro to Psych Cogn Chapter activities?

[Jonathan Mueller]

Deb,
 
You can find a few online cognitive activities through the links on the schedule page of my Intro syllabus. 
 
   http://jonathan.mueller.faculty.noctrl.edu/100/100SCHED.HTM
 
Take a look at the links in the right hand column for the topic of memory.  The links with yellow dots in front of them are interactive.  I particularly recommend
 
  "Automatic processes and mindlessness"  
 
  "Personal experience and memory" and
 
  "Cognitive heuristics and fallacious reasoning"
 
all written by Jeff Ricker.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
 
>>> [EMAIL PROTECTED] 9/17/2004 11:18:21 AM >>>
I am trying to come up with a few more activities/homework assignments for my Intro to Psych class for the Cognition/Language chapter. I have students do activities outside class that are linked to various topics. For example, for this chapter, I have them reviewing websites on mental image and performance, the animal language debate, and how to improve your creativity/problem solving ability. I like to give my students 5 options to choose from. I am looking for something on the following that would be an appropriate activity for intro to psych students (and one I don't need to spend a page explaining everything). Do any of you have something on computer and cognition, bilingual abilities, metacognition, or something else I have missed (memory and intelligence are in another chapter).DebDr. Deborah S. BriihlDept. of Psychology and CounselingValdosta State UniversityValdosta, GA 31698(229) 333-5994[EMAIL PROTECTED]http://chiron.valdosta.edu/dbriihl/Well I know these voices must be my soul...Rhyme and Reason - DMB---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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Re: A seminal idea for quality TV

[Jonathan Mueller]

I believe the "Prison Experiment" show took place.  You can read an article about it at
 
   http://education.guardian.co.uk/higher/research/story/0,9865,714927,00.html
 
Scroll to bottom to find more links about it.
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu>>> [EMAIL PROTECTED] 7/29/2004 11:34:02 AM >>>
Does anyone know what was the ultimate fate of the social-psychologyreality show that was to be produced in Britain with input from PhilipZimbardo?The last I has heard, production of the show had been delayed (or wasit cancelled?).-MaxMaxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada(519) 884-0710 ext 3854[EMAIL PROTECTED]>>> [EMAIL PROTECTED] 7/29/2004 11:04:27 AM >>>I thought this might liven up a slow week on TIPS:From the current Bionews newsletter (268:26/7/04;  http://www.BioNews.org.uk)  * 'SPERM IDOL' REALITY TV SHOW?:---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]
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solutions - visual hindsight bias

[Jonathan Mueller]

Thanks for all the suggestions on creating stimuli for a visual hindsight bias demo.  Lenore Frigo passed along some good suggestions (which I have included below).  She went beyond the call by also creating a sample for me in PowerPoint.  It uses the "crop" method described in the article where more and more pieces of the object eventually appear.  Lenore generated a set of slides to create that effect.  I added a two second delay in PowerPoint to each slide to create the effect I wanted.  
 
I also wanted to find or create something that could easily be shared with others.  I didn't want to send something as an attachment, so I saved the final product on the following web page:
 
  http://jonathan.mueller.faculty.noctrl.edu/reveal2.ppt
 
 
If you try it, see how many slides need to be revealed before you guess the object.  Then, invite someone into your office, tell them what the object is, and ask them to say "stop" when they think others would guess it.
 
Feel free to use it, download it, edit it or whatever you would like.  I will try to create a few more.
 
Harvey Shulman also mentioned that I could create a slide and then use the focus on the projector to gradually bring clarity to the object.  Of course, he noted, if it is a ceiling-mounted projector I might need a ladder!  However, I realized one could easily do that with an overhead projector as well.  It would be easy to produce an overhead slide and then manually change the focus on the image.  I prefer the PowerPoint time animation though because I can measure more accurately at what point people recognize the object or would claim that others would.
 
Thanks again for all the help,
 
Jon
 
Lenore Frigo's suggestions:
 

You could reveal the objects gradually in a PowerPoint slide, but having the image mostly covered by a square that shrinks (or moves off the object) from slide to slide. I did a quick example of this and will attempt to attach it. You could have several squares blocking the image, for a more complex presentation. 
 
Here's another possibility, but probably would take more time:

1. Start with an image--probably a black & white line drawing would work best
2. Open it in a program that can edit images, such as Paint, or a photo editor
3. Obscure the image slightly by erasing or whiting-out a small section. Then save this as a file (and name it something like image2), then obscure it a little more and save again (image3), continue this process until you have enough various images.
4. Present the images on PowerPoint slides in reverse order (like from image10 to image1) so that they go from most to least obscured.
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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visual hindsight bias demo

[Jonathan Mueller]

Ever-resourceful tipsters,
 
Here's a challenge for you.  I just read an interesting article in the most recent issue of Psychological Science entitled, "We saw it all along: Visual hindsight bias in children and adults."  (It can be found online at http://faculty.washington.edu/gloftus/Downloads/BALM.pdf)
 
I would like to recreate what they did in class somehow.  Here is the abstract of the article to show you what they did.
 
"We traced the developmental origins and trajectory of the hindsight bias. Three-, four-, and fiveyear-old children and adults identified gradually clarifying images of degraded common objects on acomputer. Half the time, observers did not know in advance what the object would become. Other times, observers knew in advance the object's identity, and estimated when a naïve same-age peer would identify the clarifying object. In two experiments, children and adults demonstrated hindsight bias by using advance knowledge to overestimate their same-age peers' ability to identify the objects. The magnitude of this bias declined across age in one experiment, but remained relatively stable over age in the otherexperiment. These findings may have important implications for children's theory of mind."
 
I would like to be able to use some animation to produce pictures of objects that gradually become more and more defined.  Do you know of any such animations on the web, for example, that you could point me to that I could use in class?  Or, do you know of a simple way I could create such animation in PowerPoint or some other common program?
 
Is this clear what I am after?  Any help would be appreciated.  Thanks,
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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Re: APA Template

[Jonathan Mueller]

A google search of template +"apa style" found the following sites:
 
http://www.tc.umn.edu/~gwin0005/apa-template.html
 
http://www.music.miami.edu/research/APAstyle/
 
http://learners.ncu.edu/elrc/tutorials/Manuscript%20template%20in%205th%20edition%20APA%20format.doc
 
You can also find more APA style resources at 
 
http://jonathan.mueller.faculty.noctrl.edu/crow/student.htm#writing
 
Jon
 
===Jon MuellerProfessor of PsychologyNorth Central College30 N. Brainard St.Naperville, IL 60540voice: (630)-637-5329fax: (630)-637-5121[EMAIL PROTECTED]http://jonathan.mueller.faculty.noctrl.edu
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