[tips] Need help with suggested readings

[Mark A. Casteel]

Hi all. I'm putting together a reading list for a 400-level class on 
social and personality development. I'm looking for help with two 
different kinds of readings.


(1) I'm looking for a book chapter that does a good job of 
summarizing research methodology, specifically dealing with social 
and personality development. In the past, I've used a chapter out of 
Schaffer's Social Devleopment book, but it's getting dated. Any suggestions?


(2) I'm also looking for a Stanovich-type book chapter (similar to 
his How to Think Straight About Psychology), but geared more towards 
students who have already had some background in psychology in 
general. Specifically, I'd like something with more developmental 
psychology examples, specifically dealing with the idea that 
anecdotes, folk wisdom, and personal experience need to be taken with 
a grain of salt. For those of you who are interested, we'll already 
be reading a few chapters out of Harris's No Two Alike (for a 
counterpoint to much of what we'll read), so I'm looking for 
suggestions other than those of Harris.


Any ideas?

Mark


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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Re: [tips] It's that plagiarism time of year again...

[Mark A. Casteel]

Hi Carol. If you can send the file to me electronically, I'll be 
happy to send it through turnitin.com for you. I think I can save the 
originality report and then forward it to you.


Mark

At 02:56 PM 12/17/2009, you wrote:

Hi,
I have a student who has done poorly on his exams but has turned in 
a stunningly good paper. Frankly, I don't think he wrote it but I'm 
having difficulty showing that. I have Googled key phrases but 
nothing has turned up, so I don't think he copied and pasted, I 
think he bought it. Can anyone give me some idea of what 
Turnitin.com charges for an individual license? It's the only thing 
I can think of, other than confronting the student, which will most 
likely be my next step. I hate this stuff, it takes so much time and 
really takes a toll on my enthusiasm for grading.


Thanks in advance for any help you can provide.
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




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*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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Re: [tips] Personality tests

[Mark A. Casteel]

Hi Sue. I found this link to the APS wiki for teachers of personality 
psychology. The link below will take you directly to the tests and 
measurements page. It looks promising.


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

Mark

At 03:40 PM 11/4/2009, Frantz, Sue wrote:

ipcio.com



*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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RE: [tips] reply to bill and new student Q

[Mark A. Casteel]

Carol - I just have to ask. Does your knowledge that the use of 
Latisse can makes ones blue eyes brown come from personal experience? :)


Mark

At 04:24 PM 10/21/2009, DeVolder Carol L wrote:

I can answer the eye color question somewhat--eye color does change as
one ages. Eyes tend to become less intense in their color (everything
fades or shrivels as you age...). It isn't likely that one will change
from brown eyes to blue eyes or vice versa (I know of no such event).
However, I also find it interesting that the new product to make lashes
grow (Latisse, which was originally developed to treat glaucoma)  causes
deposit of pigment and can actually make one's blue eyes brown,
permanently.
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



-Original Message-
From: tay...@sandiego.edu [mailto:tay...@sandiego.edu]
Sent: Wednesday, October 21, 2009 3:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] reply to bill and new student Q

I completely miss the point of your response and will not be able to
respond again until tomorrow.

And drat! I had ANOTHER student question to post: Is it common or rare
or even possible that eye color changes across the life span?

I am merely suggesting that Hake makes a good point. Given that we have
a background in the areas of the many factors that make for good
educational practice why are we not the driving force in that are of
research and literature?

If you examine the literature on outcomes assessment it is dominated by
the hard sciences. Yet, there can be no denial based on my own published
research and the literature reviews therein, that we, as a discipline of
psychology are doing a horrible job of disabusing students of the
psychobabble they come into our courses with. We are perfectly happy to
fill students up with the facts as we see them, and never pay any
attention as to whether or not they have taken the false preconceptions
and replaced them with correct conceptions. We pay no attention to
pedagogies and teaching techniques that could benefit our discipline in
the public eye, by doing so.

And I guess for that matter maybe we should have better behaved pets and
children

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: Wed, 21 Oct 2009 15:14:18 -0400
>From: "William Scott" 
>Subject: Re: [tips] Reclaiming TIPS
>To: "Teaching in the Psychological Sciences (TIPS)"

>
>>>>  10/21/09 3:04 PM >>>
>... things like student learning outcomes, how best to effect
assessments, and [why] are psychologists NOT at the forefront of this
work?
>>>>
>
>And psychologists should have well behaved dogs and children, too!
>
>Bill Scott
>
>
>---
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>
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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Re: [tips] Shutter Island

[Mark A. Casteel]

As I understand it, this book is also due to be released soon as a 
movie. It starts Leonardo DiCaprio, Ben Kingsley, and Mark Ruffalo 
(among others). From the trailer I saw, it seems to be a paranormal 
thriller. Based on this  I would agree with Annette's assessment.

Mark

At 03:57 PM 10/14/2009, Beth Benoit wrote:

>I am in the middle of Lehane's The Given Day for a book club.  If 
>they hadn't chosen this book, I wouldn't have gone past page 5.  I'm 
>sure he's a fun writer for a certain kind of reader - especially 
>those who like mysteries and books like that, but I would seriously 
>doubt that his writing is a good choice for an honors 
>student.  Here's a brief synopsis from Lehane's website about 
>Shutter Island, and I suspect you can get a pretty good idea of how 
>relevant this really is to a good psychology paper:
>
>The year is 1954. U.S. Marshal Teddy Daniels and his new partner, 
>Chuck Aule, have come to Shutter Island, home of Ashecliffe Hospital 
>for the Criminally Insane, to investigate the disappearance of a 
>patient. Multiple murderess Rachel Solando is loose somewhere on 
>this remote and barren island, despite having been kept in a locked 
>cell under constant surveillance. As a killer hurricane bears 
>relentlessly down on them, a strange case takes on even darker, more 
>sinister shades.
>
>Beth Benoit
>Granite State College
>Plymouth State University
>New Hampshire
>
>On Wed, Oct 14, 2009 at 3:33 PM, 
><<mailto:tay...@sandiego.edu>tay...@sandiego.edu> wrote:
>I have a student who wants to read Shutter Island by Lehane for a 
>homework assignment in my honors intro to psych class. I generally 
>don't allow novels but he assures me that the story line about 
>psychopathology is one he could easily critique.
>
>Are any tipsters familiar with this book? With Lehane's work in general?
>
>I am not. A web search doesn't give me any real substance to judge on.
>
>Annette
>
>Annette Kujawski Taylor, Ph.D.
>Professor of Psychology
>University of San Diego
>5998 Alcala Park
>San Diego, CA 92110
>619-260-4006
><mailto:tay...@sandiego.edu>tay...@sandiego.edu
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (<mailto:bsouthe...@frostburg.edu>bsouthe...@frostburg.edu)
>
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 
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Re: [tips] Concept Map on Sexual Orientation

[Mark A. Casteel]

Hi Michel. Someone please correct me if I'm wrong, but I was under 
the impression that the index finger/ring finger ratio idea only 
seems to hold for white homosexuals (interesting).

Source:  Dennis McFadden, Ph.D.,1,6 John C. Loehlin, Ph.D.,1 S. Marc 
Breedlove, Ph.D.,2
Richard A. Lippa, Ph.D.,3 John T. Manning, Ph.D.,4 and Qazi Rahman, 
Ph.D. (2005) Archives of Sexual Behavior, 34, 341-356.

At 12:38 PM 10/8/2009, you wrote:
>I'm putting together my notes for an upcoming episode on the origins
>of sexual orientation.  The topic, of course, is huge, but I'm going
>to try to provide a general overview of the various explanations -
>nature/nurture and in between - for sexual orientation.  I've got my
>notes in a concept map which is starting to get out of hand.  Any
>thoughts/input/feedback appreciated (especially if anything really
>important is missing).  Here's the link to the map:
>
>http://bit.ly/sexualorientation
>
>Michael
>
>Michael Britt
>mich...@thepsychfiles.com
>www.thepsychfiles.com
>
>
>
>
>---
>To make changes to your subscription contact:
>
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 
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[tips] Jonah Lehrer - How We Decide

[Mark A. Casteel]

Has anyone either read Jonah Lehrer's book "How We Decide" or heard 
him talk about it? He's coming in October to talk at our local public 
library and I'm wondering if it's something I should encourage my 
students to attend. The acclaim on the site promoting his book is 
(understandably) very good, but I'm looking for additional input.


Mark


*************
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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Re: [tips] Question about research project in cognitive psych

[Mark A. Casteel]

Hi Annette. The problem is, the course is a cognitive psych course, 
so I can't use (most) social psych experiments.


Mark

At 08:57 AM 8/23/2009, you wrote:

Two answers:
I am a cognitive person but I replicate a lot of social studies. 
Students find them more intuitively appealing.


Second, I have done projects as you mentioned and I think you almost 
answered your own question (Ok, I haven't done the gun thing, but I 
have done bystander intervention for a student who stumbles and 
falls--you do need a good actor--preferably a girl for that one). I 
try to locate the source article, such as Asch's 1946 article on 
impression formation, and then guide the students to take it from there.


Also, instead of eprime or other costly and 
difficult-to-learn-to-use software you can use freely available 
software. You can go to psychexps.olemiss.edu and check out all they 
have. Some of the studies might appeal across a wide range of students.


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: Sat, 22 Aug 2009 16:28:45 -0400
>From: "Mark A. Casteel" 
>Subject: [tips] Question about research project in cognitive psych
>To: "Teaching in the Psychological Sciences (TIPS)" 


>
>Every year, I have my students replicate a classic study in the field
>in small groups of 2-3 students. Every year, I'm ecstatic with the
>amount of information they learn (as well as the experience of
>presenting their research to the campus community) but I also wish I
>could have them do research that would be more intrinsically
>appealing to most. We don't offer a psych major at my institution, so
>few of these students will pursue either cognitive or experimental psych.
>
>I've often wondered if anyone has had students try to research topics
>like (1) the negative effects of texting while performing other
>activities or (2) the influence of the presence/absence of a gun on
>memory for a simulated crime, without requiring working with
>experimental software like E-prime or PsyScope. In other words, has
>anyone thought of a fairly easy way that students could research a
>topic like this, and collect data that would be both meaningful and
>(to their way of thinking) more interesting? If I could provide
>guidance with something like this, so the students don't waste the
>entire semester simply coming up with a workable protocol, that would
>be fabulous.
>
>Any comments are welcome, including ideas for other topical issues. Thanks!
>
>Mark
>
>
>*
>Mark A. Casteel, Ph.D.
>Associate Professor of Psychology
>Penn State York
>1031 Edgecomb Ave.
>York, PA  17403
>(717) 771-4028
>*
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)

---
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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RE: [tips] Question about research project in cognitive psych

[Mark A. Casteel]

Hi Marie. Do you (or anyone else) have a citation for this study? I 
don't remember it and wonder if it was discussed while I was away on 
vacation. If not, no bother, I'll be able to find it. Thanks for the neat idea!


Mark

At 08:35 AM 8/23/2009, you wrote:
You could replicate the study (discussed earlier in this summer on 
tips) showing that people fell less pain when they swear. A very 
easy (and probably fun) study to replicate with various mild pain 
sensation (ice cold water, pin prick, etc.) and various types of swearing.

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://www.dickinson.edu/departments/psych/helwegm


-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu]
Sent: Saturday, August 22, 2009 4:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question about research project in cognitive psych

Mark A. Casteel wrote:
>
> I've often wondered if anyone has had students try to research topics
> like (1) the negative effects of texting while performing other
> activities or (2) the influence of the presence/absence of a gun on
> memory for a simulated crime, without requiring working with
> experimental software like E-prime or PsyScope. In other words, has
> anyone thought of a fairly easy way that students could research a topic
> like this, and collect data that would be both meaningful and (to their
> way of thinking) more interesting? If I could provide guidance with
> something like this, so the students don't waste the entire semester
> simply coming up with a workable protocol, that would be fabulous.
>

Hi Mark:

Since most of the arguments on TIPS has been about students
texting in class then why don't you do a study on that situation.

You could present information on ppt slides while the students
are texting back and forth.  They are responsible for information
that is being presented on the ppt slides and responding in a
quick fashion to the text mesages.  You could manipulate the rate
of text messages sent and received and the rate at which ppt
slides are presented. The ppt slide show could be modeled after a
typical class, with names, theories, dates, and experimental
results presented across slides.

Good luck,

Ken



>
> *
> Mark A. Casteel, Ph.D.
> Associate Professor of Psychology
> Penn State York
> 1031 Edgecomb Ave.
> York, PA  17403
> (717) 771-4028
> *
--
---
Kenneth M. Steele, Ph.D.  steel...@appstate.edu
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
---


---
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



---
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Re: [tips] Question about research project in cognitive psych

[Mark A. Casteel]

Hi Ken. This is a neat idea, and one that I think students could 
feasibly do. Thanks. This gives me some good ideas.


Mark

At 04:52 PM 8/22/2009, Ken Steele wrote:

Mark A. Casteel wrote:
I've often wondered if anyone has had students try to research 
topics like (1) the negative effects of texting while performing 
other activities or (2) the influence of the presence/absence of a 
gun on memory for a simulated crime, without requiring working with 
experimental software like E-prime or PsyScope. In other words, has 
anyone thought of a fairly easy way that students could research a 
topic like this, and collect data that would be both meaningful and 
(to their way of thinking) more interesting? If I could provide 
guidance with something like this, so the students don't waste the 
entire semester simply coming up with a workable protocol, that 
would be fabulous.


Hi Mark:

Since most of the arguments on TIPS has been about students texting 
in class then why don't you do a study on that situation.


You could present information on ppt slides while the students are 
texting back and forth.  They are responsible for information that 
is being presented on the ppt slides and responding in a quick 
fashion to the text mesages.  You could manipulate the rate of text 
messages sent and received and the rate at which ppt slides are 
presented. The ppt slide show could be modeled after a typical 
class, with names, theories, dates, and experimental results 
presented across slides.


Good luck,

Ken




*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*

--
---
Kenneth M. Steele, Ph.D.  steel...@appstate.edu
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
---


---
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*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



---
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[tips] Question about research project in cognitive psych

[Mark A. Casteel]

Every year, I have my students replicate a classic study in the field 
in small groups of 2-3 students. Every year, I'm ecstatic with the 
amount of information they learn (as well as the experience of 
presenting their research to the campus community) but I also wish I 
could have them do research that would be more intrinsically 
appealing to most. We don't offer a psych major at my institution, so 
few of these students will pursue either cognitive or experimental psych.


I've often wondered if anyone has had students try to research topics 
like (1) the negative effects of texting while performing other 
activities or (2) the influence of the presence/absence of a gun on 
memory for a simulated crime, without requiring working with 
experimental software like E-prime or PsyScope. In other words, has 
anyone thought of a fairly easy way that students could research a 
topic like this, and collect data that would be both meaningful and 
(to their way of thinking) more interesting? If I could provide 
guidance with something like this, so the students don't waste the 
entire semester simply coming up with a workable protocol, that would 
be fabulous.


Any comments are welcome, including ideas for other topical issues. Thanks!

Mark


*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



---
To make changes to your subscription contact:

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Re: [tips] New cheating technique: the corrupted file.

[MARK A CASTEEL]

I assume, however, that this would only work once a document is actually opened
by word. If a document is corrupted and not able to be opened, would this still
work?

Mark

On Fri, Jun  5, 2009 10:28 AM, Beth Benoit  wrote:
>
>
>
>   


>
>
>  


>
>Thanks so much, Leah!  That's the kind of wonderful help TIPSters are always
offering!>I'm definitely saving your instructions.
>>Beth Benoit
>>Granite State College
>>Plymouth State University
>
>>New Hampshire
>
>>On Fri, Jun 5, 2009 at 9:04 AM, Leah Adams-Curtis <<#>> wrote:
>
>
>
>
>
>
>
>
>
>
>
>>
>
>
>   


>
>
>  


>
>>
>
>
>
>There is a way to check Word files to determine their creation
>and last edit date.  In Word 2007, go to the home button and choose prepare,
>then choose properties, then choose advanced properties at the drop down menu,
>then click on statistics, you will see both the creation and the last edit
>date. 


>
>
>
> 


>
>
>
>In Word 2003 choose  File, properties, and then choose
>statistics.  Again you will see the creation and edit dates.  Unfortunately, we
>have caught several late assignments at our institution using this method.  We
>always clearly tell students to NOT open or save the document that they claim
>has been completed on time. 


>
>
>
> 


>
>
>
>Leah


>
>
>
> 


>
>
>
> 


>
>
>
>Leah E. Adams-Curtis, Ph.D.


>
>
>
>Associate Dean, Social Sciences


>
>
>
>Illinois Central College


>
>
>
>1 College Drive


>
>
>
>East Peoria IL 61635


>
>
>
>309-694-5331


>
>
>
> 


>
>
>
> 


>
>
>
> 


>
>>
>
>>
>
>
>
>From:
><#> [mailto:<#>] 
>Sent: Friday, June 05, 2009 7:21 AM
>To: Teaching in the Psychological Sciences (TIPS)
>Subject: [tips] New cheating technique: the corrupted file.


>
>
>
>
>>
>>
>>
>
>
>
> 


>
>
>
> 


>
>>
>
>>
>
>
>
>Former tipster, Michael Renner (now provost at Drake U.)
>sent me this. 


>
>
>
> 


>
>
>
>Absolutely ingenious!!


>
>
>
> 


>
>
>
>The New Student Excuse? 


>
>
>
>Most of us have had the experience of receiving e-mail with
>an attachment, trying to open the attachment, and finding a corrupted file that
>won't open. That concept is at the root of a new Web site advertising itself
>(perhaps serious only in part) as the new way for students to get extra time to
>finish their assignments.


>
>
>
>


>
>
>
>
>
>
>
>
>
> 


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





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[tips] Is it dangerous to awaken a sleepwalker - myth?

[Mark A. Casteel]

We're covering the chapter on sleep, and one of my students wrote on 
her daily reaction card that she has heard that one is not supposed 
to awaken a sleep walker. She even stated that she saw a TV show 
about a supposedly true story about a sleepwalker charged with a 
crime while asleep. I thought I understood that is was a myth about 
the dangers involved in waking a person during their sleepwalking 
episode, but as I was doing some web research I found this report on 
NPR (see link below) from Dr. Ana Krieger of NYU stating that it is 
not a myth. What do others tipsters more knowledgeable about this 
subject know or can add?


http://www.npr.org/templates/story/story.php?storyId=90394299

-- Mark


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
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Re: [tips] using "Outliers" in the classroom

[Mark A. Casteel]

Thanks so much.

At 06:46 PM 1/5/2009, you wrote:

>Here you go, Mark.  Hope your students like it (or as surprised) as 
>much as mine.
>
>On Mon, Jan 5, 2009 at 6:36 PM, Mark A. Casteel 
><<mailto:ma...@psu.edu>ma...@psu.edu> wrote:
>
>
>Hi Beth. Since you so kindly offered, I would appreciate receiving a 
>copy of your Do Perfect Parents Make Perfect Children" class 
>exercise. I'm always looking for new/unique activities in my dev 
>psych class that makes the students think.
>
>--- Mark
>
>
>At 05:17 PM 1/5/2009, you wrote:
>
>>I've found Malcolm Gladwell's newest book, Outliers, as fascinating 
>>as his earlier books.  In past years, I've used "Do Perfect Parents 
>>Make Perfect Children?" (from The Tipping Point), as a classroom 
>>exercise, often as an icebreaker in Child Psychology and Human 
>>Development.  (Feel free to email me if you'd like this 
>>exercise.  I have students break into groups and choose which 
>>answers they think, as a group, are correct about specific 
>>parenting practices that they agree are likely to produce children 
>>with better grades in grade school. Things like taking the child to 
>>museums, reading to the child, the child being adopted, etc. Then I 
>>go over the "real" answers - according to statistical findings - 
>>and give students the book's explanation.  I have put it in two 
>>Word documents - one a questionnaire for students and the other 
>>with the "correct answers," with credit given to the author.)
>>
>>Gladwell has made some interesting claims in this new book that 
>>factors that contribute to successful outcomes in life may be more 
>>dependent on things like birth dates, ethnic persuasion, etc.  The 
>>section I'm considering using is the claim that Canadian ice hockey 
>>players are more likely to be born in the first few months of the 
>>calendar year.  I'll probably follow the same method as above, 
>>breaking students into groups to examine the roster I'll hand out, 
>>then giving them Gladwell's explanation.
>>
>>I printed up and attached one of the rosters he includes in his 
>>book: the roster for the Medicine Hat Tigers.  I've also printed up 
>>his explanation from the book.  But this time, I decided to do some 
>>sleuthing of my own, and found that ol' Malcolm might have selected 
>>the team rosters that best fit his theory.  (Gee, nobody in 
>>psychology ever does that.)  When I looked at the 2009 IIHF World 
>>Junior Championship (played on Christmas Eve, 2008), I found that 
>>out of three Canadian teams I looked at, this outlier dispersion 
>>didn't seem quite so prominent.  41 out of the 70 players were born 
>>from April 1st on, and 22 of the 70 players were born after June 
>>30th.  True, out of 70 players, only one was born in December.  I 
>>think that after students have examined the Medicine Hat Tigers 
>>roster, then gone over Gladwell's explanation, I will hand out a 
>>few of the other rosters to show that critical thinking is also 
>>important and we may need to be wary of quick claims which may not 
>>be quite as impressive as they're touted to be.
>>
>>I've attached all three handouts.  Feel free to use them if you 
>>think they'd work in your classroom.  (Again, I gave credit to 
>>Malcolm Gladwell, of course.)
>>
>>I'd also be interested in thoughts from our Canadian brethren about 
>>the concept of early birthdates being helpful to hockey 
>>success.  Stephen, Chris?
>>
>>Beth Benoit
>>Granite State College
>>New Hampshire
>>
>>
>>--
>>"We will not learn how to live in peace by killing each other's 
>>children." - Jimmy Carter
>>"Are our children more precious than theirs?"
>>
>>
>>---
>>
>>To make changes to your subscription contact:
>>
>>
>>Bill Southerly (<mailto:bsouthe...@frostburg.edu>bsouthe...@frostburg.edu)
>>Content-Type: 
>>application/vnd.openxmlformats-officedocument.wordprocessingml.document;
>>  name="outliers - student handout.docx"
>>X-Attachment-Id: f_fplne2an0
>>Content-Disposition: attachment;
>>  filename="outliers - student handout.docx"
>>
>>Content-Type: 
>>application/vnd.openxmlformats-officedocument.wordprocessingml.document;
>>  name="outliers - student handout 2.docx"
>>X-Attachment-Id: f_fplnrrjj1
>>Content-Disposition: attachment;
>>  filename

Re: [tips] using "Outliers" in the classroom

[Mark A. Casteel]

Hi Beth. Since you so kindly offered, I would appreciate receiving a 
copy of your Do Perfect Parents Make Perfect Children" class 
exercise. I'm always looking for new/unique activities in my dev 
psych class that makes the students think.

--- Mark

At 05:17 PM 1/5/2009, you wrote:

>I've found Malcolm Gladwell's newest book, Outliers, as fascinating 
>as his earlier books.  In past years, I've used "Do Perfect Parents 
>Make Perfect Children?" (from The Tipping Point), as a classroom 
>exercise, often as an icebreaker in Child Psychology and Human 
>Development.  (Feel free to email me if you'd like this exercise.  I 
>have students break into groups and choose which answers they think, 
>as a group, are correct about specific parenting practices that they 
>agree are likely to produce children with better grades in grade 
>school. Things like taking the child to museums, reading to the 
>child, the child being adopted, etc. Then I go over the "real" 
>answers - according to statistical findings - and give students the 
>book's explanation.  I have put it in two Word documents - one a 
>questionnaire for students and the other with the "correct answers," 
>with credit given to the author.)
>
>Gladwell has made some interesting claims in this new book that 
>factors that contribute to successful outcomes in life may be more 
>dependent on things like birth dates, ethnic persuasion, etc.  The 
>section I'm considering using is the claim that Canadian ice hockey 
>players are more likely to be born in the first few months of the 
>calendar year.  I'll probably follow the same method as above, 
>breaking students into groups to examine the roster I'll hand out, 
>then giving them Gladwell's explanation.
>
>I printed up and attached one of the rosters he includes in his 
>book: the roster for the Medicine Hat Tigers.  I've also printed up 
>his explanation from the book.  But this time, I decided to do some 
>sleuthing of my own, and found that ol' Malcolm might have selected 
>the team rosters that best fit his theory.  (Gee, nobody in 
>psychology ever does that.)  When I looked at the 2009 IIHF World 
>Junior Championship (played on Christmas Eve, 2008), I found that 
>out of three Canadian teams I looked at, this outlier dispersion 
>didn't seem quite so prominent.  41 out of the 70 players were born 
>from April 1st on, and 22 of the 70 players were born after June 
>30th.  True, out of 70 players, only one was born in December.  I 
>think that after students have examined the Medicine Hat Tigers 
>roster, then gone over Gladwell's explanation, I will hand out a few 
>of the other rosters to show that critical thinking is also 
>important and we may need to be wary of quick claims which may not 
>be quite as impressive as they're touted to be.
>
>I've attached all three handouts.  Feel free to use them if you 
>think they'd work in your classroom.  (Again, I gave credit to 
>Malcolm Gladwell, of course.)
>
>I'd also be interested in thoughts from our Canadian brethren about 
>the concept of early birthdates being helpful to hockey 
>success.  Stephen, Chris?
>
>Beth Benoit
>Granite State College
>New Hampshire
>
>
>--
>"We will not learn how to live in peace by killing each other's 
>children." - Jimmy Carter
>"Are our children more precious than theirs?"
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly (bsouthe...@frostburg.edu)
>Content-Type: 
>application/vnd.openxmlformats-officedocument.wordprocessingml.document;
> name="outliers - student handout.docx"
>X-Attachment-Id: f_fplne2an0
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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: [tips] From-STM to LTM

[Mark A. Casteel]

You beat me to the punch, Patrick. I was about to offer the same 
study in reply.


-- Mark

At 08:47 PM 10/16/2008, Patrick Dolan wrote:

Michael-
Craik & Watkins (1973) suggests otherwise!

(two prominent people from the verbal learning tradition no less!)


Patrick


--

Patrick O. Dolan, Ph.D.
Associate Professor and Chair of Psychology
Drew University
Madison, NJ 07940
973-408-3558
[EMAIL PROTECTED]


>>> On 10/16/2008 at 8:35 PM, <[EMAIL PROTECTED]> wrote:

>
>   Beth: You are probably not too well versed in the psychology of verbal
> learning and memory.Repetition is one technique of getting items 
from STM to

> LTM. (I think it is  associated as a Peterson and Peterson paradigm).
>
>   Michael
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])


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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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RE: [tips] Does birth order matter?

[Mark A. Casteel]

Nancy Melucci alluded to this in her earlier reply, but Judith Rich 
Harris does an excellent job of arguing against Sulloway's birth 
order research in Appendix 1 of The Nurture Assumption. The main 
point of the appendix is that she and others have tried to replicate 
Sulloway's findings using the same data set and have been unable to 
do so. It's a very interesting read (and not too long).


-- Mark Casteel

Here is a reproduction of a table from the appendix based on 169 
studies cited by the review by Ernest and Angst (1983), whose 
research Sulloway supposedly performed a meta-analyis on


At 08:45 PM 9/15/2008, Dr. Bob Wildblood wrote:


>   Tim Shearon wrote:
>   I also plead ignorance of the literature beyond what
>   I've skimmed in intro texts. But me? The oldest? My
>   sister who is 8 years my senior would get a kick out
>   of that prediction. (She'd probably agree though).
>
>   Tim
>
Alfred Adler did a lot of work in this area and I had the privilege 
to attend a two day presentation he made -- many years ago.  In 
regard to Tim's specific situation, Adler would say that Tim was an 
only child, and therefore the firstborn, because there were more 
than 7 years older that him.  If you are interested and want to know 
more about Adler's ideas, go to http://tinyurl.com/8l9ww.



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

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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: [tips] "Is Homosexuality a Choice" YouTube animation

[Mark A. Casteel]

Thanks Sue for the video link. It's perfect for my introductory 
psychology class. -- Mark

At 10:21 AM 4/17/2008, you wrote:


>Speaking of Freud...  he makes a guest appearance in this short video:
>
><http://www.youtube.com/watch?v=LYMjXucTFaM>http://www.youtube.com/watch?v=LYMjXucTFaM
>
>
>
>--
>Sue Frantz Highline Community College
>PsychologyDes Moines, WA
>206.878.3710 x3404<mailto:[EMAIL PROTECTED]>[EMAIL PROTECTED]
>http://flightline.highline.edu/sfrantz/
>--
>APA Division 2: Society for the Teaching of Psychology
><http://teachpsych.org/otrp/syllabi/syllabi.php>http://teachpsych.org/
>Office of Teaching Resources in Psychology
>Associate Director
>Project Syllabus
><http://teachpsych.org/otrp/syllabi/syllabi.php>http://teachpsych.org/otrp/syllabi/syllabi.php
>
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([EMAIL PROTECTED])


*
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 
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Re: [tips] Computer games to get cigarette-style health warnings - Times Online

[Mark A. Casteel]

Hi Don. For a good study that (in my opinion) satisfies your 
requirement for a high-action no-violence group, take a look at 
Carnagey and Anderson (2005). Ps played either a violent version of 
Carmageddon 2, a version where violence was punished (points were 
lost for killing people/hitting objects, and a no-violence version 
(same game) where violence wasn't possible. Aggressive affect, 
cognition, and behavior all differed in the reward compared to the 
no-violence group, and aggressive cognition and behavior differed 
between the reward and the punishment groups.

Also, what about the meta-analysis done by Anderson and Bushman 
(2001), which found no gender diffs and no diffs as a function of 
experimental vs. correlation studies? Granted, the rs were all in the 
range of .16-.27, but as the authors note, the average effect size 
was the same as that between condom use and the prevention of HIV. Do 
we take that association seriously?

-- Mark

At 02:06 PM 3/27/2008, you wrote:


>It's this kind of junk science that really gets my goat. It is 
>highly reminiscent of Frederick Wertham's "Seduction of the 
>Innocent" which set off a frenzy for banning comic books because 
>they were corrupting our children. For those of you who are too 
>young to remember this era you can find a good discussion of it here:
>
><http://art-bin.com/art/awertham.html>http://art-bin.com/art/awertham.html
>
>I have reviewed the literature that purports to show a causal link 
>between media violence and violent behaviour in children and I 
>remain highly unimpressed. Most of the studies are correlational and 
>even there the correlations are weak (.20 to .30). The studies that 
>actually attempt to manipulate exposure to violent media are all 
>badly flawed. They merely compare children who watched a violent 
>video (or played a violent video game) with children who watched a 
>non-violent version. What's wrong with that? Well, for one thing the 
>violent media were also action-packed while the non-violent 
>comparitors were dull as dishwater. Since violence and action are 
>confounded in these studies you need a third group (high action-no 
>violence) to determine which component produces the effect. So far, 
>I have been unable to find a properly controlled replicated studies 
>that clearly establishes a causal link. Until I see one I'll remain 
>in the skeptics corner.
>
>-Don.
>
>Christopher D. Green wrote:
>>
>>
>>Check out this Times (of London) article on British efforts to put 
>>warning labels on video games.
>><http://www.timesonline.co.uk/tol/news/politics/article3628894.ece>http://www.timesonline.co.uk/tol/news/politics/article3628894.ece
>>
>>Chris Green
>>York U.
>>Toronto, Canada
>>
>>
>>---
>>To make changes to your subscription contact:
>>
>>Bill Southerly (<mailto:[EMAIL PROTECTED]>[EMAIL PROTECTED])
>>
>
>
>--
>Don Allen
>Department of Psychology
>Langara College
>Vancouver, B.C., Canada
>V5Y 2Z6
>
>604-323-5871
>
>
>---
>To make changes to your subscription contact:
>
>Bill Southerly ([EMAIL PROTECTED])


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 
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Re:[tips] Harris 1995, but now No Two Alike

[Mark A. Casteel]

gt; Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> ---
>
>
> ---
> To make changes to your subscription contact:
>
> Bill Southerly ([EMAIL PROTECTED])
>
>



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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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RE: [tips] Cognition text

[Mark A. Casteel]

I used to use only the Ashcraft's texts (whatever was available at 
the time) but since the Goldstein text came out (Thomson/Wadsworth), 
I'm completely sold on it. I also like the bundled CogLab that comes 
with it. Although I only used about 1/3 of the CogLabs, they add 
greatly to the course (and with little bother on my part).


-- Mark

At 03:09 PM 11/28/2007, Marc Carter wrote:


Ditto me, Patrick -- I'm interested in this, too.  I've just been on
line this afternoon ordering some desk copies, but would welcome the
chance to order some more

I've been using Reed, but it's too light for my purposes -- this is an
upper-division course with a year of methods as a pre-req, and it has a
3-hour weekly lab -- and I'm tired of using the same book.  I want
something with more meat, and something I can fairly-easily integrate
labs into (I use PsychMate for building some experiments; others are
paper-and-pencil).

I've already been begging for drug books, so I'm merely piggy-backing on
Patrick...

Thanks,

m

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

-Original Message-
From: Patrick Dolan [mailto:[EMAIL PROTECTED]
Sent: Wednesday, November 28, 2007 2:02 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Cognition text

Hi folks-

I'm in the market for a new Cognition text- anything you love and care
to suggest?  Most recently I've used Sternberg.  I've used Ashcraft in
the past, and going back 6 years or so, I've used Matlin.  I've been on
sabbatical and haven't received the typical deluge of newly released
Cognition texts in a while.

Thanks kindly,

Patrick

--

Patrick O. Dolan, Ph.D.
Associate Professor of Psychology
Drew University
Madison, NJ 07940
973-408-3558
[EMAIL PROTECTED]



---

---



*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



---

[tips] Re: Question about Ettinger's Psychology: The Science of Behavior

[Mark A. Casteel]

Hi Deb. I have looked into these options, but I'm looking to save 
even more. Thanks for the input. -- Mark


At 09:42 AM 6/29/2007, you wrote:
I'm not sure about the book you are asking about, but one options to 
help you save money is to request the book be published in paperback 
or to have it unbound (and students could put it in a 3 ring binder).


At 04:08 PM 6/28/2007 -0400, you wrote:
Hi all. I'm contemplating changing intro texts to try and save some 
of my students some money (and I've also becoming a bit 
disillusioned with Weiten's Themes and Variations, briefer). I've 
looked at Franzoi's Essentials text, but wasn't too impressed. Of 
course, Myers' Exploring Psychology is a fabulous book, and it's 
also priced about $19 below that of Weiten. I'm trying to see if I 
can save even more money. I've just finished reading Ettinger's 
Chapter on learning, and I was very impressed. The writing is clear 
and straightforward, and I like the organization of the chapter. 
There are a couple of problems with some Figures being in 
appropriately labeled and/or described (one a residual problem from 
v.1, which is strange), but overall, the chapter looked good. Have 
any of you used the text, and if so, what sorts of feedback can you 
provide. It's very competitively priced -- only $29.99 wholesale to 
the bookstore. It's a new edition, so won't be available used for a 
semester, but the old edition is available for $25.00 on Barnes and Noble.


Any feedback will be appreciated. -- Mark


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*

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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

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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Question about Ettinger's Psychology: The Science of Behavior

[Mark A. Casteel]

Hi all. I'm contemplating changing intro texts to try and save some 
of my students some money (and I've also becoming a bit disillusioned 
with Weiten's Themes and Variations, briefer). I've looked at 
Franzoi's Essentials text, but wasn't too impressed. Of course, 
Myers' Exploring Psychology is a fabulous book, and it's also priced 
about $19 below that of Weiten. I'm trying to see if I can save even 
more money. I've just finished reading Ettinger's Chapter on 
learning, and I was very impressed. The writing is clear and 
straightforward, and I like the organization of the chapter. There 
are a couple of problems with some Figures being in appropriately 
labeled and/or described (one a residual problem from v.1, which is 
strange), but overall, the chapter looked good. Have any of you used 
the text, and if so, what sorts of feedback can you provide. It's 
very competitively priced -- only $29.99 wholesale to the bookstore. 
It's a new edition, so won't be available used for a semester, but 
the old edition is available for $25.00 on Barnes and Noble.


Any feedback will be appreciated. -- Mark


*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Re: IQ and age-norming question

[Mark A. Casteel]

Hi Linda. My initial thought in response to your query is that the 
data reported in your textbook is based on longitudinal studies. If 
correct, then the data would suggest that the same people (when 
compared against same-age cohorts) show a slight trend toward 
increasing IQ as they get older, with subtle declines after age 40 or 
so. You should be able to check the reference that goes along with 
your textbook's data to see if it is indeed based on longitudinal research.


-- Mark

At 03:19 PM 4/5/2007, you wrote:
My Lifespan Development text says, in the intelligence chapter, "The 
concept of mental age is no longer used . . . individuals receive 
scores that reflect how well or how poorly they do as compared with 
others of the same age."  However, later in the chapter, a graph of 
IQ scores over the lifespan indicates a gradual rise in IQ from 16 
to about 40, then a gradual decline from 40 through the 80s.  A 
student pointed out the apparent contradiction here:  if IQ scores 
are normed by age group, how can we graph the changes from age group 
to age group?  I was not able to give a good answer (apparently 
because I don't have a good answer).


I tried a Google Scholar search.  The closest I found was a comment 
from a 2002 Psych Review article by Garlick that includes this 
quote, " . . mental age . . appeared to cease to develop . . at 
about the age of 16 years.   Thus, originally, any person older than 
16 years was taken to have a chronological age of 16 when 
calculating their IQ score."  I assume that 16 is not currently the 
"norm" for all adults, but still have many questions about how the 
norming is done.   Is there a relatively brief answer out there in TIPS land?


Linda Tollefsrud
Professor of Psychology
University of Wisconsin - Barron County
1800 College Drive
Rice Lake, WI  54868
(715) 234-8176
[EMAIL PROTECTED]

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Penn State York
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(717) 771-4028
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[tips] Re: Did someone ask about good U.S. beer???

[Mark A. Casteel]

My guess is that it's more directly a function of income than of 
education per se. Anymore, a case of craftbrewed beer typically runs 
$30-40 (and higher!); literally half the price of the Buds and 
Millers. And yes, I gave the case price because here in PA, we have 
to buy our beer from a "beer distributor" where you can only buy it 
buy the case. Six-packs can be purchased at bars, but only at 
exorbitant prices. Only in PA. . . .


-- Mark

At 03:57 PM 2/13/2007, you wrote:
I've been salivating though the beer posts and I began to wonder 
about preference for what I'll call "good beer" (some of my friend's 
call it "beer snobbery") and level of education.


It seems that the majority of responders have an appreciation for 
this same level of beer.  I then began to think of a group or 
regular card players I hand out with (poker if you must know) and I 
realized that the academics in the group regularly drink the good 
stuff while the non-academics (no judgment intended) in the group 
opt for the Budweiser, Miller type of beers.


What do you think is there a relationship between education level 
and preference or beer?


Doug




Doug Peterson, PhD
Director of University Honors
Associate Professor of Psychology
The University of South Dakota
414 E. Clark
Vermillion SD 57069

e-mail: [EMAIL PROTECTED]
phone (Honors): (605) 677-5223
phone (Psychology): (605) 677-5295



-Original Message-
From: DeVolder Carol L [mailto:[EMAIL PROTECTED]
Sent: Tuesday, February 13, 2007 1:55 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [SPAM] [tips] Did someone ask about good U.S. beer???


Abita   Abita Springs, LA
Carol


Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, Department of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa 52803

Phone: 563-333-6482
e-mail: [EMAIL PROTECTED]
web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm



-Original Message-
From: Mark A. Casteel [mailto:[EMAIL PROTECTED]
Sent: Tue 2/13/2007 1:47 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [SPAM]  [tips] Did someone ask about good U.S. beer???

If we're talking good U.S. craftbrewed beer, then I just have to
chime in (and yes, I'm a hop head):

Alpha King (Three Floyds Brewing Co., Munster, IN)
Weyerbacher Simcoe Double IPA (Weyerbacher Brewing Co., Easton, PA)
Green Flash IPA (Green Flash brewing company, San Diego, CA)
Arrogant Bastard (Stone Brewing Co., San Diego)
Hell Hath No Fury (Bell's Brewing Co., Kalamazoo, MI)
Brown Shugga (Lagunitas Brewing Co., Petaluma, CA)
Big Daddy IPA (Speakeasy Brewing Co., CA)

Please fee free to add to this list. . . and yes, my mission for the
next couple of years is to hit every brewpub in PA, MD, DE, DC, and
VA. I'm well over half way there! :)


At 02:03 PM 2/13/2007, you wrote:
>All of this talk has sent me to my garage to get a Guinness;
>however, let's not forget the great effort Sam Adams is making in
>this country.  Some of their beers and ales are quite good in a pinch.
>
>
>On 13 Feb 2007, at 13:19, Marc Carter wrote:
>
>>Yes, I think.  I'd even bet it's considerably greater than 90%.
>>
>>We are, in some respects, a profoundly uneducated people.  We don't
>>know what "beer" is.
>>
>>;)
>>
>>m
>>
>
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Mark A. Casteel, Ph.D.
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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Penn State York
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York, PA  17403
(717) 771-4028
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[tips] Re: Did someone ask about good U.S. beer???

[Mark A. Casteel]

Paul - You're right. How could I forget about Victory beer (although 
I think the Stone, Three Floyds, and Green Flash IPAs are all 
superior). Victory has a great brewpub with great food if you're ever 
passing through Downingtown, PA.  -- Mark


At 04:57 PM 2/13/2007, you wrote:
In California, Anderson Valley Ales are superb as are Stone 
ales.  In Pennsylvania, Victory makes a fabulous high-alcohol 
high-hop ale called Hop Devil (they also make an excellent Pils).


In New York there are now several pubs that regularly serve real ale 
as described in my previous post--that is pumped from casks with no 
added carbonation, served at cellar temperature.


Paul Okami

- Original Message - From: "Paul Brandon" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Tuesday, February 13, 2007 4:45 PM
Subject: [tips] Re: Did someone ask about good U.S. beer???



At 4:06 PM -0500 2/13/07, Ken Steele wrote:

Mark A. Casteel wrote:
If we're talking good U.S. craftbrewed beer, then I just have to 
chime in (and yes, I'm a hop head):


Alpha King (Three Floyds Brewing Co., Munster, IN)
Weyerbacher Simcoe Double IPA (Weyerbacher Brewing Co., Easton, PA)
Green Flash IPA (Green Flash brewing company, San Diego, CA)
Arrogant Bastard (Stone Brewing Co., San Diego)
Hell Hath No Fury (Bell's Brewing Co., Kalamazoo, MI)
Brown Shugga (Lagunitas Brewing Co., Petaluma, CA)
Big Daddy IPA (Speakeasy Brewing Co., CA)


Highland Gaelic Ale, and others, from Highland Brewing, Asheville, NC
Sweetwater 420, and others, from Sweetwater Brewing, Atlanta, GA
Cottonwood Endo IPA, from Carolina Brewing, Mooresville, NC
Dogfish Ales, from Gaithersburg, MD


Two good breweries in the upper midwest:
Schell brewery (New Uln, MN of course -- some good dark beers) and
Summitt brewery in St. Paul (I like their India Pale Ale; it comes 
pretty close to the real thing).

--
The best argument against Intelligent Design is that fact that
people believe in it.

* PAUL K. BRANDON[EMAIL PROTECTED]  *
* Psychology Dept   Minnesota State University  *
* 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217  *
*http://krypton.mnsu.edu/~pkbrando/ *

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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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[tips] Did someone ask about good U.S. beer???

[Mark A. Casteel]

If we're talking good U.S. craftbrewed beer, then I just have to 
chime in (and yes, I'm a hop head):


Alpha King (Three Floyds Brewing Co., Munster, IN)
Weyerbacher Simcoe Double IPA (Weyerbacher Brewing Co., Easton, PA)
Green Flash IPA (Green Flash brewing company, San Diego, CA)
Arrogant Bastard (Stone Brewing Co., San Diego)
Hell Hath No Fury (Bell's Brewing Co., Kalamazoo, MI)
Brown Shugga (Lagunitas Brewing Co., Petaluma, CA)
Big Daddy IPA (Speakeasy Brewing Co., CA)

Please fee free to add to this list. . . and yes, my mission for the 
next couple of years is to hit every brewpub in PA, MD, DE, DC, and 
VA. I'm well over half way there! :)



At 02:03 PM 2/13/2007, you wrote:
All of this talk has sent me to my garage to get a Guinness; 
however, let's not forget the great effort Sam Adams is making in 
this country.  Some of their beers and ales are quite good in a pinch.



On 13 Feb 2007, at 13:19, Marc Carter wrote:


Yes, I think.  I'd even bet it's considerably greater than 90%.

We are, in some respects, a profoundly uneducated people.  We don't 
know what "beer" is.


;)

m



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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 


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

[Mark A. Casteel]

Hi Julie. Here's a web link that will take you to a discussion oriented 
towards students at Penn State that discusses the differences (in Penn 
State's view) between a B.A. and a B.S. Hope you find this helpful.  -- Mark


http://psych.la.psu.edu/undergrad/babs.html

At 10:53 AM 12/14/2006 -0500, Julie Osland wrote:

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

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*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Re: revamping mission statements, objectives, outcomes, etc.

[Mark A. Casteel]

Hi Miguel. Don't forget to check out the sample syllabi available on-line 
at OTR


http://www.lemoyne.edu/OTRP/teachingresources.html#coursesyllabi

-- Mark

At 12:21 PM 11/7/2006 -0500, Miguel Roig wrote:

Hi folks. We have now joined the growing number of universities that are now
revamping their departments' goals, outcomes, mission statements, etc. Some
of us have been charged with revising syllabi to more clearly reflect each
course's objectives and means of assessing those objectives.
We are aware of the various documents posted by APA that bear on these
matters (e.g.,
http://www.apa.org/ed/pcue/taskforcereport2.pdf) and we even have some
sample syllabi from other universities though few, if any, of the syllabi
are in psychology.

For those of you who have gone through this process, and so as to not
reinvent the wheel, would you be willing to share sample psychology syllabi
(e.g,. intro., learning, anything).

TIA

Miguel



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*************
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Cognitive psychology research projects?

[Mark A. Casteel]

Any suggestions for cognitive psych articles dealing with memory-related 
topics that were published in the last 3-5 years that could form the basis 
for replication studies? I have the students in my cognitive psychology 
course work in teams on research projects where they largely replicate 
classic studies in the field (e.g., context dependent memory, 
Roediger-McDermott paradigm, levels of processing, measuring capacity of 
phonological loop, bizarre imagery and recall). With the exception of the 
Roediger-McDermott and phonological loop research, however, most of the 
studies on which the research is based date back to the late 70s or early 
80s. It's been a couple of years since I've scoured the journals looking 
for possibilities, and thought maybe some of you could offer some new 
suggestions. I try to do studies that do not involve presenting stimuli on 
a computer to try and keep things as simple as possible. Paper and pencil 
tests of some sort generally work best. Any suggestions and reference 
citations? Thanks in advance. -- Mark



*****
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Re: Dogs eating grass

[Mark A. Casteel]

This question intrigued me, so I did a quick web search. I did find that
some vets do believe (as Beth does) that some dogs eat grass in order to
vomit. I found other vet education sites, however, that question this
idea. In my quick 5 minute search, I wasn't able to find any definitive
answer either pro or con. An interesting question. -- Mark
At 02:17 PM 9/13/2006 -0400, Beth Benoit wrote:
It's
always been my understanding that dogs eat grass in order to
vomit.  This would go along with Rick's suggestion that a dog
might already be nauseated and the next step might be to assume that the
dog is eating grass to vomit and get relief from abdominal
distress.  This would also take the process out of the realm of
Taste Aversion, because there's a different motivation.
 
Next question:  Why is a dog vomiting a
couple of times a week? (Time to call the vet?)
 
Beth Benoit
Granite State College
Portsmouth NH 


- Original Message - 

From: Rick Stevens 

To: Teaching in the
Psychological Sciences (TIPS) 

Sent: Wednesday, September 13, 2006 2:13 PM

Subject: [tips] Re: Dogs eating grass

One possibility is that it is not the vomiting, it is the
nausea.  If the dog was already nauseous before eating the grass it
would not form an aversion to eating grass.

Don Allen wrote: 


This is a bit of a strange one, but please bear with me. Last night a
neighbour came by as she was taking her dog for a walk. As we were
talking I noticed that the dog was eating some grass on our lawn. When I
pointed this out to her she said, "Oh no! Now he's going to get
sick!". Sure enough, about a minute later the dog started to vomit.
When I asked her how she knew that the dog would be sick she said,
"Oh, he does that a couple of times a week". 

Now here's my question: Doesn't this behaviour stand in opposition to
what we know about Taste Aversion Learning? Wouldn't Garcia (and
others)'s work suggest that if an animal did it once they would be very
unlikely to do it again? Is there something special about canine
physiology that would explain this? 

TIA if you can shed any light on this. 

-Don. 

Don Allen 

Dept. of Psychology 


-- 

__ Dr. Rick Stevens

__ Psychology Department

__ University of Louisiana @ Monroe

__ [EMAIL PROTECTED]

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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*
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[tips] RE: Summer reading list?

[Mark A. Casteel]

I'll second this recommendation by Don. I just ordered it from Amazon. From 
what I've read, it's an even better read than the Nurture Assumption, which 
is a very, very good book. -- Mark


At 07:28 AM 6/19/2006 -0700, you wrote:


Next on my list is "No Two Alike: Human nature and human
individuality" by Judith Rich Harris.

-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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*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
* 



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[tips] Re: How Would You Handle This?

[Mark A. Casteel]

How about this twist on David's comments - instead of a simple 0, how
about giving students half the credit if they resubmit the paper with the
appropriate citation?  At least with this appropriate you're forcing
them to show you that they do indeed know how to use APA style
appropriately.
-- Mark
At 04:35 PM 5/10/2006 -0400, you wrote:
You did not state the level of the
course, and in this instance, I think that would be relevant in my
decision. I don't know that I'd call copying the reference from other
students (I assume that they did not copy the whole paper, which would
certainly cause me to go with a more severe penalty) plagiarism per se,
since my experience is that many student lazily copy a reference from a
published work which may not be consistent with current APA style.
Nonetheless, assuming it's a relatively low-level undergrad course I
would go with #3 (I assume the assignment, graded on an all-or-none
basis, is not worth a ton of points anyway). and then spend some class
time describing plagiarism and how such behavior may warrant a more
severe penalty in the future. It might also be worth going over their
need to learn HOW to do this type of activity for other psychology
courses, not to mention how the message boards are and are not supposed
to be used.
David W.
At 04:19 PM 5/10/2006, you wrote:
The Situation:
You have a written assignment that everyone in your class is required
to
do, and you require that proper APA-style referencing be used.
Many students are new to APA-style referencing but you have 
provided
instruction and examples, plus you have provided a link to APA's
style
site.
One student, in response to questions posted to the class 
discussion
list, and in an effort to help his classmates, posts the following
message:
(snip, snip)
This is what I used. I hope this helps!
Papalis, Diane, Olds, Sally Wendkos, Feldman, Ruth Duskin. (2004).
Human
Development (9th Ed.). New York, NY: McGraw- Hill Companies, Inc.
(snip, snip)
 Slightly more than half the class submits the assignment with
the
textbook reference exactly as shown.  The spelling of the lead
author's
name is not corrected.  The ampersand is not added.  Even the
blank
space in "McGraw- Hill" is not eliminated.
My Questions:
Is this a case of plagiarism by the students who obviously copied
and
pasted the reference into their assignments?
If not plagiarism, is it some kind of other improper behavior with 
a
specific name?
Has the poster, in an effort to be helpful, committed an
offense?

Your response?:
1.  You would ignore it.
2.  You would point out that this is not a proper thing to do, but
go
ahead and give full credit.  (Grading is on an all-or-nothing
basis)
3.  You would give a zero on the assignment.
4.  You would give a failing grade for the course.
5.  You would file charges with the Student Government committee
that
handles disciplinary action in cases of student academic offenses
(or
whatever the mechanism is used at your school).  Such action
might
include anything up to, and including, expulsion from the
school.
6.  Other?
--
--==>>>>>>>>>> ¨¨¨
<<<<<<<<<<==--
Sometimes you just have to try something, and see what happens.
John W. Nichols, M.A.
Assistant Professor of Psychology
Tulsa Community College
909 S. Boston Ave., Tulsa, OK  74119
(918) 595-7134
Home:
http://www.tulsa.oklahoma.net/~jnichols
MegaPsych:
http://www.tulsa.oklahoma.net/~jnichols/megapsych.html

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David T. Wasieleski, Ph.D.
Associate Professor
Department of Psychology and Counseling
Valdosta State University
Valdosta, GA 31698
229-333-5620
http://chiron.valdosta.edu/dtwasieleski
"The only thing that ever made sense in my life
is the sound of my little girl laughing through the window on a summer night...
Just the sound of my little girl laughing
makes me happy just to be alive..."
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*
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RE: Textbook recommendations requested

[Mark A. Casteel]

Actually, I started using Goldstein last semester (I too have used both 
Reed and Ashcraft) and really liked Goldstein. My students too found his 
writing to be very accessible. -- Mark


At 09:55 AM 1/25/2006 -0600, you wrote:


Seconded on the Reed.  Medin used to be a good lower-level text, also,
but I never liked it.

m

> -Original Message-
> From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED]
> Sent: Wednesday, January 25, 2006 10:23 AM
> To: Teaching in the Psychological Sciences
> Subject: Re: Textbook recommendations requested
>
> A good lower undergrad cognitive book is Reed's. I have used
> almost all of the ones around at one time or another, or
> reviewed them, and unfortunately, I find that MOST of them
> really are written to do double duty for undergrad and grad.
>
> Annette
>
>
> Quoting "Pollak, Edward " <[EMAIL PROTECTED]>:
>
> > Carol Furchner asked "Next year (2006-2007) I plan to teach either
> > Cognitive Psychology or Biological Psychology (or one of
> each).  I am
> > looking for textbook recommendations for sophomore-level
> courses at a
> > two-year branch college.  The prereq for cognitive is intro
> to psych,
> > and the prereq for biological is either intro to psych or intro to
> > biology.  Most students will not have taken statistics or research
> > methods.  I expect my approach will lean more towards concepts and
> > applications than theories."
> >
> > We've been teaching a 2oo level biopsych course for years.
> The clear
> > favorite with both students & faculty is Jim Kalat's book. I would
> > only warn you not to attempt more than 11-12 chapters in a
> semester if
> > you want to keep it at the 200 level. You can see my syllabus at
> > http://mywebpages.comcast.net/epollak/courseinfo.htm
> >
> > Ed
> >
> >
> > Edward I. Pollak, Ph.D.
> > Department of Psychology,
> > West Chester University of Pennsylvania Web site:
> > http://mywebpages.comcast.net/epollak/home.htm
> > <http://mywebpages.comcast.net/epollak/home.htm>
> > Husband, father, grandfather, biopsychologist, bluegrass
> fiddler, and
> > herpetoculturist. in approximate order of
> importance.
> >
> > ---
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> > unsubscribe send a blank email to
> > [EMAIL PROTECTED]
> >
>
>
>
> Annette Kujawski Taylor, Ph. D.
> Department of Psychology
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> [EMAIL PROTECTED]
>
>
>
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: pilot study

[Mark A. Casteel]

Hi Steven. I have twice reported the results of pilot work, and I included 
it in the methodology because the pilot work was instrumental in providing 
me with the final materials (I work in discourse processing). I have also 
seen it reported as an experiment (although appropriately labeled "pilot 
study"). Most editors will provide some leeway, depending of course, on the 
journal. -- Mark


At 02:58 PM 11/1/2005 -0500, Steven Specht wrote:

Dear Colleagues,
I am writing a research report and would like to include information 
(i.e., procedures, results) from a pilot study. How do I go about doing 
that in APA style? Do I simply report it as the first "experiment" (btw, 
the pilot study was not truly experimental in nature as the second phase 
of the study was)? or is there a more appropriate way. Thanks so much for 
your input.

-S



Steven M. Specht, Ph.D.
Associate Professor of Psychology
Utica College
Utica, NY 13502
(315) 792-3171

"Mice may be called large or small, and so may elephants, and it is quite 
understandable when someone says it was a large mouse that ran up the 
trunk of a small elephant" (S. S. Stevens, 1958)



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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Cognitive Daily

[Mark A. Casteel]

Thanks Christopher, for the link to the Cognitive Daily zine. It's a
great resource, and something I might think about incorporating into my
Cognitive Psychology class. -- Mark
At 08:06 PM 3/2/2005 -0500, you wrote:
Very
cool little 'zine about basic research-oriented issues in cognitive
psychology
http://cognitivedaily.com/ 

-- 
Christopher D. Green
Department of Psychology
York University
Toronto, Ontario, Canada
M3J 1P3 
e-mail: [EMAIL PROTECTED]
phone: 416-736-5115 ext. 66164
fax: 416-736-5814 
http://www.yorku.ca/christo/

.
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RE: Psych of eating beh

[Mark A. Casteel]

in

Eaton, Eaton, and Konner, (1997). Paleotlithic nutrition revisited: A
twelve-year retrospective on its nature and implications. European
Journal of Cinlical Nutrition, 51, 207-216.
It is also reviewed by Gaulin and McBurney (2004). Evolutionary
Psychology, 2nd ed., Prentice Hall.
I believe the mismatch goes a long way toward explaining our current
obesity epidemic.
best
    don
Donald McBurney
University of Pittsburgh
Hi Deb, 
In addition to what you have, "Fat Land" is
another great read and the most academic of the mass market paperbacks
out there.  Lots of good studies described in an academic yet
readable way.  Another good read:   "The Hungry
Gene".
Given the great responses you have, could you please post a summary to
the listserv? 
Thanks 
Regan 
Hi,
I recently used these books:
Conner, M.; Armitage, J.: The social psychology of food
Open University Press 2002
Capaldi, E.D.; Powley, T.L. (ed): Taste, Experience and Feeding
APA 1990
Capaldi, E.D (ed) : Why we eat what we eat
APA, 2001
Sheperd, R. (ed): Handbook of the Psychophysiology of Human Eating
Wiley, 1989 (old but interesting ;-))
Many regards from Hamburg, Germany
Helmut
[EMAIL PROTECTED]

Have you thought about using the documentary Supersize Me?  This was
about the man who ate nothing but McDonald's meals for a month and,
despite several quite negative consequences, never developed a taste
aversion.  I think there are several lessons in this on motivation,
learning, and social psychology (with some pretty funny interviews with
other McDonalds diners).
Hilary Rosenthal
Glenbrook South High School
[EMAIL PROTECTED]
You might also consider:
"Food Fight : The Inside Story of the Food Industry, America's
Obesity Crisis, and
What We Can Do About" (2004) by Kelly D. Brownell and Katherine
Battle Horgen
Kelly Brownell is a top-notch eating/eating disorders researcher at
Yale.
Lisa Damour, Ph.D.
Department of Psychology
John Carroll University
[EMAIL PROTECTED]

Hi Deb-
Leon Rappoport at Kansas State has recently published a book called
"How We Eat: Appetite, Culture, and the Psychology of
Food".  I believe this book would be very apropriate for a
general undergraduate course on the psychology of food.
here is the amazon link:
http://www.amazon.com/exec/obidos/tg/detail/-/1550225634/002-1778525-
2452007?v=glance
-Mike

Michael J. Tagler, Ph.D.
Deb,
One sub-area that you may want to include relates to bariatric surgery.
It is a very popular topic these days. There are many popular books on
the topic (Carnie Wilson's book) or you can look for more
research-oriented papers. I have just had a paper published in the
journal Obesity Surgery titled, "Self-assessed emotional factors
contributing to increased weight gain in presurgical bariatric
patients" and would be happy to send it to you. This is a growing
area so you can also do a psychinfo or medline search and find relevant
articles. Two weeks ago there was an article in the NEJM of a ten-year
follow-up of patients in Sweden.
A surgical group that I complete evaluations for (here in
Georgia-Gainesville) has a website that answers many questions about the
surgery.
It may be found at obesitysolutions.com  The website for the
American Bariatric Society may be helpful as well.
Hope this is helpful,
Steve
--
Steven Walfish, Ph.D.
"Why We Eat What We Eat," edited by Elizabeth Capaldi (1997,
APA) would be
an excellent book to use, and would cover most of the topics you've
identified.
Bob Herdegen
Department of Psychology
Hampden-Sydney College
Hampden-Sydney, VA 23943
Deb,
I have thought about doing a class like this before also, but it never
panned out (unfortunately).  I would suggest the books: 
"Taste, Experience, and Feeding" by Capaldi & Powley,
"The Hedonics of Taste" by Bolles, and also "Learning,
Motivation and Cognition" by Bouton and Fanselow.
Nina

Some good websites:
http://darwin.baruch.cuny.edu/faculty/LogueA.html
http://www.schoolpsychology.net/p_01.html#eat
http://www.consumerpsychology.com/

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
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Re: when things go wrong in the classroom

[Mark A. Casteel]

Hi Annette. I was surprised to hear you say that the serial position curve 
demo works for you only 50% of the time. For me, it's one of the most 
reliable demos that I can do, and I therefore do it in both my intro class 
and my cognitive psych class. For me, the one time it didn't work was when 
I had a class size smaller than 20. My classes usually range between 40-50 
in intro (although my cognitive class generally is between 15-20). Out of 
curiosity, how many words do you use in your list? I use 15. -- Mark

At 04:44 PM 11/16/2004 -0800, you wrote:
I have planned in-class demos of "classic" studies that shouldn't go 
wrong, go
horribly wrong and then the students are REALLY confused about the underlying
theoretical mechanisms! For example, I have about a 50% 'hit rate' with demos
of serial position effects--this really confuses students and so now I 
tend to
not do that one in the classroom. But my solution was through experience
determining that I could not even salvage the demo with discussion of
methodological issues.

But the gist of my idea here is demos that go counter to expectation and then
how to salvage students' understanding of the underlying paradigm
Annette
Quoting Retta Poe <[EMAIL PROTECTED]>:
> TIPS Colleagues -
> Another faculty member and I have been invited by the director of
> our campus' teaching resources center to lead a roundtable discussion
> entitled, "Murphy's Law 101: When Things Go Wrong in the Classroom."
> The idea is that we will prime the pump by offering a couple of examples
> of things going wrong, describe some ways of responding, and then invite
> participants to share their experiences.  Where possible, we hope to
> facilitate discussion of ways to prevent problems as well as potential
> solutions.  As examples, we're planning to discuss dealing with either
> the student or the instructor losing composure, responding to creative
> ways of cheating, and the situation of planning a class discussion but
> having no students willing to do any discussing.
> We have a list of other examples of things going wrong, but it
> occurs to me that some of you might be able to offer even better
> examples, as well as great ideas for prevention and intervention.
> Please share if you have experiences that qualify, and if you also can
> offer solutions, that would be great, too.  I am guessing that this
> topic might be of interest to the whole list.
>
> Thanks -
> Retta
>
> --
> Retta E. Poe, Ph.D.
> Associate Dean for Academic Programs
>College of Education and Behavioral Sciences
> Professor of Psychology
> Western Kentucky University
> 1 Big Red Way
> Bowling Green, Ky. 42101
>
> (270) 745-4662  FAX: (270) 745-6474
> e-mail: [EMAIL PROTECTED]
> http://edtech.cebs.wku.edu/~rpoe/
>
>
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Annette Kujawski Taylor, Ph. D.
Department of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
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(717) 771-4028
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Re: when things go wrong in the classroom

[Mark A. Casteel]

Hi Retta. Although this might not specifically qualify as something going 
wrong, I have experienced (on more than one occasion, I'm afraid - :-) ) a 
situation where a three-person student project group ends up being a group 
of one, because the other two students drop the course (or simply stop 
showing up). It makes for some creative adjustments. -- Mark

At 02:08 PM 11/16/2004 -0600, you wrote:
TIPS Colleagues -
   Another faculty member and I have been invited by the director of our 
campus' teaching resources center to lead a roundtable discussion 
entitled, "Murphy's Law 101: When Things Go Wrong in the Classroom."
The idea is that we will prime the pump by offering a couple of examples 
of things going wrong, describe some ways of responding, and then invite 
participants to share their experiences.  Where possible, we hope to 
facilitate discussion of ways to prevent problems as well as potential 
solutions.  As examples, we're planning to discuss dealing with either the 
student or the instructor losing composure, responding to creative ways of 
cheating, and the situation of planning a class discussion but having no 
students willing to do any discussing.
   We have a list of other examples of things going wrong, but it occurs 
to me that some of you might be able to offer even better examples, as 
well as great ideas for prevention and intervention.
Please share if you have experiences that qualify, and if you also can 
offer solutions, that would be great, too.  I am guessing that this topic 
might be of interest to the whole list.

Thanks -
Retta
--
Retta E. Poe, Ph.D.
Associate Dean for Academic Programs
  College of Education and Behavioral Sciences
Professor of Psychology
Western Kentucky University
1 Big Red Way
Bowling Green, Ky. 42101
(270) 745-4662  FAX: (270) 745-6474
e-mail: [EMAIL PROTECTED]
http://edtech.cebs.wku.edu/~rpoe/
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: need Bransford article in a hurry

[Mark A. Casteel]

t;
> ___
> Stephen L. Black, Ph.D.tel:  (819) 822-9600 ext 2470
> Department of Psychology fax:  (819) 822-9661
> Bishop's  University e-mail: [EMAIL PROTECTED]
> Lennoxville, QC  J1M 1Z7
> 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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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Child Psychology

[Mark A. Casteel]

Hi Wally. At Penn State, we have a similar situation, where the Dept. of 
Human Development and Family Studies (HDFS) (part of the College of Health 
and Human Development) teaches courses in both developmental psych and 
adolescent psych, similar to courses offered by the dept. of psychology 
(with similar differences in emphases). What we do here is label the course 
"Introduction to Infant and Child Development" for HDFS and "Introduction 
to Developmental Psychology" for the psych dept. Additionally, it's labeled 
"Adolescent Development" from HDFS and "Introduction to Adolescent 
Psychology" from the psych department. It seems to me that since your 
administration (at least implicitly) recognizes the need to offer two 
courses that they bite the bullet and allow the psychology department to 
lay claim to the term "psychology" in the course titles, and have courses 
taught by the College of Education named something along the lines similar 
to what we have. Of course the question is, is there any possibility at 
getting the central administration to agree to such a naming request? Here 
at Penn State, re-naming courses is a relatively simple thing: a proposal 
is made which goes to the curricular affairs committee of the University 
Faculty Senate, then before the entire senate. I can't ever recall a name 
change NOT receiving approval by the faculty, even if there are individual 
holdouts doing so for turf reasons. Just my two cents.

-- Mark

At 11:25 AM 4/12/2004 -0400, you wrote:
Dear Colleagues,
I need some suggestions for how to resolve a dilemma I am facing.  I am
at a school where child psychology, adolescent psychology, and lifespan
psychology are not taught out of the psychology department, rather they are
taught through the College of Education, in a department called Human
Development and Learning.  The reason for this comes from a long history,
ultimately stemming from the fact that the Department of Psychology used to
be in the college of education about 25 years ago, at which time it split
off.
To be sure, developmental psychology is central to the core mission of
any department of psychology that offers a psychology major, but for my
department it has been difficult in principle to include developmental
psychology courses as part of our core curriculum since what is taught in
these courses is rather outside of our control, to the extent that the
courses are taught by nonpsychology folk.
The existing developmental psychology courses have a significant applied
orientation, and not a particularly strong focus on the basic science.
However, the psychology department would prefer that the courses have a much
more significant emphasis on basic science.  For this reason, we, the
Department of Psychology, have been given the green light to develop our
own, new developmental psychology courses, so long as there isn't
substantial overlap with the existing developmental psychology courses.
Here are my questions.
1) How would you design the syllabi of our new science-emphasized
developmental psychology courses to maximize their distinctiveness from the
existing applied-emphasis courses?
2) Given that we can't use the names "Child Psychology," "Adolescent
Psychology," etc., what names would you use instead?
Thanks in advance for any suggestions you can provide.

Wally Dixon


Wallace E. Dixon, Jr.  |
Chair and Associate Professor  | Rocket science is child's play
  of Psychology| compared to understanding
Department of Psychology   | child's play
East Tennessee State University|   -unknown
Johnson City, TN 36714 |
(423) 439-6656 |

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Re: Media violence

[Mark A. Casteel]

Actually, it's a comprehensive review of the correlational, experimental,
and meta-analytic studies that have been published through 2003. It's a
fascinating article, especially the story about how it made its way to
PSPI. The article was originally intended to be one part of a series of
reports commissioned by the Surgeon General in 2000 dealing with the
overall topic of youth violence. After submitting the report, the
original authors received it back in a form that they hardly recognized.
After additional wrangling, the final report was finally subsumed into
another report and appeared as an Appendix without any author names. As a
result, what made its way to PSPI is the original report, although it has
been modified for the format of PSPI and includes the most recent
research. The Editorial and the Author's Note tell an interesting tale
about the intersection of policy and science, and if nothing else, I urge
TIPS readers to read the introductory comments. -- Mark
At 02:16 PM 3/25/2004 -0500, you wrote:
This is a metanalysis of past
research I take it? Rosenthal had an article in (I think) _Psychological
Methods_ recently about how to convert t-tests into r-equivalent effect
size measures (based on a talk I saw him give at APA a couple of years
back). It's as reasonablea  thing to do as r is a reasonable
statistic. I'd have to know the knid of data they're converting to know
for certain, but my suspicion is that r would tend to underestimate
effects because it is sensitive to the linearity of the relationship
(i.e., it misses non-linear relationships) and it tends to be depressed
by restricted ranges (i.e., less than 9 or so *used* scale values).

Regards,
-- 
Christopher D. Green
Department of Psychology
York University
Toronto, Ontario M3J 1P3
Canada
office: 416-736-5115 ext. 66164
fax: 416-736-5814
e-mail: [EMAIL PROTECTED]
WWW:
http://www.yorku.ca/christo/
.==
don allen wrote:
Hi
Tipsters-
 
I need some help in deciphering the latest issue of
Psychological Science in the Public Interest (Vol. 4(3), 2003) on
"The Influence of Media Violence on Youth".  On page 84
the authors state, 
 
"There are several commonly used measures of effect
size, any of which can be applied to experimental, correlational and
longitudinal types of studies. To provide a common metric for this
discussion, we have converted all effect sizes to correlation
coefficients (rs)."
 
I haven't seen this type of transform before. My questions
are:
 
1. How is it done?
2. Is it a reasonable thing to do?
 
Given my biases on this subject I suspect that it will
artificially inflate the effect sizes and make them look as if they were
important when they are really trivial but I am willing to be corrected
by someone more mathematically knowledgeable than I.
 
As always, your assistance is greatly
appreciated.
 
-Don.
 
Don Allen
Psychology Dept.
Langara College
100 W. 49th 
Vancouver, B.C. V5Y 2Z6
Canada
604-323-5871
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1031 Edgecomb Ave.
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(717) 771-4028
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Re: Media violence

[Mark A. Casteel]

Hi Don. I just finished reading this article myself (in fact, we
discussed it yesterday in a senior seminar class). Quite timely, given
that we were discussing the effects of violence in the media. 

Although I can't address the "reasonable" question, here's a
link that shows how it's done:
http://www.uccs.edu/~lbecker/psy590/escalc3.htm
Hope this helps. -- Mark
At 10:31 AM 3/25/2004 -0800, you wrote:
Hi
Tipsters-
 
I need some help in deciphering the latest
issue of Psychological Science in the Public Interest (Vol. 4(3), 2003)
on "The Influence of Media Violence on Youth".  On page 84
the authors state, 
 
"There are several commonly used measures
of effect size, any of which can be applied to experimental,
correlational and longitudinal types of studies. To provide a common
metric for this discussion, we have converted all effect sizes to
correlation coefficients (rs)."
 
I haven't seen this type of transform before.
My questions are:
 
1. How is it done?
2. Is it a reasonable thing to do?
 
Given my biases on this subject I suspect that
it will artificially inflate the effect sizes and make them look as if
they were important when they are really trivial but I am willing to be
corrected by someone more mathematically knowledgeable than
I.
 
As always, your assistance is greatly
appreciated.
 
-Don.
 
Don Allen
Psychology Dept.
Langara College
100 W. 49th 
Vancouver, B.C. V5Y 2Z6
Canada
604-323-5871
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Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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RE: "poor test-takers?" and metacognition

[Mark A. Casteel]

Hi. Two thoughts on this topic of poor test-takers. First, I agree with 
Stephen that many of the students with poor testing skills really don't 
understand when they don't understand. Just on Friday, I was catching up on 
my reading (almost a year behind) and read the review article by Dunning, 
Johnson, Ehrlinger, & Kruger in the June 2003 issue of Current Directions 
in Psychological. It was titled Why People Fail to Recognize Their Own 
Incompetence and summarized much of the work in this are, coming (of 
course) to the same general conclusion as Stephen.

My second thought deals with a news blurb that just came out (and many of 
you will probably remember). Two researchers at Case Western found that SAT 
scores correlated as highly with IQ as two IQ tests correlate with on 
another. This study will come out in the June issue of  Psychological 
Science. If those of you interested in studying this phenomenon want a 
quick and dirty proxy for IQ, then I would argue that you should simply get 
each student's SAT score.

For what it's worth, I would also be willing to throw my hat into the ring 
if those of you interested in studying this phenomenon would like one more 
data collection site. - Mark

At 11:37 PM 3/8/2004 -0500, you wrote:
This has been a surprisingly active thread but before it recedes to
that great archive in cyberspace, I'd like to add one thought I
haven't yet seen expressed.
The claim of students that the problem is with the test, not the
testee, or, as in Beth Benoit's version, that the student claims to
just lack test-taking ability, is a familiar one. As others have
noted, the problem is more likely to be poor study skills than poor
test-taking skills. But I think something else is going on too.
Because these student lack study skills, they come to the test
unprepared. But they may not be aware of this. They've put in the
time--often just reading the material over or by engaging in time-
consuming but ineffectual busywork activities such as making notes on
the text (and sometimes notes of my PowerPoint notes!). So the
students think they're prepared when they're not. Then when disaster
strikes, they logically conclude it's not that they lack knowledge,
but that it must be the test or the way they take tests. The problem
is that they don't know that they don't know. What they have to do is
find out whether they do know, by recitation or by using other
methods of self-testing. I always find it surprising how few students
do check to see how well they've mastered the material they're
studying. Of course, this is itself a study skill.
Related to this, students sometimes ask me for "tricks" to improve
their performance on multiple-choice tests. I don't know any tricks.
I do have a few common-sense suggestions,:
1) If there's limited time (the usual case), don't get hung up on a
question you can't answer. Leave the question and go on to something
you can answer. That way, you ensure that you get the maximum number
correct, and build up confidence as well. If there's time left, go
back and ponder the tough ones.
2) Don't believe the common myth that you should never change an
answer. Gut feelings and first impulses are often wrong.
3) Systematically eliminate the least likely choices, scrutinize
what's left, and then when you still can't decide, guess. Make full
use of the time available to you to make your decisions. Don't rush
unless it's necessary.
Stephen
___
Stephen L. Black, Ph.D.tel:  (819) 822-9600 ext 2470
Department of Psychology fax:  (819) 822-9661
Bishop's  University   e-mail: [EMAIL PROTECTED]
Lennoxville, QC  J1M 1Z7
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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(717) 771-4028
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RE: babies and kneecaps

[Mark A. Casteel]

Hi Rod and Nancy. An answer to your question can be found at this link
(along with refs). 
http://www.madsci.org/posts/archives/may97/861940964.An.r.html
Apparently, babies DO have kneecaps at birth, but they have not yet
ossified.  -- Mark
At 07:38 AM 2/5/2004 -0600, you wrote:
Thanks Nancy.  But does that
mean they don't have kneecaps at birth and that the actual kneecap
develops later?  Or does it mean that they have kneecaps at birth
but the muscles surrounding the kneecaps are not developed enough for the
kneecap to be seen?  
 
 
__
Roderick D. Hetzel, Ph.D.
Department of Psychology
LeTourneau University
Post Office Box 7001
2100 South Mobberly Avenue
Longview, Texas 
75607-7001
 
Office:   Education Center
218
Phone:   
903-233-3893
Fax: 
903-233-3851
Email:   
[EMAIL PROTECTED]
Homepage:
http://www.letu.edu/people/rodhetzel


-Original Message-

From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED]]


Sent: Thursday, February 05, 2004 7:36 AM

To: Teaching in the Psychological Sciences

Subject: Re: babies and kneecaps

Babies are born very bowlegged due mainly to the effects of being
squished into a ball in the uterine environment. Infants and toddlers
maintain a bit of a bowlegged stance for quite some time. I would hazard
a guess that the same muscles that develop and strengthen in order to
allow the child to stand relatively straight sometime after 18 months or
so create the effect of distinct kneecaps.

 

Nancy Melucci

Long Beach City College

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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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definition of negative reinforcement

[Mark A. Casteel]

For what it's worth from a source that has been around for a long time (and 
one from which I taught when I was in grad school)

Baldwin & Baldwin, "Behavior Principles in Everyday Life": "To reinforce 
mean to strengthen, and both positive and negative reinforcement strengthen 
behavior. They both increase the likelihood that people will repeat a 
behavior in the future." . . . Postive reinforcement occurs with teh onset 
of a reinforcing stimulus, and negative reinforcement occurs with the 
termination fo an aversive stimulus."



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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Psychology for kids?

[Mark A. Casteel]

Hi Marie. One of my favorite sites dealing with comparative psychology is
the Nature site on "Inside the Animal Mind." It's not a general
purpose psychology site, but the subject matter is certainly relevant,
and it's an interesting site for kids and young adults. -- Mark
At 02:12 PM 10/24/2003 -0400, you wrote:
Hello
I've agreed to talk at my daughter's middle school for career day. So I'm
telling 6th, 7th, and 8th graders what psychology is, what psychologists
do, and what college professors do. Yes, that is a lot to fit into 20 min
while still making it sound relevant to them. In any case, I wanted to
give them a handout with some more resources specially aimed at kids.
I've copied what I have so far (below) found primarily via Google. Can
you add other favorite websites or book about psychology aimed at this
age group? I've stayed away from general advise giving websites not
specifically related to psychology. Thanks for your suggestions!
Marie
Psychology for kids


Compiled by Marie Helweg-Larsen, Ph.D.,
[EMAIL PROTECTED],
10/24/03

 Websites


http://www.apa.org/students/student1.html
http://www.apa.org/students/brochure/index.html
Considering a career in psychology? Here is information from the American
Psychological Association.
http://www.exploratorium.edu/memory/
Games and exhibits about all aspects of memory and the brain.
http://faculty.washington.edu/chudler/neurok.html
Neuroscience for kids. Lots of fun activities and explanations.
http://library.thinkquest.org/C001464/cgi-bin/main.cgi
A site about the eye, seeing, and perception (including perceptual
illusions).
http://www.ncpamd.com/Kids_Pages.
Articles, games, and book reviews for children and adolescents interested
in understanding mental health issues. 
http://shykids.com/
Information about shyness and advice to kids and teens (and parents) on
making friends and building confidence.
 http://kidshealth.org/kid/feeling/
Lots of discussion and exploration of different feelings, including at
school, home and with friends.
http://www.kidspsych.org/index1.html
Games and activities related to psychology. For children ages 1-5 and
6-9.
Book


Kincher, J., & Espeland, P. (Ed.). (1998). Psychology for Kids II: 40
Fun Experiments That Help You Learn About Others. Free Spirit Publishing,
ISBN: 0915793830.
Gr. 4-6. A follow-up to Psychology for Kids (1990), which helps
children learn about their own behavior, this book explores why others
behave as they do. People, paper and pencils, and a copy machine to
reproduce written tests are the principal requirements of the 40
experiments, which investigate such things as gender differences,
learning skills, perception, and logic. Kincher adds a sprinkling of
classic concepts and terms and guidelines for interpretation. She also
makes it clear that the experiments aren't rigorously scientific, just
fun and challenging. A great change from the usual "science
experiment" book, this will leave some kids absolutely
fascinated.

-- 
*
Marie Helweg-Larsen, Ph.D.
Associate Professor of Psychology
Dickinson College, P.O. Box 1773
Carlisle, PA 17013
Office: (717) 245-1562, Fax: (717) 245-1971
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Psych terminology in popular media

[Mark A. Casteel]

Hi Linda. I'm reminded of Phil Hartman's "Anal Retentive Chef" from 
Saturday Night Live of a number of years ago. Although the term "anal" is 
used by just about everyone, it's my contention that only psych majors 
would really understand all of the nuances of Hartman's characterization.

-- Mark

At 11:22 AM 6/9/03 -0500, Linda Walsh wrote:
Tipsters:
I'm looking for media examples (TV, movies, song lyrics) of the use of 
specific
Psychology related terms or references that one would probably not understand
without taking a Psych class. A somewhat dated example is an episode from
Northern Exposure that makes reference to Kitty Genovese. Do you know of some
others?

Linda Walsh
University of Northern Iowa
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Penn State York
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(717) 771-4028
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Re: Biting in children

[Mark A. Casteel]

Hi Beth. No, I didn't suggest any of the drastic measures that have been 
suggested, although I did forward the suggestions that the center should 
think carefully about whether or not this child is appropriate (given that 
it's been going on for quite a while and increasing in frequency). -- Mark

At 03:04 PM 5/30/03 -0400, you wrote:
For a baby of 18-20 months, I think our encouragement of drastic measures
like ammonia, lemon juice, etc., is drastic, unrealistic and cruel.  I think
any daycare facility that used those measures would probably lose its
license.  I'm cringing at the thought of that ever being done to my baby.
Please, Mark, tell us you didn't encourage your student along those lines.
Don't we laugh at washing a kid's mouth out with soap as being "old
fashioned"?
I think also that the understanding that we're dealing with a baby puts
things in a different perspective.  (Although I still can't see drastic
things like spraying her with something.  She's not a cat eating plants...)
I suspect the biting is a temporary learned response, though of course it
must be dealt with for the protection of other children.
If she were my baby, I'd get her out of daycare for a couple of weeks,
difficult though that might be, and pay attention to her, distract her, give
her new things to learn and think about.  A baby of that age isn't really
even playing WITH other children much.  Why does she have so much access to
other children at that age?  Perhaps the continued interaction with lots of
other children is overwhelming to her.
Beth Benoit (Mother of 5, Grandmother of 5 - does that count??)
University System of New Hampshire
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Biting in children

[Mark A. Casteel]

Hi Sue. That was my first suggestion to my former student. By the way, I 
replied privately to Nancy that the age of the little girl in question is 
betwee 18-20 months, so she's quite young.

-- Mark

At 09:47 AM 5/30/03 -0700, you wrote:
I admit that I haven't followed this thread closely, but has anyone 
suggested reinforcing the desired behavior?

An hour (2, 3, or 4 hours, 1 day, a week, whatever time period given the 
frequency of the biting and the age of the child) ~without~ biting yields 
some reinforcement.

--
Sue Frantz  Highline Community College
Psychology  Des Moines, WA
206.878.3710 x3404  [EMAIL PROTECTED]
http://flightline.highline.edu/sfrantz/ 
<http://flightline.highline.edu/sfrantz/>
ÿÿØ¢æ«yË«­éí—+.nÇ+‰·¶‹b¦Æ¬þfœ×ÏIOÄDèº{.nÇ+‰·¬zwZnV§‘隊[h•æ¯{ûb¦Ïùï×ý§,ºß®‹-nêàýçn


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Associate Professor of Psychology
Penn State York
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(717) 771-4028
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Assistance needed

[Mark A. Casteel]

A former student from my developmental psych class contacted me via email 
last week with a problem she's having in the day care where she works. The 
problem involves a young girl who is biting other children. She indicated 
that they've tried time out (to no avail), and asked for suggestions. I 
told her to carefully observe the situations that seem to provoke the 
biting, and how she reacts while  time out (to see if social reinforcement 
was occurring). I've copied her most recent reply below. Do any of you 
folks that have been involved in preschool care have any suggestions?  -- Mark

Copied message: Thank you very much for responding, I have been paying 
attention this week
more closely to how the child has been acting. The time outs used on the
"problem child" are given directly after the biting has occurred. The biting
occurs mostly in the morning hours (a couple incidents have occurred in the
afternoon but not many). The child almost never is provoked in her actions, 
she
does it in a split second, and she is fast and hard. Biting first occurred o
the other children's hands and arms, but lately she has began to bite them
lower (chest and upper legs). We have been trying to look for causes for her
actions. The mother thought that it might be a lack of attention (ratio is 1
worker to 4 kids, we have 2 workers at all times and 6-8 children (ages 10
mon-almost 24 mon)., but the child gets a lot of attention (she could possibly
be wanting more, but with the ratio we give as much bonding time as possible).
Lately she has began biting to get her way at some occasions but on others she
seems to have no motive (bites right in front of the teachers). The child is
also not picking a particular child to bite, she has bitten at least every
child in the room 2 times if not more. Last week we were averaging 3 bites a
day. She has been biting off and on the past couple of weeks (about 3 months)
but the problem is getting out of control, mostly because she is being more
damaging (drawing blood, leaving marks).
Removing the child from the room could possibly work, but we are not aloud to
do that. We have tried a couple different techniques. Time outs have been used
in a chair in the corner (she refused to sit unless someone was right on 
top of
her giving her direct attention (reinforcing the wrong behavior, because she
was getting attention for misbehaving). We tried a play pen but she would
always find things to play with (so it became almost a reinforcement because
she could move around and still play a little). One thing we found that worked
the best (but did not stop the behavior)was putting her in a high chair facing
the wall, but that associates the eating chair with bad behavior not eating.
She is being made to sit for a minute in a half if not more.
During time outs the child normally tries to get attention by talking or 
crying
or trying to get up. She has resorted to swinging her arms trying to hit who
ever is putting her in time out. She has figured out the "I Sorry" phrase and
"No Bite" but that is just a learned response. Her mother talks at her a lot,
so she has learned what she is expected to say. Another one of the workers
noticed that she is worse just after being with her stepbrother (first grade).
Any other suggestions ? thank you very much



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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: On-line Courses?

[Mark A. Casteel]

Hi Steve. Penn State offer's two upper division courses plus intro psych
through it's World Campus. Check out
www.worldcampus.psu.edu.
- Mark

Title and Section (click the course abbreviation
for info) This course is... 
PSY 002,
section 001 
Psychology 3
credit 
PSY 231,
section 001 
Industrial Psychology
3 credit 
PSY 451,
section 001 
Leadership in Work Settings 



At 01:24 PM 5/28/03 -0500, you wrote:
Does
anyone know of a regionally accredited college or university that offers
on-line courses in psychology.  I have a student that has taken all
that we offer, and would like to fill in some electives with more
psych!  Thanks.
 
Steve
 
 
 
--

Steve VandenAvond, Ph.D.
Associate Professor of Psychology & Director
Psychology Program
Department of Social Science and History
Silver Lake College
2406 Alverno Drive
Manitowoc, WI  54220
Voice:  (920) 686-6227
e-mail: [EMAIL PROTECTED]

 
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**
   
http://www.sl.edu/socscience/Default.htm

-Original Message-
From: Miguel Roig
[mailto:[EMAIL PROTECTED]] 
Sent: Tuesday, May 27, 2003 2:47 PM
To: Teaching in the Psychological Sciences
Subject: Re: a few hours of ethics education: need ideas and
resources

Natalie, the Office of Research Integrity (ORI) has many helpful
resources.  Here is the relevant link:
http://ori.dhhs.gov/html/programs/instructresource.asp

Also, I believe the folks at NSF will go to your school and offer a
workshop, you might want to contact Peggy Fischer at NSF and inquire
about such workshops. 

National Science Foundation
4201 Wilson Boulevard, Suite 1135
Arlington, VA 22230
703-292-7100
FAX: 703-292-9158
E-mail: [EMAIL PROTECTED]
Cache Mail: [EMAIL PROTECTED]
Anonymous Hot Line 1-800-428-2189

Miguel



At 03:07 PM 5/27/2003 -0400, you
wrote:
TIPSters,

I could use some help with ideas on how best to use the seminar
time.
Right now all I've come up with is either spending the time
discussing
cases or perhaps having an ethics expert come in to do a presentation
or
lead a discussion. Got any ideas or experiences to share? I'm also
looking for resources such as research ethics cases or 
instructional
materials, and I'd like information about people who do ethics
workshops
who might be interested in coming to do an hour or two with this
group.

Thanks for the help!

Nathalie Cote
Assistant Professor of Psychology
Belmont Abbey College


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___ 
Miguel Roig, Ph.D.
 
Associate Professor of Psychology
  
Notre Dame Division of St. John's
College   
St. John's University
  
300 Howard Avenue
  
Staten Island, New York 10301 
Voice: (718) 390-4513 
Fax: (718) 390-4347 
E-mail: [EMAIL PROTECTED] 
Http://facpub.stjohns.edu/~roigm
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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: a few hours of ethics education: need ideas and resources

[Mark A. Casteel]

Hi Nathalie. I wonder if it wouldn't be helpful to ask one of the members 
of the IRB review panel at the university to come in for a talk. They could 
speak to the students about practical and real issues that have come up as 
well as solutions. Since some of your psych majors will presumably go on to 
graduate school, I'm sure many of them will eventually have to deal with 
IRB review boards. Just a thought. -- Mark

At 03:07 PM 5/27/03 -0400, Nathalie Cote wrote:
TIPSters,

I have an opportunity to participate in a project in which
undergraduates from small schools where there are few opportunities to
participate in research can become research assistants for a semester in
some of the research labs run by psychology faculty at a large
university in the region. All of the undergrad research assistants, from
the university and from the smaller colleges, would meet as a group
periodically in a sort of seminar, intended to give them an opportunity
to share and to help them get the most of the research experience. I've
suggested that we spend one or more of the seminar sessions talking
about research ethics.
We can assume that the students are all psych majors and will have
whatever ethics instruction they would normally get in courses at their
home institution, and as research assistants they will go through some
sort of minimal tutorial required by granting agencies. We don't have
the time to do a full course (and I'm not qualified to do that anyhow) -
this will be a few hours at most. However, I think it is very important
that we model scientific integrity for our students and take advantage
of  opportunities to discuss ethics with them.
I could use some help with ideas on how best to use the seminar time.
Right now all I've come up with is either spending the time discussing
cases or perhaps having an ethics expert come in to do a presentation or
lead a discussion. Got any ideas or experiences to share? I'm also
looking for resources such as research ethics cases or instructional
materials, and I'd like information about people who do ethics workshops
who might be interested in coming to do an hour or two with this group.
Thanks for the help!

Nathalie Cote
Assistant Professor of Psychology
Belmont Abbey College
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*****
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: Help with exercise-induced anorexia

[Mark A. Casteel]

Hi again. I checked out the Table of Contents to this book, and although 
the word "treatment" is in the title, none of the chapters (apparently) 
discusses treatment.

At 10:50 AM 1/16/03 -0500, you wrote:
Whoops! I just said about Pierce and Epling:

>  They also have a book out which may have some information on
> possible therapy (haven't looked at it myself). It's "Solving the
> Anorexia Puzzle (1991 [actually, it now appears to be 1992]

I can be more specific than that. In their learning textbook, they
describe the anorexia book as follows:

"We outlined the criteria for assessment, treatment, and prevention
of activity anorexia". So it may be of help for therapy.

(Of course, it would be of interest to know how successful it's been
ten years on)

-Stephen
__
Stephen L. Black, Ph.D.tel:  (819) 822-9600 ext 2470
Department of Psychology fax:  (819) 822-9661
Bishop's  University   e-mail: [EMAIL PROTECTED]
Lennoxville, QC  J1M 1Z7
Canada

Dept web page at http://www.ubishops.ca/ccc/div/soc/psy
TIPS discussion list for psychology teachers at
http://www.frostburg.edu/dept/psyc/southerly/tips
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Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Help with exercise-induced anorexia

[Mark A. Casteel]

Hi all. A former student sent me this email (see below). I'm not at all 
familiar with the topic, and a search on PsycINFO only turned up two hits, 
neither of which was helpful. Can anyone point me to readily available 
resources on this topic? Thanks. -- Mark

Here's the email:

I was wondering if you could answer me a
question. I was wondering if you knew anything about exercise anorxia. I have
a very good friend who is trying to help her roommate get through it. She
won't get help and wants to try to beat it on her own. I was wondering if you
knew of any programs for people to help beat this. My friend has done a lot of
research and hasn't found any programs to try to beat it yourself. I told her
I would ask you because we learned a little about eating disorders and I told
her you were very knowledgable.



*********
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
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Re: need web links to intro psych practice tests

[Mark A. Casteel]

I use Weiten's intro text. Here is the link for the on-line practice
tests:
http://www.wadsworth.com/cgi-wadsworth/course_products_wp.pl?fid=M20&product_isbn_issn=0534593100&discipline_number=24
At 10:07 AM 11/1/02 -0800, Eastman, Mark wrote:
I am
looking for links to on-line practice tests in intro psychology that I
can provide my studentsbeyond those provided by the publishers of the
text book I am using.  Are there any "generic" test banks
available on-line?  I find that the more practice I can provide my
students, the better they do.

 

 

Mark Eastman

Diablo Valley College

Pleasant Hill, CA 94523
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Mark A. Casteel, Ph.D.
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Penn State York
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York, PA  17403
(717) 771-4028
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Re: infant mortality

[Mark A. Casteel]

Hi Hank. My guess is you're referring to nonorganic failure-to-thrive. Hope 
this is helpful.

At 06:39 PM 6/27/02 -0400, Hank Cetola wrote:
>Does anyone remember the name of the syndrome in which institutionalized
>babies were dying due to lack of body contact.  They were fed and kept
>clean but not held.  When they were then held and rocked for a few hours
>per day the mortality rate dropped.  I think it relates to Harlow's
>studies on contact comfort.
>
>Hank Cetola
>Adrian College
>
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Re: Human Subjects Review

[Mark A. Casteel]

At Penn State, the answer is most definitely yes.

At 12:59 PM 5/29/02 -0400, you wrote:

>A business faculty member at our college wants to suvey stuents in classes
>concerning their perceptions of the advantages and disadvantages of having
>classes taught by adjunct faculty. He has been told that it needs to be
>reviewed by a "human subjects" review for protection of the students. Do
>your institutions typically require review for research of this nature?
>
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(717) 771-4028
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Re: cognitive textbooks (revisited)

[Mark A. Casteel]

Hi Marcia. I have used Ashcraft's Cognition book with a lot of success. I 
think his writing is very accessible to the students, and although there 
are parts that I need to cover very slowly, the students are able to 
understand Ashcraft's points.

At 12:43 PM 4/5/02 -0500, you wrote:
>A month or 2 ago, I posted a recommendation for a cog textbook, in 
>response to a request for info.  After more time with it, I have a 
>different perspective on this textbook, which I feel like I should share, 
>just in case anyone was planning to use that book on my recommendation.
>
>The book is Willingham's Cognition:  The Thinking Animal.  I am sure it is 
>a very good book for very advanced students. My upper-level students 
>really enjoyed the first few chapters (which is when I recommended); 
>however, after this, they found it very confusing.  In fact, we have 
>really stopped using it completely.  I have ended up taking most of my 
>lecture notes and activities from Matlin's Cognition book, but don't know 
>if I will use that next time I teach this course (b/c I enjoy doing the 
>activities as a class, rather than students doing them individually.)  I 
>guess I will be on the hunt for another one then.
>
>I wish there was a way to figure out this kind of information beforehand, 
>but I seem to need to actually *use* the book before I know its 
>value.  Hope I didn't lead anyone astray with my earlier advice.
>
>Marcia
>
>Marcia J. McKinley, J.D., Ph.D.
>Assistant Professor of Psychology
>Mount St. Mary's College
>Emmitsburg, MD  21727
>(301) 447-5394 x4282
>[EMAIL PROTECTED] or [EMAIL PROTECTED]
>
>
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Associate Professor of Psychology
Penn State York
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York, PA  17403
(717) 771-4028
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Re: Do you use study guides for 101?

[Mark A. Casteel]

I don't *require* them, but I do have the bookstore buy optional copies for 
those students who need the extra assistance.

At 11:24 AM 2/6/02 -0700, you wrote:
>Hello all - A colleague and I are wondering whether the following
>practice is normative: requiring students in introductory psychology to
>complete the study guide put out by the textbook publisher.  Anybody out
>there doing this?
>
>Thanks!
>
>-- Dr. Michelle Miller
>Assistant Professor
>Department of Psychology
>Northern Arizona University
>Flagstaff, AZ 86001-5106
>[EMAIL PROTECTED]
>  http://jan.ucc.nau.edu/~mdm29/
>
>
>
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Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*


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maternal age and preterm birth

[Mark A. Casteel]

This comes from a student question: Is anyone aware of a correlation
between advanced maternal age and higher risk of preterm birth? I have
been able to find that advanced maternal age greatly increases the risk
of low birth weight if the mom smokes, but I've not been able to find a
link between maternal age and preterm birth without the smoking
connection. In fact, one study I found specifically found no link
between maternal age and preterm birth. (Cnattingius S, Axelsson O,
Eklund G, Lindmark G.  Smoking, maternal age, and fetal
growth.  Obstet Gynecol.  1985, Oct;66(4):449-52). Any help you
can provide will be appreciated. 



*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*

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set tips nomail

[Mark A. Casteel]

set tips nomail

*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*


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RE: cognitive textbooks

[Mark A. Casteel]

 From what I understand, the Fundamentals book is no longer available. Mark 
Ashcraft has essentially combined it with a revision of his "big book" to 
make a book somewhere in the middle of the two. I'm using it this semester, 
and I'm pretty happy with it (Cognition, 3e). Ashcraft has always been 
known for his engaging writing style, and this new edition beefs up his 
discussion of some topics - neurocognition, attention, to name a few. 
Contact your Prentice Hall rep and get a copy. -- Mark

At 02:21 PM 11/12/01 -0500, you wrote:
>Marcia,
>
>I have used Ashcraft's "fundamentals of Cognition" for a couple of years now
>and I like it.  My students seem to like it as well.
>
>The following link has several learning activities for cognition that you
>might find helpful.
>
>
>http://cc2.cumber.edu/psych/home.htm
>
>Best Wishes, Chuck
>
>*
>Charles M. Huffman, Ph.D.
>Chair, Psychology Dept.
>Cumberland College, Box 7990
>Williamsburg, KY  40769
>(606) 539-4422
>*
>
>-Original Message-
>From: McKinley, Marcia [mailto:[EMAIL PROTECTED]]
>Sent: Friday, November 09, 2001 5:05 PM
>To: Teaching in the Psychological Sciences
>Subject: cognitive textbooks
>
>
>Does anyone have a recommendation for a cognition textbook and/or lab
>software?
>Thanks,
>Marcia
>
>Marcia J. McKinley, J.D., Ph.D.
>Assistant Professor of Psychology
>Mount St. Mary's College
>Emmitsburg, MD  21727
>(301) 447-5394 x4282
>[EMAIL PROTECTED] or [EMAIL PROTECTED]
>
>
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*


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Re: Cognitive Journals

[Mark A. Casteel]

Although I generally agree with Stephen's rankings, personally I would
put J. of Memory and Language into a high/middle tier, while moving
Memory & Cognition up to the top tier. Just my two cents.  

At 06:06 AM 11/2/01 -0800, you wrote:

In the "top tier" I would put:

Cognitive Psychology, JEP:G, JEP:LMC, Journal of Memory and Language,
Psych Review (obviously), Psych Bulletin

Middle tier:

Pschonomics Bulletin and Review, Memory and Cognition, Psychological
Science

Lower tier:

Not as clear... there are many journals that I don't read, and I guess
that is why I don't take them every year.
>From: "Rob Flint" 
>Reply-To: "Teaching in the Psychological Sciences" 
>To: "Teaching in the Psychological Sciences" 
>Subject: Cognitive Journals 
>Date: Fri, 2 Nov 2001 08:29:41 -0500 
> 
>Would one of you Cognitive types be kind enough to rank the peer
reviewed 
>journals that publish "cognitive psych" studies in terms of
top tier, middle 
>tier, and bottom tier? 
> 
>Thanks in advance for you assistance. 
> 
>Cheers, 
> 
>Rob Flint 
>- 
>Robert W. Flint, Jr., Ph.D. 
>The College of Saint Rose 
>Department of Psychology 
>432 Western Avenue 
>Albany, NY 12203-1490 
> 
>Office: 518-458-5379 
>Lab: 518-454-2102 
>Fax: 518-458-5446 
> 
>Behavioral Neuroscience Homepage: 
>http://academic.strose.edu/academic/flintr/

>Department of Psychology Homepage: 
>http://academic.strose.edu/academic/psychology/index.htm

> 
> 
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*
Mark A. Casteel, Ph.D.
Associate Professor of Psychology
Penn State York
1031 Edgecomb Ave.
York, PA  17403
(717) 771-4028
*

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