Re: [tips] SPSS Stats help needed

[Julie Osland]

Hi Jim--

This helps a lot. Thank you.

Julie

On Mon, Nov 16, 2009 at 7:32 PM, Jim Clark  wrote:

> Hi
>
> Assuming you mean the MANOVA routine in SPSS (not GLM, for example), use
> syntax like the following to partition the interaction:
>
> MANOVA dep BY major(1 2) place(1 3)
>   /PRINT = SIGNIF(SINGLEDF)
>   /CONTRAST(place) = SPECIAL(1 1 1  -2 1 1  0 -1 1).
>  .NOTE: if this is the contrast you want!
>
> The above will partition the 2 df (2-1)(3-1) interaction into single df
> contrasts.
>
> To test the simple effects (assuming same contrast) and partition simple
> effects into single df contrasts, use:
>
> MANOVA dep BY major(1 2) place(1 3)
>   /PRINT = SIGNIF(SINGLEDF)
>   /CONTRAST(place) = SPECIAL(1 1 1  -2 1 1  0 -1 1)
>   /DESIGN major place WITHIN major(1) place WITHIN major(2).
>
> These analyses can also be done with GLM using LMATRIX command or other
> options.
>
> If you are using Manova in the more generic sense (i.e., multiple dependent
> variables), I am less certain about how the above apply.  But since,
> multiple dep var Manova is often followed up by single dep var analyses, one
> could repeat above for each dep var.
>
> Hope this helps.
>
> Take care
> Jim
>
>
> James M. Clark
> Professor of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
> >>> Julie Osland  16-Nov-09 3:37:54 PM >>>
> Hi All--
>
> I am hoping one of you can help me. Here is what I need to figure out.  A
> student, one of our really good students, asked if you can test for
> interactions using MANOVA just like you do with ANOVA.  I said "sure you
> can." So now I am in a position to have to show them how and I want to be
> really prepared.
>
> I found some data from a of study mine and ran a 2x3 Manova, no problem at
> all. But I want to be really prepared to have to answer further questions.
>  The data has the following IVs:  math major (math intensive vs. non- math
> intensive) and math placement (remedial, college algebra, and advanced) and
> what I want to know in the event I am asked, how to test for the simple
> main
> effects and Interaction Contrasts in MANOVA.
>
> I did this stuff years (and years ago) in ANOVA but have been separated
> from
> my notes and books. I've spent the better part of an hour looking at stats
> books and searching SPSS help to no avail.
>
> Can anyone point me to a good resource regarding how to do this in SPSS?
>
> Thanks much,
>
> Julie
>
> --
> 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: osla...@wju.edu
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>



-- 
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: osla...@wju.edu

---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

[tips] SPSS Stats help needed

[Julie Osland]

Hi All--

I am hoping one of you can help me. Here is what I need to figure out.  A
student, one of our really good students, asked if you can test for
interactions using MANOVA just like you do with ANOVA.  I said "sure you
can." So now I am in a position to have to show them how and I want to be
really prepared.

I found some data from a of study mine and ran a 2x3 Manova, no problem at
all. But I want to be really prepared to have to answer further questions.
 The data has the following IVs:  math major (math intensive vs. non- math
intensive) and math placement (remedial, college algebra, and advanced) and
what I want to know in the event I am asked, how to test for the simple main
effects and Interaction Contrasts in MANOVA.

I did this stuff years (and years ago) in ANOVA but have been separated from
my notes and books. I've spent the better part of an hour looking at stats
books and searching SPSS help to no avail.

Can anyone point me to a good resource regarding how to do this in SPSS?

Thanks much,

Julie

-- 
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: osla...@wju.edu

---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

Re: [tips] Intro Statistics Text recommendation

[Julie Osland]

Hi--
When I taught stats for psych, I liked Jaccard and Becker's  "Statistics 
for the Behavioral Sciences" which has recently gone to the 5th 
edition.  There are practice problems at the end of each chapter and the 
instructor manual has some problems for use in class that are not in the 
book. I think it does a nice job of  balancing concept teaching with a 
"working the problems" approach.  Just my 2 cents.

Julie Osland

drna...@aol.com wrote:
>
>
> Hi,
>  
> I have been asked to teach baby Stats (again) for psychology at a 
> school where my teacher evaluations have been generally decent but the 
> faculty evaluator, who looks at our course materials, does not like my 
> choice of book.
>  
> I use Bluman Brief Edition (4th) which is not a "Psych Stats" book. 
> The examples and practice problems (of which there are a lot, that's 
> why I like the book) cover a variety of social, educational, criminal 
> justice and business applications...there are a few pure psych 
> problems mixed in, not many. The course includes lecture time (during 
> which I teach concepts and lots of by hand-solving of problems) and an 
> SPSS lab.
>  
> I would like to keep my job at this CSU (a concern in our current 
> budget environment), but I am reluctant to part with my book. I like 
> it. Other "stats for psych" books I've used have had far fewer 
> practice problems available and emphasize "teaching the concepts". I 
> hate that. I know I can supply my own problems but I was hoping that 
> someone out there knows of a "stats for psych" book that at least 
> provides a balance between conceptual understanding and teaching 
> students to grasp and perform the processes of statistical calculation 
> with lots of real practice problems, related to psych and the social 
> sciences closely allied to it.
>  
> Before I go through the nuisance of doing this and having to learn 
> someone else's way of doing some of the procedures (every book has a 
> few  of its own idiosyncratic presentations of formulae), I thought I 
> might at least find a book, with your help, that provides a decent 
> number of practice problems.
>  
> PS. I don't want to discuss whether teaching the hand calculations is 
> necessary. I could never learn mathematics by reading descriptions of 
> how to do it. Before they learn SPSS, they need to learn at least a 
> very basic version of what SPSS does. It's like teaching someone to 
> use a calculator without teaching them to add, subtract, multiply etc. 
> with his or her own brain first.
>  
> Thanks for your help - and have a good weekend too.
>  
> Nancy Melucci
> Long Beach CIty College
> Long Beach CA
>
>
> -Original Message-
> From: Gerald Peterson 
> To: Teaching in the Psychological Sciences (TIPS) 
> 
> Sent: Fri, Oct 30, 2009 12:12 pm
> Subject: Re: [tips] Seligman's Explanatory Style
>
>
> Would his ideas constitute a model, a formal theory, a moderator variable, a 
> theoretical line of research, or in other words, just a theoretical idea?  I 
> just teach undergrads about features of formal scientific theories, but they 
> soon find that anything passes for theory in psych textbooks and journals, 
> and 
> authors research various principles, effects, etc., without necessarily 
> seeking 
> the explanatory prowess of a developed theory.  Learned helplessness in 
> animals 
> can be shown, but indeed, the human equivalent seems linked to styles/habits 
> of 
> attribution while its causal involvement in producing such experiences 
> remains 
> moot. It may be more relevant when covering cognitive therapies for these 
> fundamentally neurobiological disorders.  I enjoy mentioning the 
> attributional 
> style ideas when covering issues in adjustment, abnormal, etc., but am not 
> convinced it deserves more than a gleeful mention allowing me to express my 
> social-cognitive biases.
>
>
>
>
> Gerald L. (Gary) Peterson, Ph.D. 
> Professor, Department of Psychology 
> Saginaw Valley State University 
> University Center, MI 48710 
> 989-964-4491 
> peter...@svsu.edu <mailto:peter...@svsu.edu> 
>
> - Original Message -
> From: "Scott O Lilienfeld" mailto:slil...@emory.edu>>
> To: "Teaching in the Psychological Sciences (TIPS)"  <mailto:tips@acsun.frostburg.edu>>
> Sent: Friday, October 30, 2009 1:07:11 PM GMT -05:00 US/Canada Eastern
> Subject: RE: [tips] Seligman's Explanatory Style
>
> Gary et al.: Seligman's attributional model has been presented and tested in 
> many peer review articles over the past three decades, e.g.,
>
> Abrahamson, L.

Re: [tips] help from someone with plagiarism detection software

[Julie Osland]

Hi Traci
Using the "so to will the impression manager (e.g., Newtson & Czerlinky, 
1974)"  I got a hit from both Social Cognition by Fiske and Taylor 
(1984) and Social Cognition: From Brains to Culture by Fiske and Taylor 
(2007) using Google.

Here the tinyurl

*http://tinyurl.com/yl7td4t*

Julie

Traci Giuliano wrote:
> Can anyone who has good software (the free online sites that I tried 
> don't seem to be very good) help me locate the BOOK that contains the 
> following quote:
>
> "How are positive impressions maintained? One strategy is behavioral 
> matching. If a target other person is behaving modestly, usually the 
> impression manager will do so as well, but if the target is behaving 
> in a self-promoting manner, so will the impression manager (e.g., 
> Newtson & Czerlinky, 1974). Earlier we noticed that people 
> automatically mimic the nonverbal behaviors of others, and this kind 
> of behavioral matching may also contribute to a positive impression."
>
> Thanks in advance!
>
> Cheers,
> Traci

-- 

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

Re: [tips] APA errata sheet

[Julie Osland]

Thank you!

I just downloaded the file e-mailed it to my department.
Julie

Blaine Peden wrote:
>
>
> Yesterday I found a 7 page errata sheet for the first printing of 6e 
> Publication Manual at http://apastyle.apa.org/manual/index.aspx
> under Supplemental Materials for Manual Owners.
>  
> I hope this information is helpful to others,
>  
> Blaine
>  
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>   

-- 

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] using clickers in class

[Julie Osland]

   
  

My colleague, who is not on TIPS,  uses clickers in her Human Sexuality class to poll on sensitive topics and then use the data as a springboard for class discussion. She really enjoys using them for that purpose--it preserves anonymity..something not possible with a show of hands in our small classes. She uses her own questions or questions based on material in the Ins. Manual.  If my memory serves me right, she collected data on use/non use of clickers and student learning in her course, and didn't find any learning benefit.  Julie Osland-Original Message-From: "Claudia Stanny" Sent 10/5/2009 10:53:51 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] using clickers in class







   
  





Does anyone on the list use personal response devices (AKA “clickers”)
in their classes?

 

If you use these, what types of clicker questions or clicker
activities do you use?

 

My campus adopted a standard clicker and is encouraging use
of these to increase student engagement in classes.

I’m interested in compiling examples of interesting
ways to use this technology to improve student learning.

 

For those who have done similar activities using a show of
hands instead of clickers, what are the advantages and disadvantages of each
approach?(outside the obvious advantage of cheap and low-tech for the show of
hands technique)

 

Claudia
J. Stanny, Ph.D.    

Director,
Center for University Teaching, Learning, and Assessment   

Associate
  Professor, Psychology

University
  of West Florida

Pensacola,
 FL  32514
– 5751

 

Phone:  
(850) 857-6355 or  473-7435

e-mail:   
csta...@uwf.edu





---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)



---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: Re:[tips] How Do You Explain A 4.4 Million Skeleton in a 6,000 Year Old Universe?

[Julie Osland]

   
  

Mike P.--I currently teach at a "#3" (Wheeling Jesuit University) and my prior teaching position was at a #4.Regarding the requirements to be a professor at a Sectarian-Catholic university, I can't speak to the demands on members of religion/theology department at my university (though now I'm going to ask them!) but I do know I never had to sign a statement of faith nor was there a conversation during my interview process about the importance of teaching  courses in a way  consistent with Catholic values and beliefs. Regarding my experience at a #4 (moderately conservative Baptist when I started, ultraconservative when I left) I did have to sign off on a statement saying that in the classroom I would not contradict their "faith and message" document, but I it was not a document that required me to "believe" in that "faith and message document. I was free to discuss/cover/lecture on any topic I wanted.  When I (and several colleagues and administrators) decided to leave, it was because 1) the institution was moving toward requiring all faculty to sign a document indicating agreement with the content of the faith and message, and 2) faculty would be required to provide their position on  three "litmus" topics [my phrase not theirs], one of which was evolution/creation.Julie OslandWheeling Jesuit University(3)  Private Colleges that are Sectarian-Catholic:  Catholiccolleges often will be sectarian but this does not mean that (a) all of the faculty at such institutions are Catholic nor (b) all students at such institutions are Catholic.  The Catholic colleges and universities will have departments of religion and theology though it is my understanding that not all students are required to take courses in them (NOTE:  a colleague at a major Catholic university expressed surpise when he learned that incoming students were directed into different curricula dependingupon whether they identified themselves as Catholic or not;I assume that Catholic students may have been required totake a certain number of credits in religion/theology while non-Catholics would not or only be required to take an intro toreligion course).  Catholic institutions do put certain demands on their faculty.  Faculty in departments of religion and theology are boundby the Pope's "Mandatum" that their teaching is consistent withwith Catholic dogma and re-affirms Catholic values and beliefs(perhaps this is to keep the faculty going Hans Kung route).  Faculty in non-religion/theology departments are advised to generally teach their courses consistent with Catholic values and beliefs but I am unsure whether these faculty are also held to the Mandatum or have sign a "statement of faith" affirming Catholicism.  In order to receive federal and state funding, the religious programs are kept seperate from the non-religious.  The Pope has affirmed thatfaith and reason can and should co-exist and science can provideuseful knowledge and understanding of the physical world beyondwhat the Bible can provide.  Thus, evolution is accepted andcreationism/ID is seen as peculiar system associated with certainProtestant groups.  Nonetheless, the current Pope has beenoutspoken on trying to reign in the U.S. colleges and universitiesas shown in the following article:http://www.wjla.com/news/stories/0408/512391.html  (4) Private Colleges that are Sectarian-Non-Catholic:  A variety ofreligions have affiliated colleges and universities (see:http://en.wikipedia.org/wiki/Category:Universities_and_colleges_by_religious_affiliation   )but the majority of these will be some flavor of non-CatholicChristian faith.  These schools can range from liberal in matterstheological and political to ultraconservative.  An extreme exampleof a conservative Christian college is "Patrick Henry College" (PHC), see:http://en.wikipedia.org/wiki/Patrick_Henry_College   .What is perhaps most noteworthy about PHC is its alleged connectionto the U.S. Republican party and the George W. Bush administration(e.g., quoting from Wikipedia:| It also attracted attention because a number of the school's students |gained White House internships and opportunities within the Bush administration: |in spring 2004, seven of the 100 student White House interns were from |PHC, which had only 240 students at the time.[11] This is the same number |of interns Georgetown University had during the same period.[14] )PHC also had problem in obtaining accreditation as a college because of itsinsistence on teaching creationism/ID in biology courses; see the following article from "Christianity Today":http://www.christianitytoday.com/ct/2002/july8/15.16.html?start=1  PHC received accreditation in 2007 as detailed in the wikipedia articlethough it is unclear what effect this had on biology and other coursesthat had religious content mixed in.A practice that some Christian colleges and universities have is that allstudents and faculty must sign a "Statement of Faith" 

[tips] Re: [tips] Books on Psych of Thinking for Lay People

[Julie Osland]

   
  

Hi Jim--To clarify, are you looking for a cognitive psych book "for the masses"? Not knowing for sure what you are looking for, I'll give a suggestion or two anyway.1) How We Know What Isn't So-- by  Gilovich2) The Psychology of Judgment and Decision Making -- by Scott PlousOne of the things I like about the Plous book is the quiz/survey at the beginning. In the chapters of his book, integrates those quiz questions [and answers] to illustrate of different types of judgmental and decision making tendencies (e.g., confirmation bias, attribution errors, availability heuristic, etc.)Julie -Original Message-From: "Jim Clark" Sent 10/4/2009 1:11:55 AMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] Books on Psych of Thinking for Lay PeopleHiI'm wondering what good books people on TIPS and PESTS have found on psychology of thinking for laypeople?Take careJimJames M. ClarkProfessor of Psychology204-786-9757204-774-4134 Faxj.cl...@uwinnipeg.ca---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] word confusions

[Julie Osland]

   
  

A trend I've been seeing in student writing over the past few years involves words such as "nowadays," "overall,"  and "themselves." Some students will break these words down into their component parts and write  "now a days," "over all," and "them selves."Julie-Original Message-From: Sent 8/11/2009 12:46:09 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: RE: [tips] word confusionsHere are a couple more that are not pronounced the same but often misused by students:"should of" should be "should have"off of when they want some other prepositionand confusing while and whereasAnnetteAnnette Kujawski Taylor, Ph.D.Professor of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110619-260-4006tay...@sandiego.edu

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] Height and cancer

[Julie Osland]

   
  

This is a really good illustration of the importance of not confusing correlation and causation.  Just because there is an association between height and cancer does not mean that one causes the other.  My betting money would be that age is one of the  key factors in explaining this correlation.  The likelihood of getting a number of different cancers increases with age, and as age increases, so too does height.   The CDC has data on breast cancer risk and age, which can be found at  http://www.cdc.gov/cancer/breast/statistics/age.htm.Julie OslandWheeling Jesuit University-Original Message-From: "michael sylvester" Sent 7/25/2009 7:02:12 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] Height and cancer





   
  


Fox news reported that a study has found a 
correlation between height and cancer.The taller
the more likely to get cancer.I assume that the 
cancer rates among dwarfs and midgets and other vertically challenged 
individuals would be minimal. As the only 
cross-cultural dude on Tips,I can report
that  there are some observations of a certain 
population in Ecuador that give credibility to my 
conclusions.
 
Michael Sylvester,PhD
Daytona Beach,Florida

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)



---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] Mid-week academic humor

[Julie Osland]

   
  

Here's my entry. It's a philosophy joke.Someone offered Descartes a glass of wine, not knowing that Descartes
was a teetotaler. Very offended, Descartes sniffed and said “I think
not!”

… and disappeared.
Julie Osland

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] Reality check

[Julie Osland]

   
  

Hi Carol--Here are my two cents.If there is no reference (in text citation) for the source, yes. If there is a citation, I would still get on their case for the fact that the last part of the sentence is verbatim from the original source and should be in quotation marks. However, my penalty would be much greater for the "no source given" situation than if the student(s) cited the source but didn't use quotes when they should.Julie-Original Message-From: "DeVolder Carol L" Sent 5/10/2009 2:17:19 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] Reality checkOK, I need a quick show of hands--plagiarism or not?Here is the sentence from the paper:   When hearing loss exists, the main cause is damage or complete destruction of sensory hair cells.Here is the sentence from the article:   The principle cause of hearing loss is damage to or complete destruction of sensory hair cells.I am encountering this so often, I'm starting to question my own judgment.Thanks,CarolCarol L. DeVolder, Ph.D. Professor of PsychologyChair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: devoldercar...@sau.edu web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender.---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

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

[Julie Osland]

Jim--

What comes to mind is the "cross-racial facial identification" in which 
one has superior recall for faces of one's own ethnic or racial group 
than others.  Is that it?


Julie

Jim Dougan wrote:

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


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)


--

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

Re: [tips] intellgence, IQ, etc.

[Julie Osland]

Hi Carol--

In my classes, I bring out the old, original WISC (1949 I think) and let 
them tackle sample questions and tasks. I state upfront that this is for 
demonstration purposes only and that this is not to be taken as 
diagnostic of their own intelligence. Given the dated and sexist nature 
of some of the items and questions, they can see why tests need to be 
revised and updated. They can also experience individual differences in 
a non-threatening format. I am blanking on the subtest name right now, 
but it is where you show a picture with something missing, and they have 
to identify what it is. Some students see it and name it right away and 
others lag behind...and students comment on that. Sometimes I also bring 
out the Bayley scales (used to measure infant/toddler intelligence) and 
let them experience what that is like. Then I ask if they can understand 
why we don't tend to find strong correlations between infant and 
adol./adult IQ scores. Or I ask them to write in class a couple of 
paragraphs about what an intelligent person has to know or be able to 
do, and why those skills, abilities or knowledge are important. The 
other thing that comes to mind is that in the Myers intro psych 
instructor manual, there is a Mensa quiz that contains items similar to 
those found on typical IQ tests. I've had students take it outside of 
class and then I ask if them to try and classify the types of 
skills/abilities being tested, and whether there are aspects of 
intelligence not tested by the test.


Now that I've read your e-mail all the way through (I stopped after the 
question) I can't think of any specific to the biological basis on 
intelligence right now.


Sorry,

Julie

DeVolder Carol L wrote:



Hi,

Does anyone have any suggestions for demonstrations regarding 
intelligence? I’m just looking for ways of livening up the discussion 
on the biological bases of intelligence in Brain and Behavior.


Thanks

Carol

Carol DeVolder, Ph.D.

Professor of Psychology

Chair, Department of Psychology

St. Ambrose University

Davenport, Iowa 52803

phone: 563-333-6482

e-mail: devoldercar...@sau.edu



---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)
  


--

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

[tips] Re: [tips] Essential Library purchases- information request

[Julie Osland]

   
  

Hi TimSome older than 2 year items  I recommend are:  Social Beings: A Core Motives Approach to Social  Psychology (Paperback) by Susan T. Fisk  andRational Choice in an Uncertain World: The Psychology of Judgement and Decision Making by  Reid Hastie and Dr. Robyn M. Dawes; the Psychology of Judgment and Decision making by Plous And also for some newer recommendations...Influence: Science and Practice (5th Edition) (Paperback) 2008 by Robert B. Cialdini  

  
  
  
   The Social Animal by Elliot Aronson 10th edition (2007)Julie-Original Message-From: "Shearon, Tim" Sent 3/15/2009 1:10:19 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: RE: [tips] Essential Library purchases- information requestTo my favorite list of highly informed colleagues!Our department has somehow not spent our library budget completely (deadline is today!). As I was looking over some of our areas of weakness in the collection, it occurred to me that the collective intelligence and experience of "tips" is a far better source of suggestions than my tiny/fatigued little gray cells! So do any of you have any highly recommended texts in the following areas for the last say year to two that are just MUST PURCHASES for an undergraduate library. If you wish, I could compile a list and do feel free to respond off list. Here are the areas I was looking at:Social psychology (probably our greatest area of need and one we are least expert in- your help in this one particularly appreciated)History of psychologyLearning- specifically animal learningApplied studies on learning/performance (or particularly important basic research in the area of human learning and performance)Neuropsychology- (brain injury and recovery and sports related in particular) Forensic psychologyYour thoughts will be much appreciated by me and the department but I suspect even more-so by our students!Tim Shearon___Timothy O. Shearon, PhDProfessor and Chair Department of PsychologyThe College of IdahoCaldwell, ID 83605email: tshea...@collegeofidaho.eduteaching: intro to neuropsychology; psychopharmacology; general; history and systems"You can't teach an old dogma new tricks." Dorothy Parker---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

---To make changes to your subscription contact:Bill Southerly (bsouthe...@frostburg.edu)

[tips] Good ABC Video for the social psychology of helping behavior

[Julie Osland]

Tipsters--

ABC has a pretty good video titled "Aiding the Fallen" (about 8 minutes 
in length) from their "What would you do?" series featuring


John Quiñones.  There is a brief discussion with John Dovidio, and it 
illustrates nicely some of the factors that can influence helping. The 
link is:



http://abcnews.go.com/Video/playerIndex?id=7053177


Julie

--

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

[tips] 2009 AP Psychology Reading in Kansas City, Mo

[Julie Osland]

Hi Tipsters--

Although most of the invites have gone out, I was surprised to not have 
seen discussion of this (yet), so I thought I'd bring it up. Who's going 
to be there?


Also, for those who are going, I'm looking for a roommate. My roommate 
arrangement for the past two years has fallen through (her husband was 
selected as a reader this year and so they're sharing a room). If you 
are someone or know of someone who's looking for a roommate, please 
e-mail me off-list.


Thank you,

Julie

--

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

Re: [tips] Lie to Me

[Julie Osland]

Paul--

Disclaimer: I know of Ekman's research but I'm not an expert on the expert.

 From a psychology standpoint I appreciated the following:

1) a discussion of  microexpressions (and a clip I can use in class for 
illustrative purposes)

2) the official website has links to Ekman's work and he provides an 
analysis of scenes from the pilot, and you and/or your students can sign 
up for Ekman's newsletter.  And Ekman is the science adviser for the 
show (go to http://fox.com/blogs/lietome/?src=carousel_on_lietome) so I 
have hope that the usual Hollywood bias toward too much certainty and 
not enough uncertainty might be restrained a bit. 

3) the first episode provides good fodder for a discussion of ethical 
issues--and not necessarily only for a psych ethics class.  For example, 
Dr. Lightman (main character) can tell that one of his colleagues is 
being lied to by her husband.  He doesn't tell her...but did he have an 
ethical responsibility to tell her? There are several other examples 
from the pilot that would be good ways to start a discussion on the 
ethics of lying.

4) keeping in mind the disclaimer above, I didn't feel like one gesture 
or expression was overemphasized in terms of its importance to lie 
detection. A variety of behaviors was examined and considered.  And in 
the pilot I think one of the characters mentioned something to the 
effect that "that they can tell /if /a person is lying, but not /why 
/they are lying." In my view, this is an important distinction to make.

Julie

Paul C Bernhardt wrote:
>
>
> I've not watched it, because the advertising put me off. Looked like 
> too much certainty where much uncertainty should be.
>
> So, if you've watched it, what did you think? Should we be 
> recommending this show to our students, or be prepared to inoculate 
> them against it?
>
> -- 
> Paul Bernhardt
> Frostburg State University
> Frostburg, MD, USA
>
>
>
> On 1/6/09 7:05 PM, "Frantz, Sue"  wrote:
>
>
>
>
>  
>
>   
>  
> For those who get TV's Fox channel...  I've been watching the ads
> for the new show "Lie to Me" beginning January 21st and wondering
> if it was based on Paul Ekman's work.  It is.
>  http://www.paulekman.com/
>  
> 
>  
> --
> Sue FrantzHighline
> Community College
> Psychology, Coordinator   Des Moines, WA
> 206.878.3710 x3404  sfra...@highline.edu
> 
> http://flightline.highline.edu/sfrantz/
> 
> --
> APA Division 2: Society for the Teaching of Psychology
> http://teachpsych.org/ 
> Office of Teaching Resources in Psychology, Associate Director
> Project Syllabus
> http://teachpsych.org/otrp/syllabi/syllabi.php
> 
>
>
>  
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>  
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly (bsouthe...@frostburg.edu)
>   

-- 

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: osla...@wju.edu


---
To make changes to your subscription contact:

Bill Southerly (bsouthe...@frostburg.edu)

Re: [tips] Request for a History of Teaching of Experimental Psychology

[Julie Osland]

One item that perhaps should be added to the list is Carl Seashore's 
"Elementary Experiments in Psychology" -- Henry Holt and Company, 1911.  
It's a manual for doing individual experiments that are very basic, 
appropriate for a first year course. It contains sections on after 
images, visual contrast, visual space, auditory space, Weber's law, 
association, memory, etc. It even includes an envelope "Milton Bradley 
Colors" for the visual experiments.

Julie Osland



Mike Palij wrote:
> I wanted to thank Chris for identifying some of the texts
> that would have been used in the early 20th century for the
> experimental psychology lab course.  I still have a copy of
> Woodworth & Schlossberg (2nd ed) text but have somehow
> lost the Kling & Riggs (3rd ed) update.  I also remember the
> Underwood text though by the time I took exp psych lab,
> we were using D'Amato's book.
>
> I also have two questions of secondary concern:
>
> (1)  Historically, what was the division in terms of time and
> coverage of "human" topics (e.g., psychophysics, verbal
> learning, etc.) and "animal" topics (i.e., baseline behavior
> frequency measure, shaping, continuous reinforcements,
> different schedules of reinforcement, etc.) for the general
> experimental psych lab (I realize that there may have been
> specialized labs but I assume that these were fewer in number
> than the general experimental lab course0 .  It's my impression
> that in the 1960-1980s it was a 50-50 split but in the 1990s
> the animal component dwindled in general experiment psych
> course and/or were relegated to specialized animal labs.
> Does this sound accurate? Does anyone know what the split 
> was like before the 1960s?  Has anyone examined whether
> the animal component is disappearing in recent years?
>
> (2)  The development of PC and web-based experiments
> seem to be signaling a new phase of teaching the experimental
> psych lab.  Has anyone examined/researched/written on this?
>
> -Mike Palij
> New York University
> [EMAIL PROTECTED] 
>
>
> On Wed, 22 Oct 2008 20:55:07 -0400, Christopher D. Green wrote:
>   
>> Mike Palij wrote:
>> 
>>> I was wondering if anyone knew of any articles or writings on the
>>> history of teaching of experimental psychology, particularly as a
>>> laboratory course, over the course of the past century.  I'm 
>>> interested in what was covered is such courses, the target enrollment
>>> size, and the "mission" of such courses.  Any help would be
>>> appreciated. TIA.
>>>   
>> Mike,
>>
>> There have been a number of "classic" textbooks on experimental 
>> psychology over the decades. They will give you some idea of how the 
>> course was taught historically. Of course student numbers, exact 
>> assignments, orientations, etc. would have varied widely from school to 
>> school over the decades. You'd have to dig into the archives at several 
>> places to get a good handle on that.
>>
>> First (in English) was E. C. Sanford's textbook (first issued in a 
>> series of articles in /Am J Psych/, 1891-1893).
>>
>> Titchener's "Manuals" were the "gold standard" in the early 20th century 
>> (even among many who rejected Titchener's specific theoretical 
>> perspective). 
>>
>> Henry Garrett (the avowed segregationist, eugenicist, white supremacist, 
>> and -- oh yes! -- APA President) wrote a "Great Experiments" book in the 
>> 1930s that was well known.
>>
>> The experimental psychology text first written in 1938 by R. S. 
>> Woodworth (& H. Schlosberg, in later editions) came to be so widely used 
>> that it was known informally as "The Columbia Bible."
>>
>> B. J. Underwood's had a popular textbook in the 1950s (orig ed. 1949) 
>> that came to be preferred (as I understand it) by those who thought 
>> Woodworth to be not rigorously behavioristic enough to suit their taste.
>>
>> And allow me to put in a good word for fellow-TIPSter Stuart McKelvie's 
>> course on human experimental psychology as, perhaps, the single 
>> best-designed and information-rich course I took in my more-than-a 
>> decade as a course-taking psychology student. (Fortunately for me, it 
>> came near the start of my psych student career.)
>>
>> 
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>   

-- 

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] student questions

[Julie Osland]

Hi Tipsters--

I need to draw on your collective wisdom in order to answer the 
following student questions from my general psychology classes.


1) Why does the parasympathetic nervous system act more slowly than the 
sympathetic nervous system?


2) If light helps keep circadian rhythms on a 24hr schedule, what 
happens if the person is blind?


Thanks,

Julie

--

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] Re: [tips] Looking for help with developing several classes

[Julie Osland]

   
  

For # 1, try this websitehttp://www.studygs.net/for #3, contact Drew Appleby at the Univ of Indiana--Purdue, he has a CD called "surviving, thriving, striving and arriving" that is giving to all incoming psych majors and is a guide to the major at their university. It's open for others to modify and use at their own colleges/universities. Also, if you google Appleby's name, you'll find some webpages at Univ of Indiana that talk about the differences between high school and college and making the adjustment that might be useful for #1 on your list, as well as on the CD mentioned above.Julie Osland-Original Message-From: <[EMAIL PROTECTED]>Sent 10/7/2008 2:38:14 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] Looking for help with developing several classesI am looking to develop the following courses and would appreciate hearing from those of you who have such courses (backchannel is fine), even if you don't teach it, perhaps you can direct me to your catalogue or forward this to the appropriate person who does teach the course for a reply. A catalogue description, syllabus, or any other information would be helpful.(1) Learning to learn. Anything in the lines of teaching students good learning techniques, especially for those who might be coming into college underprepared to undertake college level learning.(2) Careers in psychology. Yes, I already have the syllabi from Project Syllabus but any other insights would help. I am planning to do this a a 1-unit course.(3) Introduction to the psych major. And I did get the one syllabus from OTRP and also am planning this as a 1-unit course.I will eventually summarize responses back to the list.Thanks for your help! I know this is a huge list and am looking forward to all the great input.AnnetteAnnette Kujawski Taylor, Ph.D.Professor of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110619-260-4006[EMAIL PROTECTED]---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

[tips] Master's in Experimental Psychology

[Julie Osland]

   
  

Dear tipsters--Our psych department is seriously considering offering a Master's in Experimental Psych.  As I've been working on my part of this investigative process, I'm finding that I could really use input on/help with answering the following questions:1) why would a student consider this degree (not just from our school, but a Master's in Experimental in general?2) what are the future demands for such a degree?3) what is the potential job market for those with this degree?4) what are the potential graduate programs available to those who obtain a Master's in Experimental Psych?5)I know that the APA does not accredit Master's programs, but is there any standard set of criteria for what those with a Master's in Experimental should be able to/prepared to do?Thanks!Julie OslandAssistant Professor of PsychologyWheeling Jesuit University

---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])

[tips] Freshmen Friendly General Psychology Course

[Julie Osland]

Hello Tipsters--

Our university is implementing "freshmen friendly" courses this fall, 
and I've been asked to participate, as I am teaching 2 sections of 
general psychology.  What follows below is an except of what we are 
being asked to do


We are going to try to make the First Year Experience for incoming
freshman this year a very positive experience by not only scheduling
students for a First Year Experience Course but also what we would like
to call Freshman Friendly courses. We hope that the two experiences will
provide the support that these students need to be successful at WJU.
Your course has been identified as such a course, and you have been
identified as such a professor.

These Freshman Friendly Courses, which would be primarily for incoming
freshmen, but could have a few upper level students, would include the
following:

3) explicit discussion (beyond the syllabus) of how to succeed in the
course,

6) explicit effort to build a sense of community both among the students
in the course and between students and the larger WJU community.

If Tipsters would be willing to share for #3) the types of things they 
mention in their own class on succeeding in the course and for #6) 
again, things you've done to build community in the classroom and the 
larger campus community, I would be most appreciative.  For both of 
these, we are to engage in them multiple times over the semester 
(discussing how to do well in the course, building and maintaining 
community).


Thanks so much,

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

Re: [tips] Need interdisciplinary book suggestion

[Julie Osland]

Cialdini's book on "Influence"  and also the "Psychology of judgment and 
decision making" by Plous.  Politics involves persuasion and in the 
Plous book, it discusses the importance of message framing. Those are 
the two the immediately come to mind.




Traci Giuliano wrote:
I'm about to teach in an interdisciplinary honors program in which I 
meet with a group of 10 students from different majors over the course 
of 3 years (their sophomore, junior, and senior years) to--among other 
goals--have broad-based discussions that enable students to learn 
about the world while making connections among the various academic 
disciplines. As a social psychologist, my seminar has  "understanding 
human behavior" as its underlying framework, although I'm interested 
in expanding my own horizons as well. Given the presidential election, 
I'm particularly interested in books that might be politically 
relevant somehow, but I'm open to any good, general books that 
Tipsters think might make for a nice intro to my seminar as a "summer 
reading" text.


Thanks in advance!!


--

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] Bayes' Theorem Help Needed

[Julie Osland]

I used some of Scott Plous' quiz items in my Social Psych Class the 
other day, and I am in the process of integrating student answers into 
my lecture, along with feedback on the correct answers.  One of the items is

Imagine two urns filled with millions of poker chips. In the first urn, 
70% of the chips are red and 30%  are blue. In the second urn, 70% of 
the chips are blue and 30% are red. Suppose one of the urns is chosen 
randomly, and a dozen chips are drawn from it: eight red chips and four 
blue chips. What are the chances that the chips come from the urn with 
the mostly red chips?


The answer given by Plous is 97%.  He then references the fact that this 
involves Bayes' theorem and to see a chapter by Edwards (1968)  in 
"formal representation of human judgment." We don't have this book, and 
I'd like to be ready for the student who asks me to show them how to 
arrive at this answer. Can anyone help me

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] Thanks!

[Julie Osland]

To all the tipsters who provided me with availability heuristic 
activities, thank you!  I used several, and they worked quite well.


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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

Re: [tips] Availability Heuristic Activities?

[Julie Osland]

These are excellent. I especially like the one illustrating when the 
availability heuristic does work.  Will balance out my presentation of 
information nicely.
And I completely forgot about the Plous text, and we have a copy. 


Claudia Stanny wrote:

Assuming a sheet of paper is .1mm thick:

.1mm x 2 (to the 100th power - lost my formatting here) = 1.27 x 10 (to
the 29th power) mm or 1.27 x 10 (to the 23rd power) km

Or 800,000,000,000,000 times the distance between the earth and the sun
-- a bit more anchoring and adjustment at work here, eh, Deb?  ;-)

My students just can't believe this result. Of course, they want to know
where we'd get a sheet of paper that big! (And what would the square
mileage of such a sheet be - an additional problem for the math wonks
out there in TIPS-land!)

>From Plous, S. (1993).  The psychology of judgment and decision making.
New York:  McGraw-Hill.

Plous has a quiz at the beginning of this text that is chock full of
good examples of heuristics, biases, and choice problems that typically
elicit various sorts of "irrational" decision making. He also provides
the answers and might have these indexed to the chapter where this is
discussed - either that or I annotated by copy (it is in another office
than where I am now).


Here is an example you can use to show when the availability heuristic
will produce a correct set of answers (if you want to talk about
Gigerenzer's argument that heuristics are quick and dirty ways to
usually get a good answer).

Rate the following words on their relative frequency in language (the
Kucera-Francis word counts are provided next to each word):

_   BOTTLE  K-F freq 50

_   BUTTER  K-F freq 100

_   CHAOS   K-F freq 9

_   COTTAGE K-F freq 46

_   PYTHON  K-F freq 1

_   VALLEY  K-F freq 100

Claudia J. Stanny, Ph.D.  
Director, Center for University Teaching, Learning, and Assessment
Associate Professor, Psychology
University of West Florida

Pensacola, FL  32514 - 5751
 
Phone:   (850) 857-6355 or  473-7435

e-mail:[EMAIL PROTECTED]
 
CUTLA Web Site: http://uwf.edu/cutla/

Personal Web Pages: http://uwf.edu/cstanny/website/index.htm
 
-Original Message-
From: Deb Briihl [mailto:[EMAIL PROTECTED] 
Sent: Thursday, March 20, 2008 1:31 PM

To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Availability Heuristic Activities?

Almost to the moon (I forget how many miles it is). I typically start 
singing the inchworm song (2 and 2 are 4, 4 and 4 are 8... - and for
those 
of you who remember the old hair commercial of I told 2 friends, and
they 
told 2 friends). After 9-10 folds, it is about as thick as their
textbook, 
so I then state 2 textbooks, 4 textbooks, etc.



---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])
  


--

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

Re: [tips] Availability Heuristic Activities?

[Julie Osland]

I like the paper folding one-- what is the answer?  Isn't it something 
like the distance from earth to the moon or something?

Julie

Deb Briihl wrote:
Try the Is K more likely to be the 1st or 3rd letter of the word? The 
letter R?


This one is a bit of a stretch for the availability heuristic (it is 
tough to imagine folding a piece of paper that many times), but it is 
foolproof. I have YET to have a student even came close to the right 
answer.


If you had a huge piece of paper and could fold it 100 times in half 
each time, how thick would the folded paper be?


At 11:17 AM 3/20/2008 -0400, you 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?


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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
Valdosta, 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


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


--

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] Availability Heuristic Activities?

[Julie Osland]

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

Re: [tips] help with exam item

[Julie Osland]

I would pick answer c. That was the one that jumped out at me.  Why? 
I'll start by explaining why I didn't pick the others. I didn't pick 
"A"  because yes, a theory is strengthened when you get similar results 
based on different methodologies but it by no means a guarantee, and  by 
finding different outcomes it can indicate the boundary conditions of 
the theory.
I didn't pick "B" because of of the fact that an operational definition 
specifies how a variable will be measured or manipulated and a 10 point 
scale is a way of operationally defining stress. So that one was out.
C explains why you should not expect A.  One researcher might find a 
particular outcome, such as stress and grades to be correlated but it 
may not be replicable beyond his/her very specific experimental paradigm 
(IV manipulation used, measures used, etc).  It's an issue of construct 
validity. Is the operational definition of 'stress' a valid one?  Is 
number of minutes spent arguing a valid measure of stress or might it be 
measuring something else, such as anger/hostility?


Those are my 2 cents.

Julie Osland

[EMAIL PROTECTED] wrote:

Either I am losing my mind or something is wrong. I used the following item on an exam. 
Not one student picked the answer I thought was "correct". I believe originally 
the item came from a test bank (which I no longer have) that accompanies the Cozby 
research methods text. Every single one of my students picked the same answer and it's 
not the answer I thought was best.

Can I call on tipsters to tell me which answer they think is correct and why? I 
will later tell you which answer I thoughtw as correct and why.

1. Two researchers tested the hypothesis that college students��� grades and 
stress are related. One researcher operationally defined stress as the number 
of minutes spent arguing with others. The other researcher defined stress as 
the amount of tension at any point in time measured on a 10-point scale. Which 
of the following statements is accurate?
   a.	Because their hypotheses are identical, the two 
researchers should have similar results.
   b.	The only valid definition is the number of minutes 
spent arguing with others because it is the only 
objective measure.
   c.	The difference in operational definitions of stress 
could lead to quite different results.


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]

---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])


--

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]


---
To make changes to your subscription contact:

Bill Southerly ([EMAIL PROTECTED])

[tips] Daisy the goose video

[Julie Osland]

Hi tipsters--

Last spring, Beth Benoit shared a wonderful video on daisy the goose. 
When I tried to play the file today, I was unable to.  Is there a 
tipster that can help me out  and e-mail me copy so I can show the video 
in class Thursday?


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]


---

Re: [tips] subject pool question

[Julie Osland]

Hi Annette--

At our school, intro psych students are required to complete 6 
participation credits . One credit is earned per half our of  
participation. For each participation credit a student is short, their 
final course grade is reduced by 1%. (alternative options to research 
participation are available to the students upon request). For the an 
experiment in which they participate, students can earn a research 
participation point for a written evaluation of that experiment.


Julie

[EMAIL PROTECTED] wrote:

Sorry for the cross-posting; please delete if you have seen this on another 
list.

We are having some small problems with our subject pool and were wondering this 
question of what is the standard at other schools:

How long can a "participation" credit last?
  At some places it is up to 60 min
  At some places it is up to 30 min

How many "participation credits" are required at your school?
  We have seen a range from 3 to 20.

Thank you.

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]

---
  


--

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]


---

Re: [tips] IRB

[Julie Osland]

Julie

Our institution has a "committee on committees" that assign faculty to 
different committee responsibilities, including the IRB.  The members 
are usually a mix from different disciplines, though this year's make up 
is biased toward the science and health fields.

Julie Osland

Penley, Julie wrote:
>
> Hi everyone,
>
> I think a similar question was recently raised, but I am curious about 
> (1) whether your institution has an active IRB and (2) how its members 
> are selected.  There is some concern that our school's IRB are 
> recommended by our deans, directors, and leaders of our constituency 
> groups (i.e., the presidents of our staff and faculty associations) 
> and ultimately appointed by our College President.  We'd like to know 
> how other schools identify their IRB members.
>
>  
>
> Thanks very much!
>
>  
>
> Julie
>
>  
>
> Julie A. Penley, Ph.D.
>
> Associate Professor of Psychology
>
> El Paso Community College
>
> PO Box 20500
>
> El Paso, TX 79998-0500
>
> Office phone: (915) 831-3210
>
> Department fax: (915) 831-2324
>
>  
>
>
> ---
> To make changes to your subscription go to:
> http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0?=english
>   

-- 

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]


---

Re: [tips] attitudes toward learning and reading

[Julie Osland]

Thanks for the feedback.   I did ask them why they didn't like to read.  
I jokingly asked them if college made them not like reading and several 
(5 or so) were nodding their heads in agreement.

Your assessment of teacher ed is on track. My colleague somewhat 
humorously calls that elem. ed major "advanced scrapbooking."  One of 
the biggest headaches in teaching the child psych course is having the 
different mindset and level of critical thinking between the psych 
majors (who mostly 'get' critical thinking and the scientific method) 
and the ed majors, who don't.  If anything, it seems that many of the 
elem ed majors prefer to stay only slightly above the level of cognitive 
development of their students.  But our majors have to take experimental 
and stats and two additional research electives, and for the ed majors, 
methods mean creating lesson plans and practicing teaching, so I guess I 
shouldn't be surprised.

Julie

[EMAIL PROTECTED] wrote:
> Geez, no one responded since yesterday. OK, I'll do it.
>
> First of all, I don't think your experience is NOT very unusual. My youngest 
> child is a 19-year old college sophomore and I would say that is pretty 
> typical of him and his group. He wouldn't be caught dead raising his hand, 
> publicly in class to that one, but he is a "closet" reader! 
>
> Second, I'm not at all surprised to hear that these are ed students. We have 
> the worst problems in disabusing our ed students of their psychological 
> misconceptions. They just hang on to them more tenaciously than other 
> students. They are less critical and scientific thinkers for some reason, as 
> a group. An ed student is most likely to be in my office telling me that this 
> one experiment, well, it's only one. But they have heard many people say 
> (insert favorite misconception) dozens of times, so it must be true: quantity 
> trumps quality in their minds. 
>
> I think this is something worth researching.
>
> Anyway, I would have openly called my students on it. I guess I'm older and 
> can get away with that sort of thing; but I would have said something like, 
> "So. Hmm. Many of you want to become teachers. Well, imagine yourselves a few 
> years from now asking YOUR students how many like to read, and NONE raise 
> their hands.hmmm, can we revisit this question now?" I don't know, I just 
> come across as "mom" and can do those things.
>
> 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: Thu, 30 Aug 2007 22:42:17 GMT
>> From: "Julie Osland" <[EMAIL PROTECTED]>  
>> Subject: [tips] attitudes toward learning and reading  
>> To: "Teaching in the Psychological Sciences (TIPS)" 
>> 
>>
>>   Hi Tipsters
>>
>>   I just had a somewhat worrisome experience in my
>>   child psychology class today that I  need to share. 
>>   We were discussing how the gene-environment
>>   interaction can change over time (passive,
>>   evocative, and active).  To illustrate, I had used
>>   an example involving "being athletic." So I asked
>>   the class to volunteer things they liked to do, so I
>>   could provide another illustration.  After a long
>>   pause, I asked them "how many of you like to read?"
>>   No takers.  So next I asked "how many of you like to
>>   learn?" (1/2 of this class of 30 is elem. ed
>>   majors). No takers.   So these students who want to
>>   teach elementary kids don't like learning and
>>   reading?!?!  Now there's a nightmare (which I didn't
>>   say out loud to the class).  To borrow an expression
>>   from Paula Deen "Oh my gumdrops!" Are these
>>   attitudes common in today's students?  Or is this
>>   class of mine just a fluke?
>>
>>   Julie
>>
>> ---
>> To make changes to your subscription go to:
>> http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english
>> 
>
> ---
>   

-- 

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]


---

[tips] attitudes toward learning and reading

[Julie Osland]

Hi TipstersI just had a somewhat worrisome experience in my child psychology class today that I  need to share.  We were discussing how the gene-environment interaction can change over time (passive, evocative, and active).  To illustrate, I had used an example involving "being athletic." So I asked the class to volunteer things they liked to do, so I could provide another illustration.  After a long pause, I asked them "how many of you like to read?" No takers.  So next I asked "how many of you like to learn?" (1/2 of this class of 30 is elem. ed majors). No takers.   So these students who want to teach elementary kids don't like learning and reading?!?!  Now there's a nightmare (which I didn't say out loud to the class).  To borrow an _expression_ from Paula Deen "Oh my gumdrops!" Are these attitudes common in today's students?  Or is this class of mine just a fluke?Julie
---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Psychology Subfield Membership

[Julie Osland]

Hi Tipsters--

It's the first week of classes and I am beginning to think I've lost my 
mind.  I am trying to locate data on the percentage of psychologists in 
different subfields (social, psychoanalytic, cognitive, etc).  A few 
years back when I taught gen psych, I did an activity asking students 
the name they associate with psychology (usually Freud) and the 
percentage of psychologists they believe are of the psychoanalytic 
tradition -- and the actually percentage is really low (less than 10%). 
I've tried a number of searches on APA and google and I'm not finding 
it.  Can any one help me?


Thanks,

Julie

--

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]


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: [tips] Activities Social Psychology

[Julie Osland]

To illustrate priming (this is from an activity in the david myers insructor guide), write the following words on the bulletin board (or bring them up one bullet point at a time on power point) and the class is to then shout out the word I've put up/writtenSoakFolkOakPolk and then immediately ask, and what's the white of an egg?  (most will yell out yolk). Gets them almost every time.For the representativeness heuristic, there a couple that are all variations on the same theme. I am away from my office until Tuesday. If you don't need it until then, I'll e-mail you when I get back in the office.-Original Message-From: "Jablonski, Jessica" <[EMAIL PROTECTED]>Sent 6/3/2007 6:42:15 PMTo: "Teaching in the Psychological Sciences (TIPS)" Subject: [tips] Activities Social PsychologyHello 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 PsychologyRichard Stockton College of New JerseyEmail: [EMAIL PROTECTED]   My Website on Grad Study in Psych: http://home.comcast.net/~jpsyd/graduate.htm  ---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0〈=english

   ---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] RE: [SPAM] - Differentiate between - Bayesian Filter detected spam

[Julie Osland]

Self-Serving Bias: internal attributions for positive outcomes, external 
attributions for negative outcomes.



Raymond Rogoway wrote:

fundamental attribution error?


Ray Rogoway
[EMAIL PROTECTED]


On May 9, 2007, at 5:44 AM, Marc Carter wrote:



That's a pretty well-known finding in social psychology.


--
"There is no power for change greater than a community discovering what
it cares about."
--
Margaret Wheatley

-Original Message-
From: Michael Sylvester [mailto:[EMAIL PROTECTED]
Sent: Tuesday, May 08, 2007 8:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [SPAM] - [tips] Differentiate between - Bayesian Filter
detected spam

these two statements:
I got an A.

He gave me a C.

Michael Sylvester,PhD
Daytona Beach,Florida
---
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 






---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english 





--

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]


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: Movies that deal with Psychology

[Julie Osland]

I have a few to add to the list as well --

Miracle -- about the US 1980 Hockey team-- there is  clip I like to show 
that speaks to superordinate goals-- that the coach, Herb Brooks, is 
trying to get the team united in hating him so that they don't have time 
to hate each other (most team players are from MN and Boston, Mass.)


Then there is "Something the Lord Made" (HBO film) with Alan Rickman and 
Mos Def. The film is about Dr. Alfred Blalock arrived and his surgical 
research technician Vivien Thomas, an African American. Though in part 
the film deals with their collaboration to surgically treat 'blue-baby- 
syndrome', the film also focuses on their relationship and how it 
evolved. I use it to provoke discussion about the factors critical in 
the evolution of their friendship.


In addition to social psychology, I also teach adolescence, and the 
Arnett instructor guide has a decent list of films that can be used to 
discuss various aspects of that developmental period-- Billy Elliot is a 
favorite of mine for highlighting gender stereotypes (ballet is not for 
boys) among other things. And for the general stereotypes of adolescence 
-- the cliques and the crowds and the peer pressure, the drama -- etc. I 
love Mean Girls (Lindsay Lohan).


Annette Kujawski Taylor wrote:

/I would very much appreciate some ideas posted for films for _other_ 
areas--there are already plenty for every aspect of clinical. /


First, off I want to thank you for sharing your wonderful list. I 
always look forward to your posts because they exude so much creativity.


I wanted to add a couple that seem to work well for me. 

*Social Psychology-*  I use clips from *Remember the Titans* to show:  
compliance, the contact hypothesis, possible brainwashing, and the 
power of one individual to help make a difference  (the heavy set 
white player who sat with the African American table).  I focus on the 
coaches dogmatic style and we talk about how it may have been 
necessary to evoke the change that he did.


I then directly follow this with a discussion on Cult behavior and 
show the last 10-15 minutes of the *Guyana Tragedy*- which again shows 
a dogmatic style, compliance, obedience, conformity and how one 
individual can help to sway things (the woman who stood up for Jim 
Jones and publicly supported his desires when he was facing dissention)  

Using clips from these two films back to back seems to be a good 
illustration on how social psychology practices can be used for good 
or bad. 

** 

*Lifespan Development*-  I talk about John Gottman's 4 behaviors that 
lead to divorce and I show clips from the movie-  *The Story of Us*. 

 

I also remember a great suggestion posted by list member Steven 
Specht  who uses *New Jack City-  his post is presented below.*


/I show the opening scene from the movie New Jack City, in this scene 
the focal point is a man being held over the side of a bridge about to 
be dropped into the river below as a result of a drug deal gone bad. I 
then distribute a short questionnaire (4 questions) asking students 
about their recall of facts of the movie scene. For the third 
question, I ask, "What is your estimate of the age of the woman who 
was screaming in the video?" However, for half of the class, the word 
"Woman" is replaced by the word "girl". /


/This exercise may show the effect of language and questioning style 
on memory retrieval. Students tend to guess an average of age 23 when 
the female is referred to as a girl and 29 when the female is referred 
to as a woman. /


 


Amy Sweetman
Professor of Psychology
Los Angeles City College 
323-953-4000 ext. 2931

[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


--

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]



---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: Tension between enabling understanding and good grades with requirement for class averages

[Julie Osland]

Wow! I don't envy being in your shoes.

I'm having a difficult time figuring out whether you are concerned about 
grades being too high or too low and I don't know the size of the 
institution at which you are teaching.


One thing that I thought of is to weight your assignments so that they 
contribute more or less to the overall grade based on the average you 
are trying to achieve. If you are worried about inflation, the the 
paper, esp. if you are of the view that an A is almost guaranteed could 
contribute less than exams, where revision is not a possibility.


I do provide study guides, but I pull most directly from the learning 
objectives that are typically found in the instructor's manual or 
student study guides. Also, many are often posted on course companion 
websites, which makes copy and paste really easy. And I tell them that 
these are designed to help them identify the key concepts in the 
textbook and it is up to them as a student to do the learning of those 
key points.


Something else a colleague of mine mentioned is that on her exams, she 
increases the amount of "not covered in lecture" content according to 
the academic level of the course (Fr., So., Jr., Sr.). And this is 
something I have more or less adopted as well. I include more "not in 
lecture" questions for the Sr. than for the Jr. level, more in the Jr. 
than the So. level, and so on. The study guides are handy here because 
the students can focus on those non-lecture key concepts and their 
application come exam time.  But I stand firm on not giving hints about 
where in a chapter I will select the non-lecture questions.
Another  frequent assessments is to give pop quizzes so that students 
are motivated to learn the material, and for those who don't do well on 
them, to master the content by exam time.


Those are my thoughts on the issue.

Julie Osland




Mike wrote:

I would like to hear some comments on how we are supposed to both foster
understanding and enable good grades for students while, at the same time,
supposedly coming up with a specific class average (lets say 68% (or
higher for more senior courses)).
 
For example.

Frequent testing with concentration on major learning points will foster
greater understanding and higher grades.
Paper assignments where students are encouraged to hand in drafts up to
the final paper all but guarantees an A paper.
My students also frequently ask for "study guides" for exams, so they know
what to concentrate on.
 
Anyone know how one can do these and similar things, which are advocated

by books on pedagogy, and yet still deliver a reasonable average for
administration (without curving grades)?
 
--Mike


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

  


--

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]


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: A (curmudgeonly) question

[Julie Osland]

Hi Marc--

I have that policy (no e-mail copies) in my syllabus. The rationale I 
give in the syllabus includes things such as virus concerns, files sent 
that are corrupted and can't be opened, and the fact that our e-mail 
system here at the university automatically strips off attachments that 
exceed a certain size.  I tell them delivering a printed copy is the 
only way to be sure it is received. Of course, I have made exceptions to 
this policy on a case by case basis, but so far, I haven't had any 
complaints about it at all, and I've had this policy in all of my face 
to face classes for about 3 years now.


Julie

Marc Carter wrote:

Hi, All --

Quick question: is anyone else getting annoyed at the number of students
who email assignments to you, leaving you to do the printing and
stapling?

I am considering a "no emailed assignments" policy, but just wonder if
I'm being school-marmish and mean.

Do you regularly allow students to do this?

Thanks for any help you can provide.  I don't want to turn into a bitter
old man.

m

---
"Whatever power the United States Constitution 
envisions for the Executive in its exchanges with 
other nations or with enemy organizations in times 
of conflict, it most assuredly envisions a role 
for all three branches when individual liberties 
are at stake."

---
July 20,2006
US District Court for Northern California

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

  


--

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]


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

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

[Julie Osland]

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 

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] What makes a Bachelor of Science Degree different from a B.A.

[Julie Osland]

Dear Tipsters:

My department is in the process of trying to change our degree designation
from B.A. to B.S.  Our initial proposal and rationale was rejected by our
Academic Policy Committee on the grounds that an empirical approach and
use of the scientific method is not what distinguishes a B.A. from a B.S.
In our department, all majors must take experimental psychology, plus
select two additional research based lab courses from offerings such as
experimental social, learning, sensation and perception, motivation and
emotion, and health psychology,

We have read the Wikipedia version (that a BA usually requires fewer
courses in the major and allows a student to take a greater number of
electives outside the major and that the BS designation is typically
reserved for the physical sciences). However, it seems prudent to seek
additional sources of information on what distinguishes a B.A. from a B.S
degree. If any of you could offer insight on this issue, we would greatly
appreciate it.

Thank you,

Julie Osland
Assistant Professor of Psychology
Wheeling Jesuit University 

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: student bloopers

[Julie Osland]

While grading a child development paper on risk and resilience...

"the buggering effect of the family"



or another student describing where s/he lived as a child

"ten minuets from..." (so if distance equals r x t, and the standard
minuet lasts 3 minutes and 29 seconds and the car was travelling at 30
mph...)



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

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: Intermediate stats book recommendation

[Julie Osland]

Jaccard and Becker, stats for the behavioral sciences. I believe it's
in the 5th edition now.

Julie Osland

[EMAIL PROTECTED] wrote:

  
  
  Hello,
   
  I would like a recommendation for a good text for intermediate
statistics. 
   
  I used Howell's book last spring and I was not happy with it.
   
  Do I have any alternatives? I tend to like books with large
problem sets and good examples.
   
  Thanks for any help you can provide.
   
  Nancy Melucci
  Long Beach City College
  CSULB
   
---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english


-- 

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]

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Tests and Measurements Help

[Julie Osland]

Dear TIPSters--

I have been asked to develop and teach a tests and measurements course for
my psych department. I've never taught the course and as it not an area of
expertise for me, I would greatly appreciate two things:
1) texts you used and what you liked/didn't like
2) activities, demonstrations, and or projects you have used successfully
in such a class

Thank you,

Julie Osland
Assistant Professor of Psychology
Wheeling Jesuit University

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Re: Undergrad psych in the Northeast

[Julie Osland]

Ours!  Wheeling Jesuit University--small Jesuit (Catholic) University, 
great psych depart (not that I am biased) and size around 1100. We're in 
WV and close to Pittsburgh, PA.


Katia Morales wrote:

One of our seniors is looking for a small school in the northeast with a
good undergraduate psych program.  She is open to possibilities of
religious (Christian) and/or all women's schools.  Does anyone have any
suggestions?
Many thanks,
Katia Kayayan
Colegio Maya
Guatemala

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

  


--

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]


---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Social/Cognitive/Perception methods question

[Julie Osland]

Hi Everybody--

I was reading an article I was considering assigning for a class that I
teach, when I came across this statement

"Attention and perception tasks that measure processing occurring at
different time points in the time course from attention, to encoding, to
operating on the resulting percept would provide a fine-grained look at
the influence of attachment style on the perceptual end of the
perception-cognition continuum. A variety of such tasks already exist in
the attention and perception literature."

The authors never state what these "variety of such tasks are" and I am
not that well versed in the cognitive/perceptual areas of psychology. Can
anyone enlighten me as to what these methods would be and direct me to the
relevant resources?

Thank you,

Julie Osland
Assistant Professor of Psychology
Wheeling Jesuit University

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

[tips] Experimental Social Psychology

[Julie Osland]

Hi Everyone--

First, a big thank you to all of you who helped me find resources on
laughter for a talk I was invited to give. I received a lot of positive
feedback.

My current plea for help is for my social psychology class coming up this
fall. I have been asked to turn it into a research lab/experimental
course. What I need are demonstrations or mini-experiments that my
students can complete that illustrate different social psychological
phenomena/principles. Any ideas?  I have a lot of surveys/questionnaires,
but my current resources are short on the demonstration/simple experiment
end.

Thank you so much!

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

---
To make changes to your subscription go to:
http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips&text_mode=0&lang=english

Psychology of Humor, physiology of laughter

[Julie Osland]

Hello fellow TIPS-ters,

I have been volunteered to give a talk on the psychology of humor (about
which I know next to nothing) and also the physiology of laughter (about
which I know nothing) in 2 weeks time, and I need help.

Can any of you direct me toward helpful resources on this subject or share
any material you have used? I am out of my depth here.

Thank you!

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

e-mail: [EMAIL PROTECTED]

---
You are currently subscribed to tips as: archive@jab.org
To unsubscribe send a blank email to [EMAIL PROTECTED]

Teaching General Psychology Online

[Julie Osland]

I am in the process of developing an on-line general psychology course,
and am completely new to this format of course delivery.  And ideas, tips,
suggestions, resources, websites, activities that you know of that would
be useful or helpful, would be greatly appreciated.

Thank you!

Julie Osland
Assistant Professor of Psychology
Wheeling Jesuit University
Wheeling, WV 23003

---
You are currently subscribed to tips as: archive@jab.org
To unsubscribe send a blank email to [EMAIL PROTECTED]