[tips] change in email address

[Rikikoenig]

 
I am switching from AOL to gmail.  My new email address is 
_rikikoe...@gmail.com_ (mailto:rikikoe...@gmail.com) .  Please change  it in 
your records.  
Thanks.
 
Riki Koenigsberg


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Re: [tips] Music Therapy Requirements?

[Rikikoenig]

My daughter had the same experience.  At two different programs in the  NYC 
area, you were expected to have advanced skills in two instruments and 
would  need to audition on those instruments before being considered for the  
program.
 
In a message dated 12/2/2009 5:02:44 P.M. Eastern Standard Time,  
beth.ben...@gmail.com writes:
 
Our  30-year-old son was very interested in becoming a music therapist, but 
all the  programs he looked at required what looked like advanced expertise 
in musical  theory, instrumentation like piano, and other serious musical 
requirements.  He's terrific on the guitar, and can read music, but really 
felt he  couldn't fulfill the strict music theory requirements.  He's getting 
an  M.B.A. instead.  Too bad.  I think he'd be terrific as a music  
therapist.  Your student should probably be aware of the requirements in  this 
area. 
 
Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Wed, Dec 2, 2009 at 4:49 PM, Elizabeth Gassin <_lgas...@olivet.edu_ 
(mailto:lgas...@olivet.edu) > wrote:



You might check out _musictherapy.org_ (http://musictherapy.org/) , the 
site  of the American Music Therapy Association. I believe it has info on  
programs, certification, etc.
 
***
Elizabeth (Lisa) A. Gassin, Ph.D.
Professor  of Psychology
Department of Behavioral Sciences
Olivet Nazarene  University
1 University Avenue
Bourbonnais, IL 60914
Phone:  815-928-5569
Fax: 815-928-5571
***

>>>  "Wehlburg, Catherine" <_c.wehlb...@tcu.edu_ 
(mailto:c.wehlb...@tcu.edu) >  12/2/2009 3:24 PM >>>



Fellow TIPsters, 
An undergraduate student (majoring in music composition)  and taking my 
general psychology course, has decided that he is interested  in learning more 
about becoming a music therapist. Are there programs for  this? Licensing 
requirements? Any insight that you have that I can share  with my student 
would be much appreciated. Thank you!

--Catherine 
**  
Catherine M. Wehlburg, Ph.D. 
Assistant Provost for Institutional  Effectiveness 
TCU Box 297098 -- Texas  Christian University 
Fort Worth, TX  76129  
Phone: (817) 257-5298  
Fax: (817) 257-7173 
Email: _c.wehlb...@tcu.edu_ (mailto:c.wehlb...@tcu.edu)   
Website: _www.assessment.tcu.edu_ (http://www.assessment.tcu.edu/)   


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Re: [tips] Fake petition?

[Rikikoenig]

If you go to youtube and search for banning water, you will find many  
videos.  This is one of the oldest ones, with Penn and Teller:
_http://www.youtube.com/watch?v=yi3erdgVVTw_ 
(http://www.youtube.com/watch?v=yi3erdgVVTw) 
 
 
 
In a message dated 11/30/2009 11:55:36 A.M. Eastern Standard Time,  
helw...@dickinson.edu writes:



A couple of years ago someone posted a fake petition that  argued that we 
should stop using a harmful chemical. The “harmful” chemical  was something 
innocuous (maybe water or salt) and the point is that you can  make anything 
sound harmful and of course many chemical are safe and  necessary. Does 
anyone remember this and have the survey/exercise? I’ve  searched online and in 
my own archives unsuccessfully. 
Marie 

Marie  Helweg-Larsen, Ph.D.
Department Chair and Associate Professor of  Psychology
Kaufman 168, Dickinson College
Carlisle, PA 17013, office  (717) 245-1562, fax (717) 245-1971 
Office  hours: Mon/Thur 3-4, Tues 10:30-11:30
_http://users.dickinson.edu/~helwegm/index.html_ 
(http://users.dickinson.edu/~helwegm/index.html) 
 


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[tips] developmental question on color perception

[rikikoenig]

Please excuse the cross-posting
 
A question arose today about when babies can perceive color.  Is it an innate 
ability?  The opposing view is that they can only see black and white at birth 
and color requires neurological development and maturation.
 

Riki Koenigsberg
rikikoe...@aol.com



=

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

[Rikikoenig]

Psychexchange just posted a video clip of car crashes with several crashes, 
 day and night, that you could use.  Go to 
 
* Car carsh montage may be useful for a Loftus and Palmer replication? - by 
 Mandy Wood - _http://www.psychexchange.co.uk/videos/view/20457/_ 
(http://www.psychexchange.co.uk/videos/view/20457/)  
 
Riki



In a message dated 8/23/2009 3:23:14 P.M. Eastern Daylight Time,  
csta...@uwf.edu writes:

You can  implement many experiments as a Power Point presentation if you 
use the  automatic slide advance function to control timing. Requires paper 
and pencil  for responses and eliminates RT experiments, but you can still do 
a lot of  interesting projects this way.

I've implemented implicit and explicit  memory tasks. I created a LOP task 
with one word presented per slide, using  anagrammatic words as stuimuli (I 
found a list of words of 5 letters that are  anagrams for one and only one 
word).I  follow the LOP processing task  with a filler task, then give an 
implicit test (solving anagrams that map onto  the words in the lists plus some 
new anagrams that were not studied at all)  followed by an explicit test 
(free recall of all the words presented for  study. Students are biased to 
solve the anagrams with the words they studied  (I have two versions of the LOP 
task so half study words for one solution and  the other half study the 
words for other solution, the anagrams for the  non-studied words serves as a 
control), but level of processing is irrelevant  for this task. The LOP 
effect appears only in the free recall task.  

You can do an eyewitness experiment by creating a slide show in Power  
Point (a number of researchers have done their studies with this technology).  
Requires shooting a lot of digital pictures and there may be some issues in  
staging a crime (especially with a weapon!) for the stimuli. Students can  
avoid those issues and simply stage a non-violent event and look at 
eyewitness  errors in the absence of a weapon (race bias in identification of 
the  
perpetrator is possible, but creates some problems for students who need to  
find people to serve as suitable foils in a photo lineup). One group of  
students stages an automobile accident (with and without an argument between  
those involved in the accident) by taking pictures of cars places  
strategically (the "accident" simply showed the two cars as if there had been  
an 
impact - they pulled them very close together but there was no actual  damage 
to 
the cars). Then they staged mock arguments (gestures, facial  expressions). 
One enterprising group staged a 2 or 3 minute video of an event  for 
eyewitnesses. Harder to create a good manipulation with these unless the  
students 
are really good with editing and can insert a scene.

Good  luck!


Claudia J. Stanny, Ph.D.   
Director, Center for University  Teaching, Learning, and Assessment
Associate Professor,  Psychology
University of West Florida
Pensacola, FL  32514 -  5751

Phone:   (850) 857-6355 or (850) 473-7435  
e-mail:  csta...@uwf.edu



-Original  Message-
From: Mark A. Casteel [mailto:ma...@psu.edu]
Sent: Sat  8/22/2009 3:28 PM
To: Teaching in the Psychological Sciences  (TIPS)
Subject: [tips] Question about research project in cognitive  psych

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
* 


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Re: [tips] question

[Rikikoenig]

The amazing part for me is that it is not static:  you come up with  new 
components with each new edition.  Kudos  and many thanks to you  and to all 
who are part of the process.
 
 
 
 
In a message dated 8/12/2009 10:35:43 A.M. Eastern Daylight Time,  
mbour...@fgcu.edu writes:

Martin,  since you're here, I'll take the opportunity to second everything 
Beth said  about your Instructor's Resource Manual, it has saved my life 
many times over  the course of my teaching  career.


From: Martin Bolt  [b...@calvin.edu]
Sent: Wednesday, August 12, 2009 10:28 AM
To: Teaching  in the Psychological Sciences (TIPS)
Subject: Re: [tips]  question

Many thanks, Beth, for your gracious words regarding the  binder 
accompanying Myers.  But I'm only the editor.  David Anderson  deserves the 
credit for 
the cited exercise.  As the entry indicates on p.  14 of the Prologue (IRM 
accompanying Myers 9e), he first suggested the  exercise on TIPS already 
some years ago.  Clearly our thanks to David for  what many have found helpful,

Martin Bolt
Psychology
Calvin  College
Grand Rapids, MI 49546

>>> Beth Benoit   8/12/2009 9:22 AM >>>
Martin,I use  Dave Myers' Intro text and have the amazing (huge) 
Instructor's
Resources  binder.  There's so MUCH in there (I hope I meet Martin Bolt some
day  so I can tell him what a groupie I am) that I do miss  suggested
exercises.  For example, the first chapter (critical  thinking) has over 50
pages of classroom exercises.  Which exercise  was it that you found
particularly helpful, as described below?

Beth  Benoit
Granite State College
Plymouth State University
New  Hampshire




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Re: [tips] Wikipedia despoils the Rorschach

[Rikikoenig]

Many years ago, when I worked in a psychiatric hospital for children, two  
of my colleagues discussed some unusual features they had observed in  
figure drawings that seemed to be associated with temporal lobe epilepsy.   
Several years later, a psychiatrist asked my opinion about psychological issues 
 
in drawings a young boy had done for him.  I observed these features in his  
drawings and suggested he be worked up for seizures. In fact, he did have  
temporal lobe seizures(these have no convulsions but have other behavioral  
manifestations), but no physicians had previously considered  this. 
 
 
In a message dated 7/29/2009 10:06:28 A.M. Eastern Daylight Time,  
wsc...@wooster.edu writes:

Despoilers of the Rorschach have been on the internet for many  years.  E.g.

http://www.deltabravo.net/custody/rorschach.php

These folks  didn't originally have all the disclaimers at the beginning of 
their site that  they now have.

While I fully agree with Stephen about the demonstrated  lack of validity 
of the Rorschach, and I have been vocal about that opinion  for decades, I 
must tell the following story which gives me pause.

In  the early 1980's I gave a tirade against the Rorschach something like  
Stephen's in a clinical case conference in a large hospital setting 
populated  by a fairly large number of psychodynamically oriented 
practitioners.  
Afterwards, one of my more open-minded colleagues took me aside and informed  
me of a challenge that had been put out by Lloyd Silverman (RIP, 1986), a  
psychoanalyst in NYC. Silverman offered to read the Rorschach protocols of 
any  client of any doubting physician and return an interpretation of the test 
that  would be the virtual equivalent of the empirically derived MMPI 
results of the  same client. We simply had to pay Silverman for the 
interpretation (I think it  was something like $300 at the time), but he would 
provide a 
"double your  money back" garauntee regarding its match to the MMPI (he was 
of course blind  to the MMPI data). We decided to give him the test and 
provided him with a  Rorschach protocol  of a very complicated client who had a 
very complex  set of statements that were generated by the MMPI.

We didn't get our  money back. Silverman's interpretation was very very 
similar to the MMPI  results and in fact his predictions regarding the course 
of treatment for the  client were better than those generated by the MMPI.

Now, of course  this is anecdotal, but it has tempered my thinking about 
the meaning of  statistical tests of reliability and validity, particularly in 
the face of the  objections that are made (particularly by supporters of 
tests like the  Rorschach), that it depends upon in whose hands the test 
resides. It has also  tempered my thinking about the results of the empirical 
tests of the efficacy  of certain therapies when the execution of the therapies 
is handbook/template  driven rather than executed by unrestrained artistic 
virtuosos of the type of  therapy being examined.

I know this kind of talk is the kind of  maddening dismissals of science 
expressed by people who divine for water and  help the police with psychic 
powers, but Silverman's performance impressed me.  It is said that he never 
(perhaps rarely) had to pay on his Rorschach  challenge.

Bill  Scott



**Hot Deals at Dell on Popular Laptops perfect for Back to 
School 
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Re: [tips] tips glitch?

[Rikikoenig]

I was going to respond to your email, but when I was positioning the cursor 
 to start the response, I passed the send button. Even though I didn't  
intend to click it, I must have inadvertently done so, so you received a blank  
email.  Sorry for that.
 
Riki
 
In a message dated 7/27/2009 10:06:54 A.M. Eastern Daylight Time,  
devoldercar...@sau.edu writes:

I get  them every now and then. I just assume it is an oops on the part of 
the sender  (maybe they hit send too soon, maybe their mail program is 
touchy,  etc.)
Carol


PS--Sometimes it makes me very happy when it happens  to certain people 
(Not Riki by the way).

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: devoldercar...@sau.edu 
web:  http://web.sau.edu/psychology/psychfaculty/cdevolder.htm 

The contents  of this message are confidential and may not be shared with 
anyone without  permission of the sender.



-Original Message-
From:  tay...@sandiego.edu [mailto:tay...@sandiego.edu]
Sent: Mon 7/27/2009 8:56  AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips]  tips glitch?

I somewhat routinely get tips messages like the one I am  responding to 
below: it has the text of previous messages but there is no new  message. I 
scroll up and down and find nothing there.

Anyone else get  these? 
Anyone know what's going  on?

Thanks

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: Mon, 27 Jul 2009 09:11:42 EDT
>From:  rikikoe...@aol.com  
>Subject: Re: [tips] Gates, Crowley, and  eyewitness testimony  
>To: "Teaching in the Psychological Sciences  (TIPS)" 

>
> 
>
>   In a message dated 7/26/2009  8:39:31 P.M. Eastern
>   Daylight Time, wsc...@wooster.edu  writes:
>
> I just responded to the Netscape  poll on "who do
> you think was at fault in the  Crowley-Gates affair
> -- Gates, Police, both, can't  say". The vast
> majority at this time are  voting  that Gates is to
> blame, second goes to  both.
>
> Rodney King all over  again.
>
> Bill Scott
>
>   >>> Rick Froman  07/26/09 8:01  PM
> >>>
> He  agreed to at least one:
>
>  http://www.youtube.com/watch?v=wxM8cwosjew
>
>  Rick
>
> Dr. Rick Froman, Chair
>   Division of Humanities and Social Sciences
>   John Brown University
> Siloam Springs,  AR  72761
> rfro...@jbu.edu
>   
>   From: Christopher D. Green [chri...@yorku.ca]
>   Sent: Sunday, July 26, 2009 4:53 PM
>  To: Teaching in the Psychological Sciences (TIPS)
>  Subject: Re: [tips] Gates, Crowley, and eyewitness
>  testimony
>
> michael sylvester  wrote:
> I doubt this would be an issue if the  policeman
> who answered the call was  black.
>
> If you check the photos that have  been released,
> one of the officers on-scene was  black. I wonder
> how many interview requests he's  refused in the
> last few days.   :-)
>
> Chris
>
>   ---
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>
> Bill Southerly  (bsouthe...@frostburg.edu)
>
>  ---
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>
> Bill Southerly  (bsouthe...@frostburg.edu)
>
>  
>
>An Excellent Credit Score is 750. See Yours in Just
>   2 Easy  Steps!
>
> ---
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>
> Bill Southerly  (bsouthe...@frostburg.edu)

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yExcfooterNO62)

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Re: [tips] Gates, Crowley, and eyewitness testimony

[Rikikoenig]

 
In a message dated 7/26/2009 8:39:31 P.M. Eastern Daylight Time,  
wsc...@wooster.edu writes:

I just  responded to the Netscape poll on "who do you think was at fault in 
the  Crowley-Gates affair -- Gates, Police, both, can't say". The vast 
majority at  this time are voting  that Gates is to blame, second goes to both. 
 

Rodney King all over again.

Bill  Scott



>>> Rick Froman  07/26/09  8:01 PM >>>
He agreed to at least  one:

http://www.youtube.com/watch?v=wxM8cwosjew

Rick

Dr.  Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown  University
Siloam Springs, AR   72761
rfro...@jbu.edu

From:  Christopher D. Green [chri...@yorku.ca]
Sent: Sunday, July 26, 2009 4:53  PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips]  Gates, Crowley, and eyewitness testimony

michael sylvester wrote:
I  doubt this would be an issue if the policeman who answered the call was  
black.

If you check the photos that have been released, one of the  officers 
on-scene was black. I wonder how many interview requests he's refused  in the 
last few days.  :-)

Chris

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

[Rikikoenig]

I do the same and state in my syllabus that I will accept no  excuses  for 
the submission being late so they should plan ahead.  But I also tell  them 
to make sure they have their own hard copy backup  in case something  
happens to mine, or, if it is on computer, that they have a backup copy  
elsewhere.  This has proven very useful when a page of a paper was missing  
when I 
went to grade it- the student was able to send me a copy by email- no  problem 
with corrupted files.
 
Riki
 
 
In a message dated 6/7/2009 12:32:06 P.M. Eastern Daylight Time,  
peter...@svsu.edu writes:



I know I am way behind in experiencing these hi tech  approaches.  I never 
have these problems as I specifically state that all  final/major papers can 
only be handed in as paper copies.  It's amazing  how well the technology 
works that way. I do look at drafts as attachments,  etc, but do not accept 
the final paper that way.  Why should I have to  waste my office/dept. paper? 
I must just be an old curmudgeon. Now, the most  frequent excuse is still 
that the file was lost, computer ate the paper,  viruses, etc., but that is a 
production problem that is the student/employee  responsibility and not my 
problem.



Gerald L. (Gary) Peterson,  Ph.D. 
Professor, Department of Psychology 
Saginaw Valley State  University 
University Center, MI 48710 
989-964-4491  
peter...@svsu.edu 

- Original Message -
From: "Dean  Amadio" 
To: "Teaching in the Psychological  Sciences (TIPS)" 

Sent: Sunday, June 7,  2009 9:37:34 AM GMT -05:00 US/Canada Eastern
Subject: Re:[tips] New  cheating technique: the corrupted file

There's a simple solution to  this: tell students if they try to get an 
assignment to you some other way  rather than in person and you don't get it or 
can't read it, it's late or  you've never received it. I have gotten 
corrupted files, files no software  would read, papers under my door which 
mysteriously disappeared, e-mails that  were never received, "forgotten" 
attachments to e-mails, etc. These have been  happening for years! Recently 
I've been 
using Turnitin in addition to paper  copies, so there's no excuse now...

Dean Amadio
Siena  College
dama...@siena.edu

>
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[tips] videos of classic studies

[Rikikoenig]

On one of my lists, someone in the past week or so had requested a source  
for clips of classic research in psych.  I wasn't sure of the name of the  
source when I read the email, and now that I have the info, I can't find the  
email.
 
For anyone who wants to know, Worth Publishers used to have Digital Media  
Archive as a separate item. Then it was incorporated into active Psych, a 
series  of DVDs.  They no longer carry either, but if you contact your rep, 
maybe a  copy of one of the above can be found.
**We found the real ‘Hotel California’ and the ‘Seinfeld’ 
diner. What will you find? Explore WhereItsAt.com. 
(http://www.whereitsat.com/?ncid=emlwenew0004)

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[tips] ice cube addiction

[Rikikoenig]

 
One of my lists had a student exercise about addiction using ice  cubes.  
If anyone has a copy, I would appreciate getting it.
 
Thanks in advance.
 
Riki Koenigsberg
_rikikoe...@aol.com_ (mailto:rikikoe...@aol.com) 



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Re: [tips] transferring folders

[Rikikoenig]

One of my sons is a computer guru.  He was the one who suggested I use  
Outlook, but he said that Outlook is not Outlook Express and that I wouldn't  
have your problem in Outlook.  Anyone have any info about this?
 
Riki
 
 
In a message dated 5/12/2009 8:42:04 P.M. Eastern Daylight Time,  
beth.ben...@gmail.com writes:

Think twice about using Outlook Express.


A couple of months ago, I reached my limit in size with  Outlook.  Couldn't 
even open it.  My computer guru told me that  Outlook has a limit and once 
you reach it, you may be able to  open it again with a special program that 
allows you to pare down your total  inbox so you can at least open the 
program.  But it didn't work for me.  He said that's the dirty little secret of 
Outlook Express.  I'm now  a True Believer in Gmail.  You can import your 
emails into Gmail (though  I don't know about folders).  And when you reach its 
free limit (I  haven't yet, and I save everything) you can buy more memory. 
 And  you can access all  of your emails from any computer, unlike Outlook 
Express.  I'd  say, "Run from Outlook Express."  I was depressed for days to 
have lost -  who knows? - thousands of emails.  (Thank goodness at least 
TIPS has an  archive.  Thanks, Bill!)  


That said, there are amazingly efficient supports and help groups for  
gmail, so I'm betting if you ask, you shall receive.
Try this:  (tells how gmail uses labels instead of folders): 
_http://mail.google.com/support/bin/answer.py?hl=en&answer=10708_ 
(http://mail.google.com/support/bin/answer.py?hl=en&answer=10708) 
Or here's the basic Help. _http://mail.google.com/support/?hl=en_ 
(http://mail.google.com/support/?hl=en) 


Beth Benoit

On Tue, May 12, 2009 at 8:22 PM, <_rikikoe...@aol.com_ 
(mailto:rikikoe...@aol.com) > wrote:



I have been using AOL for my email for many years and have saved  thousands 
of letters in folders by topic.  I am considering changing to  gmail.  Does 
anyone know an easy way to transfer the contents of all  the folders to 
Outlook without copying each email one by one?
 
Riki Koenigsberg
_rikikoe...@aol.com_ (mailto:rikikoe...@aol.com) 
 

 

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(mailto:bsouthe...@frostburg.edu) )







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Re:[tips] transferring folders

[Rikikoenig]

I have been using AOL for my email for many years and have saved thousands  
of letters in folders by topic.  I am considering changing to gmail.   Does 
anyone know an easy way to transfer the contents of all the folders  to 
Outlook without copying each email one by one?
 
Riki Koenigsberg
_rikikoe...@aol.com_ (mailto:rikikoe...@aol.com) 
 
**Recession-proof vacation ideas.  Find free things to do in 
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Re: [tips] Classical conditioning of urination

[Rikikoenig]

There is probably some association of urinating with running water, because 
 after childbirth, when there is sometimes trouble urinating, the 
recommendation  is to turn on the water in the sink when trying to urinate, or 
to run 
water over  the area.
 
 
In a message dated 5/7/2009 3:29:59 P.M. Eastern Daylight Time,  
marc.car...@bakeru.edu writes:


It  might be a chain of associations.  For example, proximity to a toilet  
often leads to an increased urge to urinate, probably because contact (so to 
 speak) with toilets is reliably associated with urination -- or at least  
relaxation of the urinary sphincter.  The closer you get to the restroom,  
the more the conditioned response (relaxation of the sphincter) tends to  
appear, and the greater effort one has to expend to counteract it (the more  
urgent the feeling that you're about to wet yourself becomes).

Chain  the toilet <-> urination association with flushing (sound of water  
running) <-> toilet -> urination (relaxation of the sphincter) ->  greater 
sense of urgency.

I think some is Pavlovian and some  Skinnerian, but I've already 
procrastinated enough.  Can you tell it's  the end of the semester?

m

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

> -Original  Message-
> From: Rick Froman [mailto:rfro...@jbu.edu] 
> Sent:  Thursday, May 07, 2009 2:18 PM
> To: Teaching in the Psychological  Sciences (TIPS)
> Subject: [tips] Classical conditioning of  urination
> 
> Has anyone else had the experience of feeling an  intense 
> desire to urinate when filling a glass of water or otherwise  
> hearing water run like in a creek (I think this is an 
>  auditory experience -- I don't think that just seeing water 
> causes  this response).
> 
> Although one would be tempted to refer to  this as a 
> classically conditioned response, I am not sure how that  
> would work. At best, the sound of urination is simultaneous 
>  with the act of urinating and it does not predict the US in any way.
>  
> If the US is a full bladder and the UR is urination, how does  
> the sound of running water become the CS reliably predicting the  US?
> 
> Rick
> 
> Dr. Rick Froman, Chair
>  Division of Humanities and Social Sciences Professor of 
> Psychology  Box 3055 John Brown University 2000 W. University 
> Siloam Springs,  AR  72761 rfro...@jbu.edu
> (479)524-7295
>  http://tinyurl.com/DrFroman
> 
> 
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> 
> Bill Southerly  (bsouthe...@frostburg.edu)
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Re: [tips] Vitamin D and autism

[Rikikoenig]

I have several autoimmune diseases, but my M.D. tested my vitamin D levels  
because of calcium supplementation, since I have osteopenia.  She said that 
 calcium is not absorbed well without adequate Vitamin D.  Since one of my  
problems is vitiligo, I wear sunscreen all the time.  Turns out my Vitamin  
D levels were super low and I have been on megadoses at various intervals ( 
from  several times a week to weekly, etc.) for over a year. It was only 
recently  that my levels are really good.  My husband had his levels checked 
and he  was also deficient, although his levels came up before mine. It is 
definitely  worth checking out Vitamin D , even if only to prevent 
osteoporosis, but the  research you cite has many other implications.  Thanks 
for the 
info.
 
Riki
 
 
In a message dated 4/25/2009 9:43:29 P.M. Eastern Daylight Time,  
sbl...@ubishops.ca writes:

I am not  a fan of self-dosing with vitamins. From what I've seen, except 
for people  with demonstrated deficiencies, most studies find little 
positive effect  from vitamin supplementation. In fact, the trend seems to 
be to finding  that they are harmful.

But I make an exception for vitamin D. There is  evidence that vitamin D 
deficiency is not uncommon, particularly in  darker-skinned people and 
particularly in Northern latitudes (can you say  Canada?). In recent 
years, hiding from the sun for fear of  getting  skin cancer seems to have 
contributed to this state of affairs.  

There is also evidence, albeit mostly correlational, that vitamin D  
supplementation helps prevent disease. One of the most intriguing bits of  
evidence is a relation that has been demonstrated for some diseases, most  
recently type 1 diabetes, to latitude (e.g see  
http://www.physorg.com/news131866757.html ). That is, the incidence of  
diabetes is highest in high northern (e.g. Canada) and southern (e.g. New  
Zealand) latitudes, and lowest around the equator. In high latitudes, sun  
exposure is least, and therefore so is vitamin D synthesis in the  skin.

Of course, other explanations are possible, including, as one  news 
summary reports,  "Low levels of vitamin D in patients with  autoimmune 
disease may be result, not cause, of the disease" (Science  Daily, April 
16/09,  http://www.sciencedaily.com/releases/2009/04/090408164415.htm ). 
So the  inverse link between vitamin D and disease is not a slam-dunk. 

This  brings me to autism. A Scientific American review yesterday (April 
24)  discusses the hypothesis that vitamin D deficiency may be a cause of  
autism ( http://www.sciam.com/article.cfm?id=vitamin-d-and-autism).  
The starting point is a curious phenomenon in which Somali (a low  
latitude location) immigrants to Sweden and Minnesota (both high latitude  
locations) appear to have an incidence of autism three to four times  
higher than others. The speculative hypothesis is that this is because  
the Somalis, especially Somali women, get far less sun exposure in their  
new Northern homes. This could be significant during pregnancy, leading  
to vitamin D deficiency and predisposition to autism. 

If so, then  vitamin D supplementation during pregnancy may reduce the 
incidence of  autism. The Sci Amer article notes that a pilot study is 
underway to look  at this.  I would also like to know whether, as 
demonstrated for  diabetes,  autism (in general, not just for Somalis) 
increases with  increasing latitude.  As far as I know, no one has 
reported such a  relationship.  

Stephen
-
Stephen  L. Black, Ph.D.  
Professor of Psychology,  Emeritus   
Bishop's University  e-mail:   sbl...@ubishops.ca
2600 College St.
Sherbrooke QC  J1M  1Z7
Canada

Subscribe to discussion list (TIPS) for the teaching  of
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Re: [tips] Student Expectations Seen as Causing Grade Disputes - NYTimes.com

[Rikikoenig]

I teach AP Psych in high school and have never had this issue.   Students may 
be concerned that they aren't doing as well as they would like and  they say 
the exams are hard, but they know they need to learn the material to do  well 
and they universally report on my anonymous semester evaluations that I am  
fair.  A possible explanation for this is that, in NY,  students take regents 
exams (statewide exams prepared by the Board of Regents of  the state dept. of 
education) in most subjects, so the mind set from the  beginning of high school 
is that you need to learn the information to do well on  the regents, which 
probably carries over to all the other classes.
 
Riki Koenigsberg
rikikoe...@aol.com
 
 
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Re: [tips] Piaget and Poetry

[Rikikoenig]

Any time you modify a schema to take in new information, that is  
accomodation.
 
 
In a message dated 1/28/2009 1:08:57 P.M. Eastern Standard Time,  
michael.br...@thepsychfiles.com writes:

So the  first question is: Is adding into your  
schema of "poetry" that  "poetry is words that evoke images" an example  
of assimilation or  accommodation?   I'm thinking  assimilation.


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Re: [tips] Proof of spiritual life

[Rikikoenig]

Though he wrote about the irrationality of religious belief, he modified  his 
views in later years, as can be seen in an article in Professional  
Psychology, 
Ellis A. (2000). Can rational emotive behavior therapy (REBT) be  effectively 
used with people who have devout beliefs in God and religion?.  Professional 
Psychology: Research and Practice, 31(1), Feb 2000. pp.  29-33, 
in which he presents two views of religious beliefs, as functional and  
dysfunctional, depending on the beliefs and how they are used by the  
individual.
 
Riki Koenigsberg
_rikikoe...@aol.com_ (mailto:rikikoe...@aol.com) 
 
 
In a message dated 12/29/2008 1:55:42 A.M. Eastern Standard Time,  
j.cl...@uwinnipeg.ca writes:

Hi

Albert Ellis does appear to have drawn a connection between  irrational 
beliefs and religion.   See

http://www.geocities.com/bororissa/rel.html  

http://www.amazon.com/Case-Against-Religion-Psychotherapists-Religiosity/dp/09
10309183  

http://www.kenwilber.com/editor/lnttp.pdf 

The latter of course  being a counter-argument.  

Again, to keep things at least  tangentially related to Teaching Psychology, 
do we teach this aspect of  Ellis's thinking or not?  It was obviously 
important to him, given his  writings and participation in the Council for 
Secular 
Humanism and its Free  Inquiry magazine, and was connected in his mind with his 
ideas about  psychological disorder and treatment.  My gut feeling is that 
anything  anti-religious gets short shrift in presentations of Ellis's thinking 
(and  perhaps views of other secular psychologists?).  It would be interesting  
to survey presentations of Ellis's work in Clinical Psychology  texts.

If Ellis's anti-religious writings are ignored, I see at least  three 
negative consequences.  (1) The scope of his notion of irrational  thoughts is 
being 
misrepresented, such that people would not appreciate the  full range of 
thinking to which Ellis himself would have applied his  ideas.  (2) Students 
miss 
an opportunity to see an atheist (he called  himself a "probabilistic atheist" 
to avoid the absolute certainty to which he  had such antipathy) who so 
obviously was concerned about human well-being. (3)  Students miss an 
opportunity to 
examine more deeply some of their own  beliefs.

Take care
Jim


James M. Clark
Professor of  Psychology
204-786-9757
204-774-4134  Fax
j.cl...@uwinnipeg.ca

Department of Psychology
University of  Winnipeg
Winnipeg, Manitoba
R3B 2E9
CANADA


>>>  "Dr. Bob Wildblood"  28-Dec-08 2:29 PM >>>
I  have two things in reaction to the back and forth about the appearance of 
a  "spiritual apparition" appearing and the child being snatched from the jaws 
of  death.  As a matter of background, I was a Navy hospital corpsman for 5  
years and saw all sorts of unusual and unexpected events revolving around  
"miraculous recoveries" and unexpected deaths -- both unexplained.  I  have 
been 
a practicing clinician trained in CBT, RET, the new and improved  RBT, and the 
much maligned EMDR (among several other modalities of therapy)  for 35 years, 
and have dealt with death and grieving issues for much of that  time as well. 
 So...

1) I couldn't see this mother ever seeking  help since there is no problem in 
her life.  I doubt Ellis himself (God  rest his soul - TIC)) would see her as 
having a problem that interferes with  her day to day life, so why would she 
bother.  Besides, she has a picture  of the angel who came and had resolved 
that it was the angel of death or the  angel of life, and that was that (except 
for the normal process of grief if  the child had died - for which they were 
apparently prepared since the  decision was made to remove the life support).
2) In regard to the picture,  the story reports that it was seen on the 
security camera (which should have  been recorded and saved) and that the 
picture 
the mother took of the "angel"  was taken from the security tape.

So, what is to be said except that  there is no evidence either way and this 
does become one of life's mysteries  for which there is no explanation and for 
which an experiment cannot be  performed to attempt to explain what happened. 
 You believe what you  believe in these matters.  Just this past semester 
someone in my class  raised a situation similar to this and asked me what I 
thought of it.  I  said that I had no answer to explain what had happened, but 
said 
that if there  were a God, that it is unlikely that He or She was a 
micro-manager.  That  got me 5 very angry emails from students. But then again, 
retirement is near.  
>

Bob Wildblood, PhD,  HSPP
Lecturer in Psychology
Indiana University Kokomo
Kokomo,  IN  46904-9003
rwild...@iuk.edu, drb...@erols.com 

We have an obligation and a  responsibility to be investing in our students 
and our schools. We must make  sure that people who have the grades, the desire 
and the will, but not the  money, can still get the best education possible.  
   - Barack Obama

We have in fact,

[tips] resources for stats and research methods

[Rikikoenig]

People frequently ask for  resources for these courses.  TOPSNEWS just posted 
this info:
 
OTRP ADDS: TEACHING  STATISTICS AND RESEARCH METHODS-- “Teaching Statistics 
and Research  Methods: A Collection of Hands-on Activities and Demonstrations” 
by Karen Y.  Holmes and Antonio Jemes (Norfolk State University) and Renita 
Stukes (Hampton  University) that is available at
_http://www.teachpsych.org/otrp/resources/resources.php?category=Research%20an
d%20Teaching_ 
(https://post.providence.edu/exchweb/bin/redir.asp?URL=http://www.teachpsych.org/otrp/resources/resources.php?category=Research%20and%20Teachi
ng)   or at _http://tinyurl.com/6q9emw_ (http://tinyurl.com/6q9emw)  --  This 
resource outlines 9 stand-alone activities and demonstrations that can be  
used in relatively small introductory statistics and research methods courses.  
Each activity includes a description of its purpose, a summary of the critical 
 procedural steps, the estimated time needed to complete the activity, and a 
list  of materials needed. A few of the activities include a worksheet for 
students to  complete alone or in groups. 
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Re: [tips] question about split brain

[Rikikoenig]

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

[Rikikoenig]

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

[Rikikoenig]

Actually, my daughter had been working in an infant psych lab since high  
school, continued through college and graduate school and did her dissertation  
research in the lab. My point was only to underscore that for grad school in  
clinical psych and in medicine, it is not necessary to major in psych or be  
premed. She was interested in psych since at least high school and was miffed  
when people told her she went into psych because of her mother being a  
psychologist.  Many of these schools value breadth of knowledge and  
experience, not 
necessarily a major.  Of course, both schools require  excellent scores on 
qualifying exams, which tends to seriously limit the  diversity of the student 
body.
 
 
In a message dated 10/3/2008 9:40:41 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

But do  you honestly believe that ANY APA approved university based clinical  
program these days takes students who don't have demonstration of research  
experience? None of our students over at least the last 10 years have  gotten 
in 
without that. In fact, I know of two students who were told to  do a master's 
program, write and publish their master's thesis, and  reapply. They were top 
candidates EXCEPT for missing demonstrated research  competency. Even in the 
non-clinical domain research experience seems to  be required these days.  I 
would never get into a program these days  with the background I had!

I know there are free-standing programs that  are not as rigid. I know that 
PsyD 
programs are not as rigid, but it is my  very clear impression that 
DEMONSTRATED research experience is required.  

Does anyone have evidence that it is otherwise? I can only go by my  own 
students' experiences.

Annette


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

 Original message  
>Date: Fri, 3 Oct 2008 08:31:04 EDT
>From:  [EMAIL PROTECTED]  
>Subject: Re: [tips] Is a BA  in  Psychology?  
>To: "Teaching in the Psychological Sciences (TIPS)"  

>
>   Though it is  probably easier to get into grad school
>   with a psych  major, my eldest daughter went to a
>   school which, at the  time(nearly 20 years ago), did
>   not have a strong psych  major, so she double majored
>   in English and Jewish  studies.  She was accepted to
>   several APA-approved  clinical programs and is a
>   practicing licensed  psychologist.
>
>   Riki  Koenigsberg
>   [EMAIL PROTECTED]
> 
>   In a message dated 9/26/2008 11:51:26 A.M.  Eastern
>   Daylight Time, [EMAIL PROTECTED]  writes:
>
> In my clinical grad school cohort  (many years ago
> at Purdue University) there were 22  students, 3 of
> whom were not psych majors.   One had been "pre
> med" and one had been political  science.  The
> third was an English major from  Harvard who had
> taken two psych courses as an  undergrad - Intro
> and Abnormal.  
>
>  
>
>Looking for simple solutions to your real-life
>   financial  challenges? Check out WalletPop for the
>   latest news and  information, tips and calculators.
>
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>
> Bill Southerly  ([EMAIL PROTECTED])


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Re: [tips] Is a BA in Psychology?

[Rikikoenig]

Though it is probably easier to get into grad school with a psych major, my  
eldest daughter went to a school which, at the time(nearly 20 years ago), did  
not have a strong psych major, so she double majored in English and Jewish  
studies.  She was accepted to several APA-approved clinical programs and is  a 
practicing licensed psychologist.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
In a message dated 9/26/2008 11:51:26 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

In my  clinical grad school cohort (many years ago at Purdue University) 
there were  22 students, 3 of whom were not psych majors.  One had been "pre 
med" 
and  one had been political science.  The third was an English major from  
Harvard who had taken two psych courses as an undergrad - Intro and  Abnormal.  






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Re: [tips] need link

[Rikikoenig]

Hi Carol,
 
This is the link for Pregnancy and  Drinking
http://cosmos.bcst.yahoo.com/ver/251.7/popup/index.php?cl=6245821

I  also have several of the letters on the topic, if you want them as well.  
How is your daughter doing?  I hope she is better, since you are back  home 
again.
 
Riki

 
 
In a message dated 10/1/2008 1:02:16 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:


Last Spring someone posted a  link regarding alcohol consumption during 
pregnancy. Since it was during that mind-numbing period of  my daughter’s  
hospitalization, I don’t remember much  else about it and I don’t have it 
saved.  Can 
anyone help me out? 
Thanks, 
Carol 
Carol DeVolder, Ph.D. 
Professor of  Psychology 
Chair, Department of  Psychology 
St. Ambrose  University 
Davenport, Iowa   52803 
phone:  563-333-6482 
e-mail:  [EMAIL PROTECTED]

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Re: [tips] Murray/Sullivan/Vygotsky

[Rikikoenig]

When I went to Teachers College, Columbia many years ago, their clinical  
program was Sullivanian.
 
As for Vygotsky, he is part of the AP curriculum, along with Piaget.
 
 
In a message dated 9/17/2008 9:58:19 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:


Both were personality theorists but they  never seemed to have  received much 
recognition.One of these  mentioned needs and presses which could be aligned 
with McDougal's instinct  theory,but American psychology was not going that 
route. Is it because Murray  and Sullivan ideas were too limited in scope  to 
receive  attention?
And while on this topic,the Russian Vygotsky (sp)  has some excellent  ideas 
e  developmental issues but appears to be  lightly covered.Could this be 
construed to imply that our anti-Putin mindset  has contributed to this?
 
Michael Sylvester,PhD
Daytona Beach,Florida

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Re: [tips] Psychoanalytic/Physical influences

[Rikikoenig]

I remember reading that Adler was sickly as a child and could not keep up  
with his peers physically. He tried to overcome this and then observed this  
pattern in others. This was the basis for his theory.  Does any other  Tipster 
know anything about this?
 
Riki
 
 
In a message dated 9/12/2008 9:20:24 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Was Adler a shorty? And did he feel inferior because of  this?





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Re: [tips] Google desktop search (was why psychology is hard)

[Rikikoenig]

I was told it ties up a lot of memory.  What was your  experience?
 
 
In a message dated 8/28/2008 11:16:37 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:



I  don’t think it would be too common to use Google desktop on a public 
computer.  Most public computers wouldn’t have Desktop search installed and 
since 
it is  designed to search what is on the computer on which it is installed, it 
is  unlikely that the personal files you are looking for will be found on a 
public  computer. What might be a problem, if I am understanding this 
correctly, 
is  that someone else could use Google Desktop on a public computer to find 
my  e-mail messages even after I have logged off. That seems like a warning  
against accessing your e-mail from a public computer if you are concerned with  
someone finding and reading your messages with Google Desktop after you have  
logged off. It might be worth your while to determine if Google Desktop is  
installed on the public computer you are using as your e-mails could be stored  
in the Google Desktop index and not be deleted when you log off. However, if  
Google Desktop is not installed on the public computer, it shouldn’t be a  
problem.  I am grateful to know this (I do sometimes read my e-mail on  public 
computers) but that isn’t going to stop me from enjoying Google  Desktop’s 
convenience on my own private computer. 
Rick 
Dr. Rick  Froman, Chair 
Division of  Humanities and Social Sciences  
Professor of  Psychology  
Box  3055 
John Brown  University  
2000 W.  University Siloam Springs, AR  72761  
[EMAIL PROTECTED] 
(479)524-7295 
http://tinyurl.com/DrFroman 
"Pete, it's a  fool that looks for logic in the chambers of the human  
heart." 
- Ulysses  Everett McGill 
 
From: Michael Smith  [mailto:[EMAIL PROTECTED] 
Sent: Thursday, August 28, 2008 6:26  PM
To: Teaching in the Psychological Sciences  (TIPS)
Subject: RE: [tips] Google desktop search (was why psychology  is hard)
Thanks Tim.

The security issues don't sound  encouraging, I will have to check with IT if 
they recommend against it.  But with Vista's search broken (no wonder more 
and more people are  starting to hate windows--sorry, anecdotal) one is up the 
proverbial  creek if you need to find where you placed  that...that...file!

--Mike

--- On Wed, 8/27/08,  Shearon, Tim <[EMAIL PROTECTED]>  wrote: 
From: Shearon, Tim  <[EMAIL PROTECTED]>
Subject: RE: [tips] Google  desktop search (was why psychology is hard)
To: "Teaching in the  Psychological Sciences (TIPS)" 

Date:  Wednesday, August 27, 2008, 1:06 PM
Miahael-


Vista- You mean Mahogany? :) Remember that folks
 like it if they rename it!!


Thanks for confirming my own experience with its search "function".


But, re: Google desk search, all's not good news. Google desktop search on a


public computer can be used to search email if it is accessed through the web


and you can by-pass the passwords and log-ons (you do have to look beyond the


search results but it's accessible if you dig a bit)! Do be careful to only


use it on your own private computer is the advice I've been seeing- Also,


that should include post-log off and be especially powerful to anyone with a


higher "level of security" in their account. To me that's not a


good thing. (That's not it's only non-redeeming security issue/feature:


C.f., http://www.networkworld.com/newsletters/vpn/2004/1115vpn1.html - you may


have to bypass an ad!)


Tim


___


Timothy O. Shearon, PhD


Professor and Chair Department of Psychology


The College of
 Idaho


Caldwell, ID 83605


email: [EMAIL PROTECTED]


  


teaching: intro to neuropsychology; psychopharmacology; general; history and


systems


  


"You can't teach an old dogma new tricks." Dorothy Parker


  


  


  


-Original Message-


From: Michael Smith [mailto:[EMAIL PROTECTED]


Sent: Wed 8/27/2008 11:07 AM


To: Teaching in the Psychological Sciences (TIPS)


Subject: Re: [tips] Google desktop search (was why psychology is hard)


 


Does the Google desktop search work for Vista?


 


I know that the Vista search is totally useless, and actually doesn't work.


 


--Mike


  


--- On Wed, 8/27/08, David Epstein <[EMAIL PROTECTED]> wrote:


  


From: David Epstein <[EMAIL PROTECTED]>


Subject: Re: [tips] Google desktop search (was why psychology is hard)


To: "Teaching in the Psychological Sciences (TIPS)"





Date: Wednesday, August
 27, 2008, 9:51 AM


  


On Wed, 27 Aug 2008, beth benoit went:


  


> Annette and others,


> Do all of you know about "Google Desktop Search"?  It's an


amazing


> little search program you leave on your desktop that opens a little


> box where you type in any word you recall from a document or even


> email you're searching for, and it finds it on any item on your


> computer that uses that word or phrase.


  


Seconded.  For Windows, Google Desktop is invaluable.


  


If you're on a Mac, you've already got the extremel

Re: [tips] Out of Work for Doing Extra Work? :: Inside Higher Ed

[Rikikoenig]

Linda discussed problems with the formalizing of syllabi and texts to  
produce uniformity and limit freedom.  I have been teaching AP Psychology  
since 
before there was an AP and, for the first time,we were required to submit  
syllabi last year in order to have our courses certified as AP. The goal  was 
to 
ensure that AP courses meet acceptable standards so as to assure the  colleges 
that students who score well on the exams deserve college  credit. It is 
interesting, in light of the discussion, that there is no  required text and we 
were 
all free to organize the course as we saw fit, as long  as it was acceptable 
to the reviewers, who were college teachers of Intro.  We had lots of detailed 
info about how to organize our submissions and  three sample syllabi available 
for guidance. Once our  syllabus was approved, we are expected to follow it 
in subsequent  years, and if a new teacher is hired, that person is expected to 
follow the  approved syllabus until their own is approved, but there is a 
fair amount of  freedom in choice of topics and sequence and manner of 
presentation.  In  fact, the exam has always assumed that no teacher will cover 
every 
possible  question on the exam because of the different texts and syllabi. 
There 
was a  possibility of multiple reviews if the syllabus was not accepted at 
the first  review, but 90+% of the Psychology syllabi were accepted on the 
first 
review,  which is far better stats than any of the other subjects.  For any 
of you  would like to know what the AP course audit asked for, go to the AP 
Central  website and click on course audit.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) .
 
 



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Re: [tips] The tennis grunt

[Rikikoenig]

Intense grunting would probably increase abdominal pressure.  Anything  that 
would benefit from that would be enhanced.  It is one of the methods  used 
during delivery to expel the baby. I'm not sure how that would strengthen a  
tennis shot, though.
 
Riki Koenigsberg
[EMAIL PROTECTED]
 
 
In a message dated 7/17/2008 3:31:23 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

Specifically, superstitious reinforcement.
A player happens to grunt  (or some equally meaningless vocalization)  
and then wins a  point.
Thus reinforced, they do it again.
If they are also successful in  competition (which I believe was the  
case) then other players will  imitate them;
not necessarily because of a conscious decision, but because  we have  
a tendency (learned, genetic, or some interaction of the  two) to  
imitate successful people.

On Jul 17, 2008, at 1:03  PM, Joan Warmbold wrote:

> My guess is that it's a learned behavior  selected by the player  
> because it
> has been reinforced  by making them feel like it provides them with  
> more
>  energy and focus.
>
> Joan
>  [EMAIL PROTECTED]
>
>> Michael Sylvester  asks:
>>> Is the grunt that emanates when female tennis players  at  
>>> Wimbledon hit
>>> the
>>  ball
>>> a) learned behavior
>>> b) fixed action  biological pattern
>>> c) displaced targeted  aggression
>>> d) an aha! experience
>>> e)  other.Please explain
>>
>> I suspect that their trainers  have encouraged them to "grunt" as a  
>> way of
>>  (supposedly) getting more "oomph" into their strokes. It doesn't  only
>> apply
>> to female tennis players (whose higher  pitch produces what I would  
>> call
>> more like a  screech) but also to several male players (though  
>> again  it
>> doesn't sound like a "grunt" to me -- I'm not sure what to call  it).
>>
>> Allen Esterson
>> Former lecturer,  Science Department
>> Southwark College, London
>>  http://www.esterson.org
>>
>> ---
>> To make  changes to your subscription contact:
>>
>> Bill Southerly  ([EMAIL PROTECTED])
>>
>>
>
>
>
>  ---
> To make changes to your subscription contact:
>
> Bill  Southerly ([EMAIL PROTECTED])

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


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Re: [tips] Freshmen Friendly General Psychology Course

[Rikikoenig]

I teach AP Psychology to HS juniors and seniors.  They learn the SQ3R  method 
for studying.  Our text is designed to use this method, but we also  discuss 
how to use it for any text.  From the feedback I receive after the  fall 
semester (it is a 2 semester course, mnay of them have found it helpful for  my 
course and for other courses.
 
I also teach them how to take multiple choice and essay exams (my exams  have 
both kinds of questions): how to select the correct choice, how to use info  
from one question to answer other questions,  how.to organize and write  essay 
questions, and the differences in study techniques for each kind of  question.
 
The final point, which I discuss frequently, is to keep up with the  reading, 
preferably before it is discussed in class, and to ask questions about  
points that remain unclear after they have read the material and heard it  
discussed in class.  This final point comes up most frequently as the  answer 
to the 
course eval question: What could you have done to enhance your  performance in 
this class?  Even though I bring it up, many don't do  it.  I plan to make a 
campaign about this in the coming year,  possibly by having a brief question 
related to the reading at the beginning of  class, with open notes but no text 
available...If I do this, I also plan to  spend time teaching them to take 
notes from a text.  I went to school in  the stone ages, before copier machines 
and highlighters.  We underlined  texts, but any readings available in the 
library required us to take notes on  the readings.  This is a lost skill 
today, 
when students pay to copy the  readings and then just highlight them.
 
 
In a message dated 7/3/2008 12:45:17 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

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




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Re: [tips] Psych Club T-shirts logo

[Rikikoenig]

At the AP Reading last year, many of the readers wore Psychology  t-shirts.  
One source is 
 
_http://www.cafepress.com/buy/psychology_ 
(http://www.cafepress.com/buy/psychology) 
 
 



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Re: [tips] Borders educators' discount days coming

[Rikikoenig]

How do you get the discount?  Do you bring a faculty ID to show that  you're 
a teacher?
 
Riki
 
 
In a message dated 3/18/2008 1:56:40 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

You  can't place an order :( It's only on anything in stock in a Border's 
store :(  I tried one year to special order a few books and they wouldn't give 
me 
the  discount on those.

However, if you've been thinking of some DVDs or CDs  or books even if they 
are just for your own pleasure, you also get the  discount :)

Annette

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


 Original message  
>Date: Tue, 18 Mar 2008 12:10:44 EDT
>From:  [EMAIL PROTECTED]  
>Subject: Re: [tips] Borders educators'  discount days coming  
>To: "Teaching in the Psychological Sciences  (TIPS)" 

>
>   How does  one get the discount when placing an order?
> 
>   Riki Koenigsberg
>[EMAIL PROTECTED]
>
> 
>   In a message dated 3/18/2008 12:07:04 P.M.  Eastern
>   Daylight Time, [EMAIL PROTECTED]  writes:
>
> So what are people reading that  they highly
> recommend?
>
>   I've been reading Framed by Hari Singh. It is sort
>   of a mystery novel used a illustrated framing
>   effects in decision making. My next book line is a
>   Stanislaw Lem novel that incorporates memory
>   themes.
>
> Discount days are  April 1-4 (25% list) so I wanted
> to put together a  list; usually I'm lucky of
> Borders has 1 or 2 out  the 10 or 15 on my list.
>
>  Annette
>
> Annette Kujawski Taylor,  Ph.D.
> Professor of Psychology
>   University of San Diego
> 5998 Alcala  Park
> San Diego, CA 92110
>  619-260-4006
>  [EMAIL PROTECTED]
>
>  Original message  
> >Date: Tue, 18 Mar 2008 10:37:14  -0500
> >From: George Ashley  <[EMAIL PROTECTED]> 
> >Subject: Re: RE:  [tips] need help or tutorial in
> creating an on line  intro psych class 
> >To: "Teaching in the  Psychological Sciences
> (TIPS)"  
> >
>   >Hi, Carol.  Sorry ot hear about your daughter.  I
> got off without any
>  >heart damage (at least as far as anyone knows).
>  The eeevul orange stuff
> >is nasty.  My wife  was on the pump when she had
> breast cancer a  couple
> >of years before I had lymphoma and  somehow the
> catheter migrated out of
>   >the vein (sup vena cava, I think) and the
>   Adriamycin did a little
> >damage,  but nothing lasting.
> >
>   >I'm just up the road in Bryan/College Station. 
>   If you're going to be in
> >Houston  much longer, perhaps we can arrange a
>  meet-up.
> >
>  >George
> >
>  >- Original Message -
> >From: DeVolder  Carol L <[EMAIL PROTECTED]>
> >Date:  Monday, March 17, 2008 1:34 pm
> >Subject: RE:  [tips] need help or tutorial in
> creating an on line  intro
> >psych class
>  >To: "Teaching in the Psychological Sciences
>  (TIPS)"
>  >
>  >
> >> I just had to add to this--my  daughter had
> B-cell non-Hodgkins
>   >> Lymphoma 5 years ago and did the CHOP chemo.  It
> was the Adriamycin
>  >> that did her in--literally. One side effect is
>   that it sometimes
> >> causes  sudden cardiomyopathy. Amy had just
> gotten her last  round of
> >> chemo and she went into end-stage  heart
> failure. It's been a
>   >> hellish several years, but she finally had  a
> heart transplant 6
>  >> weeks ago. I've been on medical leave for this
>   semester so that I
> >> could be  in Houston with my daughter (at the
> Texas Heart  Institute,
> >> where miracles happen even when  you don't
> believe in miracles).
>   >> I've been teaching one of my courses  online,
> and since I've never
>   >> done that before, I asked for help from  this
> list. People have been
>   >> incredibly kind and helpful and offered  many
> suggestions for my
>  >> teaching. Suzy Shapiro has made me a guest in
>   her online class and
> >> that has  provided immeasurable help. I've been
> able to see  how
> >> others do it, and work from there. I  use
> Blackboard because,
>  >> unfortunately that's what my University has,
>   but I've been learning
> >> about  other systems from this list. One of my
> goals now  is to
> >> develop some online classes and try  to bring my
> school into the
>   >> 21st century. I am not sure I like teaching  on
> line, but I took the
>  >> suggestion of telling my students just what was
>   happening and
> >> they've been  helpful too. There have been a few
> problems, but  in
> >> general things have worked well. Thanks  again
> to everyone.
>  >> And, I already mentioned to Mark that Amy has
>   been considered
> >> "cured" of  the lymphoma and I expect the same
> for him.  Cancer
> >> treatment has 

Re: [tips] Borders educators' discount days coming

[Rikikoenig]

How does one get the discount when placing an order?
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
 
In a message dated 3/18/2008 12:07:04 P.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

So what  are people reading that they highly recommend?

I've been reading Framed  by Hari Singh. It is sort of a mystery novel used a 
illustrated framing  effects in decision making. My next book line is a 
Stanislaw Lem novel that  incorporates memory themes.

Discount days are April 1-4 (25% list) so I  wanted to put together a list; 
usually I'm lucky of Borders has 1 or 2 out the  10 or 15 on my list.

Annette


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


 Original message  
>Date: Tue, 18 Mar 2008 10:37:14 -0500
>From: George Ashley  <[EMAIL PROTECTED]>  
>Subject: Re: RE: [tips] need help or  tutorial in creating an on line intro 
psych class  
>To: "Teaching  in the Psychological Sciences (TIPS)"  

>
>Hi, Carol.  Sorry ot hear  about your daughter. I got off without any
>heart damage (at least as  far as anyone knows). The eeevul orange stuff
>is nasty.  My wife  was on the pump when she had breast cancer a couple
>of years before I  had lymphoma and somehow the catheter migrated out of
>the vein (sup  vena cava, I think) and the Adriamycin did a little
>damage, but nothing  lasting.
>
>I'm just up the road in Bryan/College Station.   If you're going to be in
>Houston much longer, perhaps we can arrange a  meet-up.
>
>George
>
>- Original Message  -
>From: DeVolder Carol L  <[EMAIL PROTECTED]>
>Date: Monday, March 17, 2008 1:34  pm
>Subject: RE: [tips] need help or tutorial in creating an on line  intro
>psych class
>To: "Teaching in the Psychological Sciences  (TIPS)"
>
>
>> I just had  to add to this--my daughter had B-cell non-Hodgkins 
>> Lymphoma 5  years ago and did the CHOP chemo. It was the Adriamycin 
>> that did  her in--literally. One side effect is that it sometimes 
>> causes  sudden cardiomyopathy. Amy had just gotten her last round of 
>>  chemo and she went into end-stage heart failure. It's been a 
>>  hellish several years, but she finally had a heart transplant 6 
>>  weeks ago. I've been on medical leave for this semester so that I 
>>  could be in Houston with my daughter (at the Texas Heart Institute,  
>> where miracles happen even when you don't believe in miracles).  
>> I've been teaching one of my courses online, and since I've never  
>> done that before, I asked for help from this list. People have  been 
>> incredibly kind and helpful and offered many suggestions for  my 
>> teaching. Suzy Shapiro has made me a guest in her online class  and 
>> that has provided immeasurable help. I've been able to see  how 
>> others do it, and work from there. I use Blackboard because,  
>> unfortunately that's what my University has, but I've been  learning 
>> about other systems from this list. One of my goals now  is to 
>> develop some online classes and try to bring my school into  the 
>> 21st century. I am not sure I like teaching on line, but I  took the 
>> suggestion of telling my students just what was  happening and 
>> they've been helpful too. There have been a few  problems, but in 
>> general things have worked well. Thanks again to  everyone.
>> And, I already mentioned to Mark that Amy has been  considered 
>> "cured" of the lymphoma and I expect the same for him.  Cancer 
>> treatment has come a long way.
>>  Thanks,
>> 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  
>> 
>> The contents of this message are confidential and  may not be shared 
>> with anyone without permission of the  sender.
>> 
>> 
>> 
>> -Original  Message-
>> From: George Ashley  [mailto:[EMAIL PROTECTED]
>> Sent: Mon 3/17/2008 1:19 PM
>>  To: Teaching in the Psychological Sciences (TIPS)
>> Subject: Re:  [tips] need help or tutorial in creating an on line 
>> intro psych  class
>> 
>> Hi, Mark.   I haven't been a  contributor to TIPS, but merely a 
>> lurker. 
>> However, I  went through a bout of lymphoma a couple years ago.  There
>>  are quite a few kinds of lymphoma.  Mine was non-Hodgkin's  follicular
>> B-cell type and I did the CHOP+ protocol for nine  months.  For those
>> unfamiliar, that's Cytoxin, Adriamycin  (eeevul orange stuff), Oncavin
>> (vincristine) and Prednisone plus  Rituxan (antibodies made from 
>> ChineseGolden Hamster ovarian  tissue).
>> 
>> If you have the same treatment, you'll  probably be okay until the last
>> couple of months.  I was  getting infused at three week intervals for
>> nine months and it  wasn't until the last couple of treatments that it
>

[tips] Frontline: The Medicated Child

[Rikikoenig]

 
Sorry for the cross-posting
 
Frontline: The Medicated Child is available on the PBS website.  It  
discusses the issue of using adult psychiatric meds with children.   The  PBS 
website 
has the show available for online viewing, as well as  other resources.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 






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Re: [tips] anti-depressives in the news again

[Rikikoenig]

This was an issue in the past in a study where children with ADHD were used  
as their own controls to evaluate a new medication, sometimes getting it and  
sometimes having placebo.  Mothers said they knew when their sons were  
getting the medication and when they were getting the placebo.  Since one  
measure 
of effectiveness was parent ratings, if mothers knew the difference  because 
the boys were calmer, OK, but if it was because of side effects, the  results 
could be biased in favor of the medication.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
In a message dated 3/7/2008 11:36:33 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

And to  further complicate things, the discriminability of the side effects 
of  antidepressants is strong enough so that a true placebo (one with the  same 
side effects as the test drug but lacking the main effect) is hard to  find.




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Re: [tips] this world is getting crazy

[Rikikoenig]

One of the problems with TIPS is that it is picked up by other  people not on 
the list.  When I google my name, I often find a recent  posting to TIPS, 
which is frequently not even a meaningful contribution- it 's  just a recent 
post 
with my name. Our humor/sarcasm and general understanding of  each other from 
familiarity with previous postings is lost on an  outsider. We have seen this 
in the past when new subscribers who lack the  shared history are offended by 
some comments.   In the past, others  have warned about this problem with 
TIPS.  Given this rather serious  consequence, is there any way for the list to 
be made secure and not available  to search engines?
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
In a message dated 2/28/2008 9:19:09 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Bill:

I cannot believe that the world has gotten this  crazy.

Where would the world be without irony, sarcasm and a good dose  of satire 
thrown in? Literature would be no where without it.

If you  need folks to chime in on the often sarcastic, tongue in cheek nature 
of tips  posts, just let us know.

I can't tell you how many times my colleagues  have come running to my office 
to see why I'm rolling on the floor,  howling--they used to think I was 
having a fit, but now they know I'm simply  reding my tips mail.

Annette

ps: you are pulling our collective  legs, aren't you? Is this really possible?


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


 Original message  
>Date: Wed, 27 Feb 2008 21:55:05 -0500
>From: "William Scott"  <[EMAIL PROTECTED]>  
>Subject: Re: [tips] this world is  getting crazy  
>To: "Teaching in the Psychological Sciences  (TIPS)" 

>
>The correspondence  below is a thread of TIPs that recently happened. I took 
part in it as you can  read. Based on this actual exchange, and nothing else, 
I have been suspended  from my job (with pay --hooray). My college has 
decided that I am a possible  threat to everyone and I must undergo some 
evaluation 
(as yet to be determined  - maybe psychiatric, maybe going through all my 
email, -- who knows). It seems  that someone sent a copy of my posting to the 
president of the college saying  that I was making terrorist threats. I don't 
know 
if this was an idiot reading  of my post or a friend sending the letter as a 
prank. Regardless, I have been  relieved of my position as a tenured professor 
of psychology at the College of  Wooster untill this is settled.
>
>This is real. I am not kidding  about this.
>
>Originally a member named Michael Sylvester  wrote:
>[EMAIL PROTECTED] wrote:
>>
>>
>>  U miss the point.The shooter's behavior was due to his not taking  his
>> meds-nothing more,nothing less.
>
>In response,  Christopher Green of York University (where I used to be a 
faculty member)  wrote:
>
>Nothing more, nothing less? By that logic, we should  immediately jail
>everyone who stops taking prescribed medications. I  think this situation
>is FAR more complicated than whether one takes  drugs.
>
>Chris
>-- 
>
>Christopher D.  Green
>Department of Psychology
>York University
>
>In  response to this Tim Shearon of Idaho College wrote:
>
>Chris- You  stopped too soon. Let's develop profiles of those who might stop 
taking their  meds. We could then prevent this from occurring. (removing 
tongue from cheek  for the next few minutes) :) Incidentally I've stopped 
taking 
my  meds.
>Tim
>___
>Timothy O.  Shearon, PhD
>Professor and Chair Department of Psychology
>The  College of Idaho
>Caldwell, ID 83605
>email:  [EMAIL PROTECTED]
>
>In response to this I  wrote:
>
>I have stopped taking my meds, too. I was prescribed  some prozac a couple 
of years ago when I reported feeling fatigued to my  family medicine doctor. I 
quit taking it after a month or so because it seemed  to make no difference. 
Last weekend in a discussion of the shootings with some  old friends I 
confessed that I responded to the news by thinking of a list of  people I would 
blow 
away at my school in a similar way.
>
>Catch  me if you can.
>
>Bill Scott
>
>p.s. The point is  that, although all of the above is true, I believe it is 
true for 99.99% of  people who have the same story that they will never do 
such a  thing.
>
>
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>To make changes to your subscription  contact:
>
>Bill Southerly  ([EMAIL PROTECTED])

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Re: [tips] On the map? Got Del.icio.us?

[Rikikoenig]

are you  using Del.icio.us?
What is this?
 
RIki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 



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[tips] Rubric for 1996 AP FRQ

[Rikikoenig]

Sorry for the cross-posting
 
For those of you who teach AP Psych, do you have the rubric for the second  
FRQ on the 1996 exam?  I thought I had the whole rubric, but on closer  
inspection I only have the first four points, not the last six.  
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 



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Re: [tips] Question about weight gain on birth control pills

[Rikikoenig]

Check out _http://www.wdxcyber.com/ncontr11.htm_ 
(http://www.wdxcyber.com/ncontr11.htm) 
This article discusses two other mechanisms: fluid retention and  insulin 
resistance, which are not universal side effects of birth control  pills.  Some 
women gain, some lose, and some have no change.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
In a message dated 2/14/2008 10:48:10 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

I THINK  (and tis is just off the top of my head) that the estrogens alter 
fat  distribution in the female body and it's not really related to hunger, but 
 
rather body metabolism. A mature female body is much curvier than an immature 
 female body, and that means more weight.
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 

The contents  of this message are confidential and may not be shared with 
anyone without  permission of the sender.



-Original Message-
From:  James K. Denson [mailto:[EMAIL PROTECTED]
Sent: Wed 2/13/2008  1:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject:  [tips] Question about Hunger

We are discussing motivation for hunger in  class today and student
wanted to know why women gain weight when they go  on the pill. Is it
related to any of the hunger hormones?

Any  ideas?

  





J. Kevin Denson

Kempsville High  School

Social Studies Department Chair

AP Psychology/Psychology  Teacher

[EMAIL PROTECTED]   



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Re: [tips] gorilla video

[Rikikoenig]

Hi Kim, 
 
I tried it in a different browser and it did open.  Thanks. 
 For those who haven't seen it, the video is at 
_http://viscog.beckman.uiuc.edu/djs_lab/demos.html_ 
(http://viscog.beckman.uiuc.edu/djs_lab/demos.html), under inattentional 
blindness.

To find the instructions and questions that Simon used with the videos,  
check out _http://www.wjh.harvard.edu/~cfc/Simons1999.pdf_ 
(http://www.wjh.harvard.edu/~cfc/Simons1999.pdf)  ,  pp. 8 and 9
 
Riki
 
 
 
In a message dated 2/6/2008 10:16:23 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Riki, 
It worked for me.  I had to press the play button before the box for  the 
movie even opened.  Thanks for the site.  I'm going to use some  of it in class 
today.
Kim Metz
Walsh University
[EMAIL PROTECTED]

[EMAIL PROTECTED] wrote:




Sorry for the crossposting.
 
I wanted to show the Gorilla video on inattentional blindness  produced by 
the Visual Cognition Lab at
the University of Illinois  in class, but it no longer opens.  Does anyone 
know of another way to  access the video besides the visconbeckman site?
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 



 

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now._ 
(http://us.rd.yahoo.com/evt=51733/*http://mobile.yahoo.com/;_ylt=Ahu06i62sR8HDtDypao8Wcj9tAcJ)
  
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[tips] gorilla video

[Rikikoenig]

Sorry for the crossposting.
 
I wanted to show the Gorilla video on inattentional blindness  produced by 
the Visual Cognition Lab at
the University of Illinois in  class, but it no longer opens.  Does anyone 
know of another way to access  the video besides the visconbeckman site?
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 



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[tips] OCD behavior in restaurants

[Rikikoenig]

Sorry for the cross-posting
 
The New York Times has an article today with great examples of OCD  behavior 
in restaurants, with brief mention at the end of the success of  exposure and 
response prevention therapy.
 
_http://www.nytimes.com/2008/02/06/dining/06obsess.html?_r=1&oref=slogin_ 
(http://www.nytimes.com/2008/02/06/dining/06obsess.html?_r=1&oref=slogin) 
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 



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Re: [tips] Feature films--disorders

[Rikikoenig]

These  are some sources collected by Nancy Eldred
_http://www.neiu.edu/~mecondon/cinfilm.htm_ 
(http://www.neiu.edu/~mecondon/cinfilm.htm)   - A good list of  movies by 
diagnosis 
 
_http://faculty.dwc.edu/nicosia/moviesandmentalillnessfilmography.htm_ 
(http://faculty.dwc.edu/nicosia/moviesandmentalillnessfilmography.htm)   - 
A list of  movies by diagnosis 
  _http://www.dartmouth.edu/~admsep/resources/cinema.html_ 
(http://www.dartmouth.edu/~admsep/resources/cinema.html)  - A list of  movies 
by diagnosis.
_http://home.epix.net/~tcannon1/psychopathmovies/all.html_ 
(http://home.epix.net/~tcannon1/psychopathmovies/all.html)   - My favorite  
list 
h_ttp://www.cinematherapy.com/filmindex.html#mental_ 
(http://www.cinematherapy.com/filmindex.html#mental)  – Disorders with links to 
movies 
_ttp://psychclerk.bsd.uchicago.edu/movies.html_ 
(http://psychclerk.bsd.uchicago.edu/movies.html)  - a list of 
 articles, some of which are on reserve. 
_http://us.imdb.com/_ (http://us.imdb.com/)   - Internet Movie  Database  
Riki  Koenigsberg 
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED])  
In a message dated 1/27/2008  9:18:27 A.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes: 
 
Thanks  to Annette and others for their film lists. For an individual  
study  on the public image of both mental disorders and mental health   
professionals, I am particularly interested suggestions about films   
that portray mental disorders and/or mental health professionals   
(psychologists and  psychiatrists).






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Re: [tips] Oedipus complex

[Rikikoenig]

What a great video to illiustrate the issue! Thanks Robin.
 
Riki Koenigsberg
[EMAIL PROTECTED]



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Re: [tips] mangled English poster

[Rikikoenig]

 
 
I have this from an  earlier discussion on another listtserve in 2/06.  It 
gives an extensive  discussion of the topic. 
Riki Koenigsberg 
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED])  
Matt Davis at Cambridge  discusses this. 
_http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/_ 
(http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/)  
Aoccdrnig to a  rscheearch at Cmabrigde Uinervtisy, it deosn't mttaer in waht 
oredr the ltteers  in a wrod are, the olny iprmoetnt tihng is taht the frist 
and lsat ltteer be at  the rghit pclae. The rset can be a toatl mses and you 
can sitll raed it wouthit  porbelm. Tihs is bcuseae the huamn mnid deos not 
raed ervey lteter by istlef,  but the wrod as a wlohe.  
Or rather... 
According to a  researcher (sic) at Cambridge University, it doesn't matter 
in what order the  letters in a word are, the only important thing is that the 
first and last  letter be at the right place. The rest can be a total mess and 
you can still  read it without problem. This is because the human mind does 
not read every  letter by itself but the word as a whole. 
-- 
Further discussion:  Is this as easy to read, and if not, why not? 
(from Jeremy at Snopes' Urban legends discussion) 
Iltnsegnetiry I'm sdutynig tihs crsrootaivnel pnoheenmon at the Dptmnearet of 
 Liuniigctss at Absytrytewh Uivsreitny and my exartrnairdoy doisiervecs  
waleoetderhlhy cndairotct the picsbeliud fdnngiis rrgdinaeg the rtlvaeie  
dfuictlify of ialtnstny ttalrisanng sentences. My rsceeerhars deplveeod a  
cnionevent 
ctnoiaptorn at hnasoa/tw.nartswdbvweos/utrtek:p./il taht dosnatterems  that 
the hhpsteyios uuiqelny wrtaarns criieltidby if the aoussmpitn that the  
prreoecandpne of your wrods is not eendetxd is uueniqtolnabse. Aoilegpos for  
aidnoptg a cdocianorttry vwpiienot but, ttoheliacrley spkeaing, lgitehnneng the 
 
words can mnartafucue an iocnuurgons samenttet that is vlrtiauly  
isbpilechmoenrne. 
Or, if you prefer: 
Interestingly I'm studying this controversial phenomenon at the Department of 
 Linguistics at Aberystwyth University and my extraordinary discoveries  
wholeheartedly contradict the publicised findings regarding the relative  
difficulty of instantly translating sentences. My researchers developed a  
convenient 
contraption at http://www.aardvarkbusiness.net/tool that demonstrates  that 
the hypothesis uniquely warrants credibility if the assumption that the  
preponderance of your words is not extended is unquestionable. Apologies for  
adopting a contradictory viewpoint but, theoretically speaking, lengthening the 
 
words can manufacture an incongruous statement that is virtually  
incomprehensible. 
--- 
The order of letters in a word is important. What this example does not  
indicate is the context in which the words appear. Those of us who read this  
correctly were able to do so because we understood the context in which the  
words 
appeared from a grammatical standpoint. I bet you didn't read it very  
quickly the first time, but because we were curious we went back and read it  
again, 
but probably faster. It may be true that the eye does not attend to every  
letter, but it's also true that the eye does not attend to every word. In other 
 
words, we guess, a lot, and sometimes we guess wrong because of context. For  
example, I bet most of you would also be able to read this sentence and  
understand it if you do some guessing: 
Babe ___ hit the __ over the __.  
We can read this because we know the context in which it is written and we  
have the prior knowledge to fill in the missing words. But, what happens when 
we  don't have that prior knowledge or we don't understand the context or 
recognize  the grammatical structure. Obviously, we then attend to the word and 
all 
of its  letters. That's what phonics teaches our students to do. How many 
times have you  heard a student read something and use a word that was similar 
but incorrect? If  so, he's probably not grasping the context or grammatical 
structure. Have you  ever been reading something and gotten to the bottom of 
the 
page and despite the  sentence being continued on the next, you read the first 
word on the next page  before you've actually turned the page? I've seen 
students do it. 
By the way, it's "Babe Ruth hit the ball over the fence." 
-- 
_1) A vheclie  epxledod at a plocie cehckipont near the UN haduqertares in 
Bagahdd on Mnoday  kilinlg the bmober and an Irqai polcie offceir _ 
(http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/1.html)  
_2) Big ccunoil tax  ineesacrs tihs yaer hvae seezueqd the inmcoes of mnay 
pneosenirs_ (http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/2.html)  
_3) A dootcr has  aimttded the magltheuansr of a tageene ceacnr pintaet who 
deid aetfr a hatospil  durg blendur_ 
(http://www.mrc-cbu.cam.ac.uk/~mattd/Cmabrigde/3.html)  
All three sentences were  randomi

Re: [SPAM] - [tips] Help with quote - Bayesian Filter detected spam

[Rikikoenig]

 
In a message dated 9/14/2007 11:32:39 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:



Margaret  Mead.

Google is your friend.




What did you put in the search box?  When I googled it, I came up  empty.
 
Riki  Koenigsberg
[EMAIL PROTECTED]



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Re: [tips] Dogs, Porcupines, and Learning theories

[Rikikoenig]

This discussion brings to mind why people continue to smoke even after it  
harms their bodies, e.g. with a smoker's cough or emphysema.  You can  address 
this as addiction, but, for me, one of the simplest explanations is that  the 
immediate primary positive reinforcement is much more powerful than the  
delayed primary punishment. This might be true for the dogs as well.  The  
immediate 
primary positive reinforcement of the chase and capture might outway  the 
pain associated with the punishing quills or skunk scent, which is delayed  
when 
compared to the initiation of the chase.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 
 
 
 
 



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[tips] resource for word problems on GRE

[Rikikoenig]

On a personal note, my youngest is planning to apply to psych grad school  
and needs to score high on her GREs.  She asked me to ask the list for  
resources to improve her skills in doing word problems for the math GRE. Any  
suggestions? Thanks in advance for your help.
 
Riki Koenigsberg
[EMAIL PROTECTED]



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[tips] Re: Activities Social Psychology

[Rikikoenig]

One of the most effective demos I have used is the social trap  exercise.  I 
learned about it from one of the listserves (Sorry, I don't  remember whose 
idea it was) and I do it after I teach about social traps.
 
You offer to pay $20 to those students who write down $20 or $1 to those  who 
write $1, so long as no more than 10% of the class writes down $20.  If  more 
than 10% choose $20, you don't have to pay anything.  This is  particularly 
effective because I tell them in advance that it is a social trap  yet I always 
get more than 40% choosing $20.
 
Another effective exercise is for ingroup bias, (Again, I'm sorry I don't  
remember the source, but it was from a psych list) You divide the class into 
two 
 groups based on some arbitrary criterion.  I usually use type of shoe, e.g.  
sneaker vs. non-sneaker.  Each group writes down as many reasons as they  can 
come up with for why the other group is wearing the shoe they are  wearing.  
Usually they start off listing benign differences, e.g. they had  gym today, 
but they often will list some negative statements about the  other group. 
 
For both exercises, they can't believe that they have behaved the same  way 
that the earlier research had predicted.  It's quite an eye  opener. 
 
Of course, the best source for social psych activities is Jon Mueller's  
website, _http://jonathan.mueller.faculty.noctrl.edu/crow/_ 
(http://jonathan.mueller.faculty.noctrl.edu/crow/) 
He also has a free monthly newsletter.  Both have great ideas for  other 
areas of Intro as well as for social psych.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 



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[tips] Re: Presidential IQs and Political Leadership

[Rikikoenig]

Did I miss something? What is the context for your comment? Who is the Dean  
Chris is responding to and what had he said?
 
Riki Koenigsberg



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[tips] Re: Summer Session Ideas

[Rikikoenig]

 
In a message dated 5/18/2007 9:59:09 A.M. Eastern Daylight Time,  
[EMAIL PROTECTED] writes:

I am  teaching two courses this summer session, one
>   is General  Psychology and the other is Child
>Psychology. 


 
Free videos for both courses can be found at _www.learner.org_ 
(http://www.learner.org/) . The teaching modules series  are the best, because 
they are 
brief excerpts with the key info.  You will  find The Brain, The Mind, 
Discovering 
Psychology , The World of Abnomal Psych,  The Whole Child, and Seasons of 
Life, Among others.  Just search under  videos.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 




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[tips] Re: states of consciousness

[Rikikoenig]

 
I want to thank everyone who contributed to the discussion of  consciousness. 
 Though I don't have a clearer answer to why we label  certain experiences, 
but not others, altered states of consciousness, if it is  unclear what we mean 
by consciousness or if there are, indeed, any  "states", you have certainly 
given me much to think about.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 

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[tips] Re: states of consciousness

[Rikikoenig]

 
Please excuse the cross-posting.
 
I think that the stages of sleep are differing states of consciousness, but  
what about the following, which came up in class today?  I think some of  them 
clearly are, some are controversial and some may not be, but I would like  
the input of those who are more knowledgeable about this:
 
alpha (awake, relaxed)
when taking Benadryl or some other drugs with side effects of   drowsiness 
and a change in alertness and
  reaction time
daydreaming
hypnosis
meditation
jet lag
persistent vegetative state
coma
traumatic brain injury
 
Also, do all of these produce changes in consciousness?   narcotics, 
barbiturates, depressants, stimulants?
 
Thank you for your input.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 

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[tips] question about color perception

[Rikikoenig]

 
 
Sorry for the cross-posting.
 
After I explained that when we see a color, that color is what is reflected  
after the other wavelengths are absorbed by the material, one of my students  
asked about the perception of black.  She wanted to know if it is similar  to 
the black pupil in the eye, which is actually a hole. If it is the  absorption 
of all wavelengths, how is it possible to have many shades of  black?  I told 
her I would seek the expertise of my colleagues.
 
Riki Koenigsberg
[EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) 




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

[Rikikoenig]

Today's New York Times front page has another one, between years of  
schooling and longevity, but the article discusses the  CC issue and  discusses 
ways 
the investigations were done to determine that there is  a cause-effect 
relationship and that it is not an intervening factor that is  causing the 
relationship.
 
_http://www.nytimes.com/2007/01/03/health/03aging.html?hp&ex=1167886800&en=d82
7cf91b55ac6db&ei=5094&partner=homepage_ 
(http://www.nytimes.com/2007/01/03/health/03aging.html?hp&ex=1167886800&en=d827cf91b55ac6db&ei=5094&partner=homepage
) 
 
Riki Koenigsberg
[EMAIL PROTECTED]


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[tips] Re: Ah hah! Admissions Criteria!

[Rikikoenig]

I've followed the discussion with much interest.  The College  Board is going 
to conduct an audit of all AP courses this year.  All  teachers of such 
courses will have to go through a laborious process of  submitting detailed 
information about their courses.  Only courses that are  approved will be able 
to 
call themselves AP courses on student  transcripts.  The reason they have given 
for the audit is that colleges  question the caliber of these courses and want 
confirmation of certain standards  by the College Board. Yet the most obvious 
measure, results on the AP exam, will  not be included.  While I understand 
that teachers may teach a rigorous  course but have student scores not reflect 
this because of differing students'  abilities, prior learning, and/or skills, 
surely if students do well  relative to the national norms, one can assume  
that either they have  completed an appropriate course or are highly skilled at 
learning independently  from a textbook.
 
The focus of the Audit will be more on course content than on teacher  
qualifications, since they must be aware that many AP psych courses are taught  
by 
social studies teachers, who may or may not have had specific coursework in  
psych.  However, based on the HS teachers who are part of TIPS and who are  
social studies teachers, as well as others whose ideas I have read on other  
listserves, at least some teachers are providing courses at least as good as 
any  
college Intro class, and many of us cover the content in far greater depth,  
since our students are tested on the whole curriculum, not just whichever parts 
 
of the text individual teachers focus on in a typical Intro class. (BTW, I 
have  a PhD in Developmental Psych with advanced training in clinical psych and 
many  years of clinical experience as well as several years of college 
teaching  experience.)  
 
I wonder what your experience has been with students who come in having  
taken an AP Psych class and done well enough on the exam to exempt the class in 
 
college.  How does their preparation for your 200 level classes compare  with 
the students who took your school's Intro class?
 
Riki Koenigsberg
[EMAIL PROTECTED]


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[tips] Re: Knowing the Ingredients Can Change the Taste - New York Times

[Rikikoenig]

 
In a message dated 12/13/2006 1:11:59 A.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Another  example of the dangers of E.E.E.


What is E.E.E.?


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[tips] Re: SSRIs and depression and anxiety

[Rikikoenig]

Sorry, I thought I proofread it before I pressed send, but the date of the  
Time magazine issue was 12/4/06.
 
Riki


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[tips] Re: SSRIs and depression and anxiety

[Rikikoenig]

 
Last weeks issue of Time Magazine, with cover date 14/4/06, has an article  
The year in medicine A to Z.  One of the entries is 
DEPRESSION 
Researchers still don't understand why severely depressed teenagers are more  
likely than adults to commit suicide while taking antidepressant drugs like  
Paxil, but a major study out of UCLA concluded that the drugs do more good 
than  harm. Starting in the early 1960s, the annual U.S. suicide rate held 
fairly 
 steady at 12 to 14 instances per 100,000--until 1988, when the first of a 
new  generation of antidepressants, the selective serotonin reuptake 
inhibitors, 
was  introduced. The suicide rate has been falling ever since, to around 10 
per  100,000. The investigators estimate that nearly 34,000 lives have been  
saved. 
Since much of the discussion has been focused on the fact that  
antidepressants don't work, how would you explain this result? 
Riki Koenigsberg 
[EMAIL PROTECTED]


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[tips] Re: psych class projects/IRB

[Rikikoenig]

 
In a message dated 12/1/2006 12:01:42 P.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

Paul,  projects in Experimental Psych are for instructional  purposes, and 
would not normally be reviewed by the IRB.  Students of  course are taught 
about 
the review process.  For such classes and our  labs, we usually send a 
statement to the IRB (yearly) that indicates such work  is instructional and 
not 
considered research per the federal  guidelines.   We don't have a problem. 


Who are the subjects in your projects?  I teach AP Psych in  a high school 
that is an affiliate of a university.   A number of  years ago, I was sent a 
memo from the university saying that all student  research would have to go 
through the IRB process.  Separately, I was told  there would probably be 
expedited 
review, but we would still have to submit  proposals.  Since then the 
students have not done any research, though all  we had in mind were surveys or 
replications of social  psych experiments. This is a loss to the students, but 
the 
IRB process  would not be worth the effort.
 
Riki Koenigsberg
[EMAIL PROTECTED]


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[tips] Re: Television rots your brain AND your body

[Rikikoenig]

We gave up our TV when doing major construction on our house eleven years 
ago, while continuing to live in it- a year to remember!  Yes, the kids 
protested initially then were OK.  But we do have several computers in the 
house, so some of them watch episodes of their favorite series which they 
have downloaded, e.g. various iterations of CSI.   None of my married 
children have TVs either, but some of their children watch various programs at 
internet sites, in addition to DVDs, all chosen by their parents.  It is 
not an all or none choice.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] appsychology.net website

[Rikikoenig]

Please excuse the crossposting  
I have recommended the website appsychology.net to my students in the past, 
but when I went to check it out, it was listed as address unknown.  Did 
Victor law, the webmaster, remove it.  Any info would be 
appreciated. 

Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] NYT op-ed about making SAT scores optional for admission

[Rikikoenig]

Some of you may be interested in this op-ed article in today's New York 
Times
 
http://www.nytimes.com/2006/09/18/opinion/18diver.html?_r=1&oref=slogin
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Re: Marriage as a cure for domestic violence

[Rikikoenig]

In a message dated 8/29/2006 11:37:29 A.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
Also, I 
  read comments that smoking pot during late adolescence is  
  particularly dangerous to those predisposed to schizophrenia because  
  adolescence is the time of greatest brain cell growth. Wow, I was  
  surpised again as this also skirts the facts as I have always known  
  them. I thought MOST brain maturation was complete around the time 
  of  puberty. 18 would be a late 
puberty!

This is actually consistent with the latest research which indicates that 
the frontal lobe matures during adolescence rather than before, with 
proliferation and then pruning of neural pathways. I'm not familiar with 
research bout schizophrenia and pot in this connection.
 
Riki
 
Rikikoenigsberg
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[tips] Re: need identification assistance

[Rikikoenig]

The Wikipedia article on Vygotsky gives you much useful info.  He 
has a cognitive developmental theory which differs from Piaget.  Where 
Piaget focused more on the child developing cognitively through ordinary 
experiences with his/her world rather than specific instruction, Vygotsky 
stressed the importance of parents and others in guiding the child's 
cognitive development.  Two important concepts are the zone of proximal 
development and scaffolding, which are described in the Wikipedia article. Years 
ago, he wasn't so popular in the West, but he has become more influential in 
recent years as an alternative to Piaget.  In fact, on the AP Psych exam, 
in the past three years his name was added to the theorists student need to know 
for the developmental unit.
 
Hope this is helpful.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Re: Social psych in-class exercises?

[Rikikoenig]

Eric Chudler has a neuroscience website whose name says it is for kids, but 
he has a lot of useful ideas and also has a great free monthly newsletter.
http://faculty.washington.edu/chudler/neurok.html
His main personal site has additional useful info.
http://faculty.washington.edu/chudler/ehc.html
 
Another useful site for neuroscience is the Dana Foundation, who sponsor a 
brain awareness campaign in February and who distribute two free 
newsletters.  They have exercises there too.  Browse and click to see 
what is available.
http://www.dana.org/
They sponsor a local Brain Bee in February, leading to a National Bee 
later in the year.  On their site they have the source material for the 
Brain Bee, called Brain Facts, which has more than most teachers cover in an 
Intro course, free to be downloaded. 
http://www.sfn.org/baw/
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Re: Social psych in-class exercises?

[Rikikoenig]

Check out Jon Mueller's website for lots of great ideas.  He also has 
a free monthly newsletter.
http://jonathan.mueller.faculty.noctrl.edu/crow/
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Re: info:Wundt/Ethology

[Rikikoenig]

In a message dated 8/13/2006 12:16:23 P.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
In terms 
  of the ethological findings,some distinction must be made between 
  serendipitous findings (stick in ants nest) and well intentioned 
  movements.

There is a Goodall segment in The Brain or The Mind video series that 
illustrates the issue you are raising.  In it, you can see one of the 
chimps taking a branch with leaves, running his closed hand down the branch to 
strip it of leaves, then sticking it into the nest. This is more than 
serendipitous and more like the fixed-action pattern you denied existed in 
Goodall's discussion of tool-making by the chimps.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] re: Male Scientist Writes of Life as Female Scientist

[Rikikoenig]

Today's Science Times has an interview with Ben Barres and his views about 
prejudice against women scientists.
http://www.nytimes.com/2006/07/18/science/18conv.html?_r=1&oref=slogin
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Fwd: Conference on Case Study Teaching in Science on Oct. 6 and 7, 2006

[Rikikoenig]

Some of you may be interested in this conference announcement.
 
Riki Koenigsberg
[EMAIL PROTECTED]
--- Begin Message ---
Dear List Members, 

We are pleased to announce our upcoming 2-day fall conference.  We hope to
see many of you there, and would be particularly pleased if you submitted
a proposal for the poster session.

Regards, Nancy Schiller, Co-Director, National Center for Case Study
Teaching in Science, University at Buffalo, State University of New York

***

7th ANNUAL CONFERENCE ON CASE STUDY TEACHING IN SCIENCE
October 6 and 7, 2006
Ramada Inn & Conference Center (formerly the University Inn), Buffalo, NY
http://ublib.buffalo.edu/libraries/projects/cases/conference/conference.html

  Sponsored by the National Center for Case Study Teaching in Science 
 University at Buffalo, State University of New York 
  with support from the National Science Foundation

The aim of our annual fall conference is to bring together people who are
interested in teaching science using case studies. The conference features
plenary speakers and a number of mini-workshops organized in two tracks, 
including the following:

o  A plenary talk and several small hands-on workshops by cooperative
learning "guru" Karl A. Smith, Cooperative Learning Professor of
Engineering Education, Department of Engineering Education, Purdue
University, and Morse-Alumni Distinguished Teaching Professor and
Professor of Civil Engineering, University of Minnesota.

o  A plenary talk and workshop by Douglas K. Duncan, Director of
Astronomical Laboratories, University of Colorado, who has written "the 
book" on using "clickers" (electronic response systems) in the science
classroom.

o  A two-part workshop on teaching and learning with decision cases by
seasoned case teacher Steve R. Simmons, Professor, Department of Agronomy
and Plant Genetics, College of Food, Agricultural and Natural Resource
Sciences, University of Minnesota.

Other workshop and paper presenters will be offering sessions on 
incorporating inquiry into traditional "cookbook" labs, teaching ethics
through case-based methods, using TAs to teach case studies in 
large-enrollment science courses, the "intimate debate" format for
teaching a case, and much more.

Dr. Clyde (Kipp) Herreid, SUNY Distinguished Teaching Professor and 
Director of the National Center for Case Study Teaching in Science, is our
conference leader.

Early bird registration (before or on September 15, 2006) is $275.00;
regular registration (after September 15, 2006) is $325.00. We also are
offering a student registration fee of $180.00. Registration includes
Continental breakfast, buffet lunch, and morning/afternoon coffee breaks
on both Friday and Saturday, plus the Friday evening reception & banquet.

In addition, we are pleased to offer travel reimbursement through our NSF
CCLI National Dissemination grant to faculty who are _first-time_
attendees of our conference coming from a designated Historically Black
College or University (HBCU), Tribal College or University (TCU), Hispanic
Serving Institution (HSI) or a Minority Postsecondary Institution (MSI).
Travel reimbursement for those who qualify is for travel only, and not for
meals or lodging.

Please note: A block of hotel rooms is being held for our group at the
special conference rate until September 22, 2006.  

For more information, including how to submit your poster proposal,
see the conference website at:

http://ublib.buffalo.edu/libraries/projects/cases/conference/conference.html

**

Questions about the conference can be directed to Conference Coordinator
Rebecca Firth, [EMAIL PROTECTED], (716) 645-2363 x111, or Nancy
Schiller, Co-Director of the National Center for Case Study Teaching in
Science, at [EMAIL PROTECTED], (716) 645-2947 x225

--- End Message ---
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[tips] Re: Brain and Behavior

[Rikikoenig]

In a message dated 6/4/06 12:25:49 P.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
I am 
  teaching my first intro psych class this summer and am looking foran 
  activity to pair with a very introductory brain and behavior lecture.The 
  lecture focuses on the topography on the brain and how they 
  affectbehavior. 

Check out the experiments and activities at Eric Chudler's Neuroscience for 
kids website.  Don't be put off by the name.  Many  of his 
activities can be used effectively with college students, and he certainly has a 
large selection.
http://faculty.washington.edu/chudler/neurok.html
 
Riki Koenigsberg
[EMAIL PROTECTED]
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[tips] Re: archives

[Rikikoenig]

My computer crashed and I lost my copy of the info for accessing tips 
archives.  Does anyone have that info?
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: Britannica vs Wikipedia: The empire strikes back

[Rikikoenig]

In a message dated 3/29/2006 2:07:20 P.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes:
York 
  University: 50,000 students - 3,436 words - ratio word/student: .068> 
  Bishops: 2,188 students - 420 words - ratio word/student: .192> McGill: 
  30,925 students - 3,504 words - ration word/student: .113> Harvard 
  (US): 19,650 students - 6,111 words - ratio word/student: 
  .311>

Why would you se a measure of word/student ratio? They only have 420 words 
about Bishops but over 3000 words for the other 2.  To really have an 
impace, add another 3000 words to a discussion of Bishops!
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: is this sabotage?

[Rikikoenig]

Skinner, together withJames Holland, also wrote a programmed text, 
 for learning, called The analysis of behavior, published in 1961, 
which I used as an undergrad at Barnard in the early 60's.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: Jet lag

[Rikikoenig]

In a message dated 3/6/2006 10:06:03 P.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes:

  Sorry for the crossposting-  
  I hope someone can clarify this for me and my students.  When I 
  check out jet lag, it is supposed to be worse when going westward, i.e.setting 
  the internal clock back.  Yet my personal experience and those of a group 
  of my students who just retrurned from a trip where they moved 7 time zones 
  ahead found that is harder to go backward.  This latter finding squares 
  with the recommendation for easing the adjustment to shift changes, which is 
  to go forward rather than backward, i.e. from day to evening to night. Any 
  data on this?
   
  Riki Koenigsberg
  [EMAIL PROTECTED]

I made a mistake in my original post- it is supposed to be harder to go 
eastward, setting the clock ahead, but that is inconsistent with the research on 
shift work, as I said.
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Jet lag

[Rikikoenig]

Sorry for the crossposting-  
I hope someone can clarify this for me and my students.  When I check 
out jet lag, it is supposed to be worse when going westward, i.e.setting the 
internal clock back.  Yet my personal experience and those of a group of my 
students who just retrurned from a trip where they moved 7 time zones ahead 
found that is harder to go backward.  This latter finding squares with the 
recommendation for easing the adjustment to shift changes, which is to go 
forward rather than backward, i.e. from day to evening to night. Any data on 
this?
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: amnesia question(s)

[Rikikoenig]

In a message dated 1/23/06 2:15:27 P.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes:
In the 
  episode he receives as severe blow to the head and is tossed in the 
  back>of a flatbed truck (already a gross inaccuracy because the driver 
  did not check>his load before getting in the cab and pulling away...but 
  that's not psychology>stuff).>>So eventually the truck 
  stops, Monk wakes up in another town and he doesn't know>who is he. His 
  semantic memory is perfect but his episodic memory is not;>although he 
  does still have OCD behaviors, but when questionned about them>makes up 
  excuses. In one scene he separates all his food into separeate 
  piles>and when asked why he is doing that he says it's a religious 
  ritual. Anyway,>that aside, how does the course of amnesia usually 
  go?>>Also, at one point, back at the office, his psychiatrist is 
  consulting with the>police on Monk missing status in his usual life and 
  says he would be having a>dissociative episode. Now that sounds totally 
  wrong to me. Right?


What they seem to be describing is a fugue state, which is a dissociative 
disorder.  On TV, it's usually attributed to head trauma, but from a 
psychiatric point of view, it's usually a response to a psychological 
trauma.  In such a conditon, he would have loss of episodic memory but 
usually not declarative or skill memory.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: your info request

[Rikikoenig]

I never got it before, but I just got it now, in response to my email to 
you saying that I don't get it.  It was not automatic, because several 
other emails arrived between mine and the  one from 
[EMAIL PROTECTED].  Sounds like something relatively new 
is affecting (or infecting) the list.
 
Riki 
 
 
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Re: Mystery message

[Rikikoenig]

I don't get it, but I am not sending from an edu server.  Maybe that 
is part of the reason.
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: Social Psych Activities

[Rikikoenig]

I do the ingroup bias exercise, which I found in an Instructor's 
Manual (Sorry, I don't remember which).  I divide the students  
into groups based on some trivial characteristic that will make for 
relatively even groups. As an example, I often use laced shoes vs. 
non-laced shoes (My classes are small, so this usually gives me 2 readily 
determined groups which are fairly equal in size.)  Each group has  5 
minutes to come up with a list of reasons why the other group is wearing 
their  choice of shoes.This exercise is done after we discuss the 
concept in  class, so it alwaysastonishes students that they also 
produce negative comments  rather than onlypositive or  neutral 
comments about the other, arbitrarily chosen group.  It 
alsoimpresses them that the concepts we study in social  psych don't 
just applyto other people but also to themselves.
 
Riki Koenigsberg
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Re: "constructivist" math

[Rikikoenig]

Another point in the NYT article discusses the use of calculators beginning 
in the early grades.  I have seen its use taught as early as 2nd 
grade.  These students never learn how to do the basic arithmetic 
operations independently.  The rationale for doing this is that 
they can learn to do "real" problems, without worrying about the size of the 
numbers. As a result, when I ask 11th graders to calculate a mean for 5 numbers 
all below 10, where the answer is a whole number, they want to use a 
calculator!  Another consequence of the constructivist approach is 
that by not learning how to solve basic arithmetic problems, they fail to 
develop a good number sense, to appreciate when an answer is likely or 
unlikely,
 
Riki Koenigsberg
[EMAIL PROTECTED]
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Re: STP Announcemences its Newest E-book

[Rikikoenig]

In a message dated 11/8/05 9:35:12 A.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes:
I am 
  delighted to announce that the Societyfor the Teaching of Psychology (STP) 
  hasjust published Teaching in Autobiography: Perspectives from 
  ExemplaryPsychology Teachers. This e-book is currently available 
  athttp://teachpsych.lemoyne.edu/teachpsych/tia/index.html 



This is a fascinating book.  The most interesting aspect is 
how consistently all of these teachers who have been recognized for their 
excellent teaching mention the importance of passion and of always looking for 
new ideas to improve how they teach.  The articles are inspiring.
 
Riki Koenigsberg
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Re: Adolescent Psychology

[Rikikoenig]

In a message dated 11/1/05 5:23:26 P.M. Eastern Standard Time, 
[EMAIL PROTECTED] writes:

  I have used "Middle School Confessions" - an HBO 
  special - and "The Teenage Brain" (in the Secret Life of the Brain series). 
  and a Frontline video, "Inside the Teenage Brain."  I've also used 
  "Merchants of Cool."  Since your whole course will be about adolescence, 
  you will probably have time for several videos.
   


The PBS specials have info available on the PBS website.  They often 
have excerpts from shows and sometimes have streaming videos, so it pays  
to check.  They had two shows on adolescent brains:  Inside the 
teenage brain, and the second tape in the 3-part series, The secret life of the 
brain.  You can search adolescent brain and or 
adolescence on their site.
 
Riki Koenigsberg
[EMAIL PROTECTED]
 
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Re: bigger fonts please

[Rikikoenig]

In a message dated 9/24/05 4:01:06 P.M. Eastern Daylight Time, Lenore Goss 
writes:

  
  Similarly, 
  most of the time on your computer, you can quickly increase/decrease the font 
  size if you have a roller-thingy on your mouse (the thing you can spin with 
  your finger that is between the right and left click buttons--anyone 
  have the name for this!?). Hold down the CTRL key and reel in the roller 
  thing. This is great for web pages that are printed too small (or even too 
  large, when it sort of seems to be screaming at you).
  
   


I am writing this in 12 point Times New 
Roman.  I have nothing in size between this and this(which is 10 points).  Are there fonts that are easier to read 
and others that are less readable?
 
I tried your suggestion using the 
control key and the mouse wheel, but the size of the text didn't change.  
How are we supposed to use both to change the size of the text?
 
Riki 
Koenigsberg
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Re: Looking for an article

[Rikikoenig]

In a message dated 8/17/05 12:12:31 P.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:

  This is the May 24 
  column but the one actually linked in the article is a followup to the May 24 
  article.
   
  Rick
   

Do you have an URL for the full May 31, 2005 article?  The Times only 
offers the abstract free.
 
Riki Koenigsberg
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Re: Healing Touch for Everyone...

[Rikikoenig]

In a message dated 8/30/05 7:50:33 P.M. Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
To me, 
  the more interesting question is if there's anyway we can bridge the gap 
  between 'us and them' without beingcondescending or cause unnecessary 
  conflict.  I tend to think there's notmuch hope as the folks who are 
  drawn to science (i.e., this listserv)probably have a whole different 
  mindset before they made that choice thanthose drawn to the clinical 
  field.

At least several of us on this list are teachers and clinicians.  You 
are presenting an interesting anti-clinician bias.
 
Riki Koenigsberg
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Re: Make-up tests

[Rikikoenig]

I am not familiar with the research saying they don't do better on makeup 
exams.  I give make-ups for all chapter exams (on 2-3 chapters each).  
In my experience, some students do no better or, rarely, they do worse, but 
most do improve, with some doing dramatically better, up to 20 points 
higher.  The students do not like to study again unless it's helpful and 
yet many will take the makeup, which is optional but not required. The universal 
request at the end-of-term evaluations is to keep giving make- ups.
At NITOP this past January, there was a presentation of research saying 
that repeated testing leads to better retention and understanding, which has 
been my experience for my Intro course.  Part of the difference in results 
may relate to the time interval between the original exam and the make-up,  
whether there is a change in format and difficulty level, and whether the makeup 
is considered a way to increase learning or only to comply with a need to 
accommodate student requests for a makeup.
 
Riki Koenigsberg
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Re: student question: Broca's & Wernicke's Areas

[Rikikoenig]

In a message dated 2/9/05 11:15:18 AM Eastern Standard Time, 
[EMAIL PROTECTED] writes:
A side 
  question: a few years ago I read about research that suggestedthat there 
  are some fundamental differences between ASL and "ordinary"languages, such 
  that people who grow up speaking ASL exclusively tendnot to read at the 
  usual (age, peer, etc.) level.  ASL is far morespatial than spoken 
  (or written) language, and something about thatspatial character generates 
  differences in the way language isprocessed.Does anyone know if 
  that's been confirmed?  I don't recall reading anymore than the one 
  report, and that was in the popular media.


I remember reading that kids who use ASL are using the left hemisphere to 
process it, in the usual language areas, despite the fact that ASL is spatial 
and should logically be processed in the right hemisphere.
 
Riki Koenigsberg
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Re: Church Air Poses Risk

[Rikikoenig]

In a message dated 11/22/04 1:17:22 PM Eastern Standard Time, 
[EMAIL PROTECTED] writes:

  So iturns out that Chruch is bad for one's health 
  after all. :-)http://news.yahoo.com/news?tmpl=story&cid=573&u=/nm/health_churches_dc&printer=1

If output from candles may be carcinogenic, what about logs burning in a 
fireplace?  Surely more particles are transferred to the air with the logs- 
that's why it smells so nice!
 
Riki Koenigsberg
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Re: [tips] Freud again

[Rikikoenig]

In a message dated 10/18/04 4:00:21 PM Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
I know 
  there are pockets ofFreudology out there (old school psychiatry, perhaps 
  some unreconstructedEnglish or History or Anthropology Departments, some 
  professionaltherapeutic communities) but I have not seen much of this 
  within academicpsychology per se. I have been trained as a clinician, and 
  teachPersonality, Principles of Counseling and History & Systems 
  (among othercourses). In my experience Freud has never been much more than 
  a marginalfigure within American academic psychology - and barely more 
  than thatwithin most currents of American clinical 
psychology.

You are writing from California and are probably much younger than I 
am.  I went to school in NYC, which was heavily psychodynamic if not 
entirely Freudian.  Things have changed, but when I went to graduate 
school, most psychotherapists and all clinical psych doctoral programs in the 
New York area were Freudian, neo-Freudian or psychodynamic.  I received my 
PhD in Washingon, DC in developmental and had extensive post-doc training in 
clinical, so was able to get extensive training in cognitive behavior therapy, 
but even as recently as 15 years ago, only one school in the NY area had a 
graduate program that was cognitive and/or behavioral in its core 
orientation. So Freud was far from a marginal figure.
 
Riki Koenigsberg
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Re: Books for an Undergraduate

[Rikikoenig]

In a message dated 9/29/04 5:31:08 PM Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
I have 
  an undergraduate student who wants to do some personal reading on Piaget, 
  Vygotsky, Erikson, and Bandua.  I have some ideas but would 
  appreciate any suggestions as to books appropriate for undergraduate 
  students

For Piaget, The Construction of Reality in the Child, which has 
many of his famous quasi-experiments.  Though his theoretical language is 
difficult, the extensive examples make it a very interesting read.
 
For Erikson, Childhood and Society and Identity: Youth and 
Crisis.  These are very readable. I read the first on my own in high 
school.  I read Young Man Luther for a college class. This 
is his psychoanalytic biography of Martin Luther, but this approach is not 
well-accepted today.  The first two Erikson books state his theory 
with applications which he considered relevant.
 
Riki Koenigsberg
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Re: Riders of the storm

[Rikikoenig]

I didn't receive the last two letters from Rick Adams. I know about 
them because they were copied by people who responded to what he 
said.  What else have I been missing that I don't know about?  
Anyone else have this problem?
 
Riki Koenigsberg
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Re: public access to the TIPS archives

[Rikikoenig]

Thank you for letting me know that even more of our correspondence is open 
to all.  This only strengthen my original comment that  I was 
surprised and disturbed to find that our discussions are open to public view. As 
a private listserve not open to public participation, why are our archives 
open?  Any explanation?  Anyone else concerned about this?
 
Riki Koenigsberg
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public access to the TIPS archives

[Rikikoenig]

When I googled my name, two of the listings were postings in the TIPS 
archive, one from 2002 and one from this summer.  I was surprised and 
disturbed to find that our discussions are open to public view.  
since I have posted many more than two times, why were these two singled 
out by the search?  I would appreciate any clarification.  
Thanks.
 
Riki Koenigsberg
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Re: need teaching diversity advice

[Rikikoenig]

In a message dated 8/16/04 7:15:27 PM Eastern Daylight Time, 
[EMAIL PROTECTED] writes:
I need 
  some help (soon, unfortunately) as I'm leading a discussion on diversity 
  for first year students tomorrow; by the way my first class went today, 
  I'm fairly confident that many of these students (most of whom are from 
  the South) have never considered these issues in the slightest. Yikes! Any 
  advice for leading a meaningful discussion on this topic for this kind of 
  population?Thanks!-- 


A primary issue is the  definition of diversity.  Ask the 
students which individuals or groups they would include and for what 
purposes.  A third issue would be their experiences with diversity.  A 
final issue could be the areas where diversity could be an advantage to 
them and should be embraced.  Unless they are unwilling to talk or are very 
homogeneous, their comments should give you plenty to discuss.
 
Riki Koenigsberg
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Re: Terror in the Skies (Was: More on profiling)

[Rikikoenig]

When I flew to Paris from JFK in NYC on American Airlines in June, 
many passengers were called aside for further checking.  Not only were 
shoes checked, but everyone wearing a jacket had to remove it before going 
through the metal detector. Quite a few passengers were then checked with a 
wand, because the metal detector was very sensitive. I was carrying a 
digital video camera, which was hand inspected and checked in several 
places with what I think was a chemical detector.  My conclusion was 
that, with the recent terrorist warnings, security has been stepped up 
dramatically, though it is possible that American is just being very 
cautious.  I flew El Al to Israel at the same time (connecting in 
Paris).  Though they ususally have the tightest security, I found the 
security checks at least as tight on American coming and going.  So 
security checks when flying overseas may be considerably more rigorous than for 
domestic flights.
 
Riki Koenigsberg
[EMAIL PROTECTED]
 
 
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Re: schizophrenia

[Rikikoenig]

There was once a type of schizophrenia that was "declassified" sometimesin the 60s or 70s. I cannot remember or its characrteristics.anyoneknow?
I think you are talking about hebephrenic schizophrenia, which is no longer a classification but was in the past, though I think it was still used in the 80's. I was replaced by disorganized schizophrenia.
 
Riki Koenigsberg
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books on marital relationships

[Rikikoenig]

A former student asked me for credible sources discussing marital relationships, preferably books. Any ideas?  
 
Riki Koenigsberg
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Re: Puppy love

[Rikikoenig]

Your earlier message had the symantec security message instead.
 
Riki
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