[tips] Haiti pat robertson
UGH! How can people be such jerks and does anyone really pay attention to this crap other than to be abhorred by it? http://latimesblogs.latimes.com/laplaza/2010/01/us-televangelist-pat-robertson-links-haiti-earthquake-to-pact-with-devil.html Shades of The Secret--the people of Haiti must have wished this to happen to them. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Don't Procrastinate! Party Tonight!
The yes...damn! effect is one I have found myself caught in many a time. Most vivid are all those conference presentations for which I submit proposals in November and then find myself scrambling to give in April or May! But I just recently really got myself into a pickle over a guest presentation we had in our department that I agreed to facilitate...yes, several months ago, when it seemed so easy to do because the semester had just gotten rolling along and things were in a lull. It seemed like such a great idea at the time; but when the time came, I was sooo stressed for time by advising and assignments that I told all my colleagues to stop me the next time I committed to something more than two weeks into the future! I'm going to open that bottle of wine I've been saving for a special occasion. I think it's tonight ;) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 2 Jan 2010 02:29:48 -0500 From: Mike Palij m...@nyu.edu Subject: [tips] Don't Procrastinate! Party Tonight! To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Cc: Mike Palij m...@nyu.edu We are all familiar with different forms of procrastination, ranging from students handing in work done at the minute or past a deadline to our own last minute attempts or missed deadlines for handing in departmental forms, reviews, and other academic and professional work. But it may come as a surprise to some that a similar form of procrastination occurs for activities that one might consider pleasurable or desirable, a form of deferred reinforcement is you will (though some folks from Florida might not suffer from this difficulty). The NY Times has an interesting article on this point titled Carpe Diem? Maybe Tomorrow; see: http://www.nytimes.com/2009/12/29/science/29tier.html The key point is that, in general, when it comes to the perception of time and its management, people think that they will have more free time in the far future than in the near future. With the pressing demands of today, tomorrow, and the next day, it appears easier to put off discretionary or optional or non-deadline activities until next week or later when it is assumed that there will be more time to engage in them. Of course, if one has a stable busy schedule, then unless the schedule changes to reduce the number of obligations one has to meet, one is unlikely to have that expected free time. Quoting the article: |We’re trying to do a cost-benefit analysis of the time lost versus |the pleasure or money to be gained, but we’re not accurate in our |estimates of “resource slack,” as it is termed by Gal Zauberman and |John G. Lynch. These behavioral economists found that when people |were asked to anticipate how much extra money and time they would |have in the future, they realistically assumed that money would be tight, |but they expected free time to magically materialize. | |Hence you’re more likely to agree to a commitment next year, like |giving a speech, that you would turn down if asked to find time for it |in the next month. This produces what researchers call the “Yes ... Damn!” |effect: when the speech comes due next year, you bitterly discover you’re |still as busy as ever. For fans of the movie Sideways, there is a suggested means for dealing with this problem: |Another tactic is to give yourself deadlines. Cash in the miles by summer, |even if you can’t get a round-the-world trip out of them. Instead of waiting |for a special occasion to indulge yourself, create one. Dr. Shu approvingly |cites the pioneering therapeutic work of Dorothy J. Gaiter and John Brecher, | who for the past decade used their Wall Street Journal column on wine to |proclaim the last Saturday of February to be “Open That Bottle Night.” | |But you don’t even have to wait until Feb. 27. Remember the advice |offered in the movie “Sideways” to Miles, who has been holding on |to a ’61 Cheval Blanc so long that it is in danger of going bad. When |Miles says he is waiting for a special occasion, his friend Maya puts |matters in perspective: | |“The day you open a ’61 Cheval Blanc, that’s the special occasion.” -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Thanks
Just a quick thanks to all the replies from the list on ideas of things to do in New York. The kids are still there and apparently having a great time. Sadly, no comments on the first part of that original message--my unsucessful attempt at psychology humorthree psychologists walk into a bar Happy new year. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Martin Bolt
You are not the one who should be kicked off the list. The continuously insulting jackass should be. But we keep replying to his insults and taking the bait. What ever happened to extinction? 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: Sun, 27 Dec 2009 08:59:35 -0500 From: drna...@aol.com Subject: Re: [tips] Martin Bolt To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu This braying j**kass has no idea what he is talking about. Doesn't know a damn thing about Bolt. Just making more insulting noise. So kick me off the list for saying it. It's the truth. Nancy Melucci Long Beach City College Martin Bolt is a good example of the Eurocentric consensus in psychology and so are the other social psychologists like Pedigree and Aronson.The group processes idea of social psychology and its underpinnings are a reflection of a paradigm that failed to take into account the unique African-American perspective. His works are interesting reading but one should be cognizant of the historical context. -Original Message- From: Jim Matiya jmat...@hotmail.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Sun, Dec 27, 2009 5:51 am Subject: RE: [tips] Martin Bolt Dear Michael, This good man died of cancer at an early age. Have some mercy. Jim Matiya Florida Gulf Coast University jmat...@fgcu.edu From: msylves...@copper.net To: tips@acsun.frostburg.edu Subject: [tips] Martin Bolt Date: Sun, 27 Dec 2009 00:23:23 -0500 Martin Bolt is a good example of the Eurocentric consensus in psychology and so are the other social psychologists like Pedigree and Aronson.The group processes idea of social psychology and its underpinnings are a reflection of a paradigm that failed to take into account the unique African-American perspective. His works are interesting reading but one should be cognizant of the historical context. Michael omnicentric Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] List of Psychological Studies the Public Might Know
I like your list and could probably add but this will already overwhelm folks who don't realize what they do know about psychology. Maybe I would add Donald Norman's books on using everyday things as a good example of how much cognitive psychologists have contributed to everyday life. What I would like to see you do is make sure you talk about whether or not the items on the list have evidence to support them. For example, it would be good to debunk the Rorschach (see lots of stuff written or edited by Scott Lilienfeld), the psychodynamic stuff in general, the uses and misuses of intelligence testing, the multiple intelligences stuff, the conflicting evidence on Kubler-Ross' formulation of grief stages, etc. And maybe a special episode on commonly believed in psychobabble! Here is a short list. *Sugar CAUSES hyperactivity in children. *Listening to Mozart will make you smarter. *Teaching babies sign language will make them smarter. *We all have a distinct learning style that is either visual, auditory or kinesthetic. *The right side of the brain is creative and emotional; the left side is rigid and logical. (or any other variety of popular but incorrect dichotomy) *Most people only use 10% of their brains. *Subliminal messages can be used to persuade others to purchase products. *Immediate contact between a mother and infant after birth is critical for bonding. *You can “spoil a baby if you respond to its demands too quickly. *The suicide rate is higher among adolescents than any other age group. *In criminal eyewitnesses, confidence is closely related to accuracy. *Hypnosis is ... fill in with any number of misconceptions. *Individuals commonly repress the memories of painful or traumatic experiences. *If you’re unsure of your answer while taking a test, it’s best to stick with your initial hunch. *The defining feature of dyslexia is seeing words backwards (e.g., “pal” instead of “lap”). *Individuals can learn information (e.g., new languages) while asleep. *It is generally better to express anger openly than to hold it in. *When it comes to communication styles, women talk more than men. (“Men are from Mars, Women are from Venus”). *People’s attitudes are highly predictive of their actual behaviors. *People’s responses to inkblots tell us a great deal about their personalities and propensities toward mental disorders. *“Psychological profiling” has been shown to be an effective means of identifying criminals. *A large proportion of criminals are acquitted on the basis of the insanity defense. *Clinical judgment and intuition are the best means of combining information to reach a diagnosis for a patient. *High self-esteem is necessary for high achievement. *Drug education programs (i.e., DARE) are effective in deterring drug use among teenagers. *Students have a good sense of how well they know class material. *Taste areas for sweet, sour, salty and bitter are well defined on the tongue. *Although one could study hard and do better in school, “intelligence” is mostly the result of heredity and genes. *Instinct determines many of our behaviors. *Vision depends on light waves that exit the eyes and hit objects in the environment. Actually, you could do a segment on Scott's book on 50 great myths. Maybe juxtapose it with the segment on how much more we know about real psychology than we think we do. 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: Sun, 27 Dec 2009 09:12:46 -0500 From: Britt, Michael michael.br...@thepsychfiles.com Subject: [tips] List of Psychological Studies the Public Might Know To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I'm putting together notes for an upcoming episode which I've decided would be on the idea of showing listeners that while they might first associate psychology with Freud and Pavlov, they really know (or at least are somewhat familiar with) more studies/concepts from our field than they realize. I scoured a few sources and come up with the list below, which was surprisingly longer than I thought it would be, but I may be stretching things in some cases as well as completely missing the obvious. If you could suggest an addition to the list that would be much appreciated. I'll post the complete list once I get everyone's feedback. Remember: these are not what we as teachers would consider important in the history of psychology - just events/studies/concepts that the general public are probably somewhat familiar with in one way or another. Thanks for your feedback! 1. The Technique of Correlation is developed 1890 2. Animal Intelligence (Law of Effect is developed) - Edward Thorndike - 1898 3. The Interpretation of Dreams Sigmund Freud 1900 4. Intelligence Test was published
[tips] Three psychologists walk into a bar...
OK, I've been pondering this one ever since Mike brought it up and this is the best I can do, there is no more creativity in me than this: Three psychologists walk into a bar “Ouch!” responds Skinner. “Ow, how does that feel?” asks Rogers. “Hmmm...” muses Freud, “I have just recalled a long-forgotten childhood memory...I think, yes, it must be...sometimes a long hard shaft is just a bar.” Annette ps: My 21-year old son and his wife are leaving for New York city tonight (taking the cheap red eye) and coming home New Year's Day. Other than going to ground zero, skating at Rockefeller Center and watching the ball drop on New Year's Eve, any must do or must see suggestions? I recall seeing the Rockettes on my only real trip to NYC, other than quick drive-throughs with a quick stop to say I'd been there--but that was in 196? and I was 17, so maybe it's not a must see for a couple both 21.) Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Who put the Little in Little Albert?
Stephen, maybe the emeritus status suggests you have more time on your hands than those of us wasting away, grading essays all day and all night.(ok, and thinking up punch lines for 3 psychologists walk into a barbut that's a triviality that lightens up the essay reading.) ;-) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 22 Dec 2009 21:14:08 -0500 From: sbl...@ubishops.ca Subject: Re: [tips] Who put the Little in Little Albert? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I continue my lonely toil in seach of an answer, in dank and dreary dungeons, amid flickering candles and moldy tomes. And not a cask of Amontillado to spur me on. On my last attempt I nominated Daniel (1944) as the earliest adopter of the term Little Albert to describe Watson's stolid subject. I now push the boundary another 15 years back. The new candidate is: Clarke, Edwin Leavitt (1929). The art of straight thinking: a primer of scientific method for social inquiry. On p, 16, Clarke says this: In this case of little Albert we have two important phenomena illustrated. First is the conditioning of a stimulus by an unlearred stimulus-response. This is 9 years after the original publication by Watson and Rayner in which we were first introduced to Albert (but not to little Albert). I was not able to discover anything about the author, Edwin Clarke. However, the work is undoubtedly not juvenile fiction as Google Books seems to think. A slightly later source is this: Shirley, Mary Margaret (1933). The first two years: a study of twenty-five babies, vol. 3, p. 209. She says: Whereas Jones saw the babies only once or twice and the Ohio State group observed the baby during only the neonatal period, Watson apparently kept an experimental eye on little Albert for more than a year. [full text at http://tinyurl.com/yhunr7y ] Shirley sounded to me as someone familiar, unless I was confusing her with that kid from Prince Edward Island. Sure enough, the Biographical Dictionary of Women in Science lists her as an American psychologist, born 1899, Ph.D. University of Minnesota 1927, death date unknown. [see http://tinyurl.com/yglwoqz ]. I believe The first two years is her major work, and her adoption of the descriptor little Albert may have been influential. However, I still think that Eysenck's frequent use of the same term starting in 1959 may have been the impetus for its modern use. Difficult to prove, however. 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 --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Grade inflation: A comparison?
I sort of like the idea except that there are so very many variables that go into each class's grades--which class it is (I have lower grades in lower division courses and in research methods sections), what type of pedagogy is used; what types of assessments are used; some people give extra credit and some people don't; some people carry their grades to the nth decimal place whereas some people don't believe they are using a true objective system and are willing to round up (seldom down, ha ha); some of my sections are honors sections and some are not and the honors students' grades tend to be much higher on average; and so on and so on. So, I'm not sure what we'd achieve by such as sharing because of all the factors and variables. Hmmm, I think I've talked myself out of the idea. Sorry. 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, 21 Dec 2009 20:16:05 -0500 From: Beth Benoit beth.ben...@gmail.com Subject: [tips] Grade inflation: A comparison? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I've been wondering about the whole grade inflation idea, as have all of you, for years. In light of this, I'm curious how all of you grade, and thus if you might be seen to be guilty, based on the grades in your courses. We all know that some years you just seem to have a lot of bright, hard-working achievers, and some years you don't. Sodo you think it's acceptable, worthwhile and ethical for us to compare grades? I'll be the first to offer my gradebook, from the last several years and from three different colleges, but only if you all agree that it's something to consider and would be a worthwhile topic. Naturally, names of students shouldn't be used, nor should the names of the colleges. (I've actually taught at five different colleges in the last nine years and I could pull up grades from all of them. And I would not divulge which grades came from where. Perhaps, in the interest of anonymity, if you've only taught at one college and recoil at the thought of having your home base publicized, you could ask another member of TIPS to post your grades without your name. This is particularly important to consider knowing that TIPS is able to be viewed by anyone. While it might not be unethical to post grades that are known to come from just one school, it would be likely to be insensitive to the administration.) Also, if there is such a thing as grade inflation, it shouldn't matter whether you teach at a high school, a community college, a 4-year college, university, etc. Grade inflation appears to exist everywhere. So what think you, colleagues? If you think it's a good idea, let's do it. But if I've overlooked some slumbering dragon, then I'll let this idea die. Beth Benoit Granite State College (now) Plymouth State University (now) and three others I shall not name... --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Anybody See Any Snow?
My youngest son (age 21) is going to New York for Christmas and New Years and is absolutely excited about all the snow. Frankly, I grew up on it (native Chicagoan) and if I never see another flake it will be too soon. Favorite christmas song this year: Stephen Colbert's Another Christmas song. You can get it for free on i-tunes if you download the free christmas album. Annette ps: not a flake in sight; just walked back from the pool :) Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 19 Dec 2009 04:17:18 -0500 From: Mike Palij m...@nyu.edu Subject: [tips] Anybody See Any Snow? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Cc: Mike Palij m...@nyu.edu On the east coast of the U.S. there is supposed to be this lollapalooza of a snow storm moving north which is supposed to hit NYC and leave 8+ inches of snow (*yawn*). So far, no flakes (outside of the usual ones that one encounters on the streets of NYC). But I hear that there is a little bit of snow now around Maryland, round a place called Frostburg. Is this true or another misrepresentation by the eastern liberal elite media establishment? By the way, anyone have a favorite Holidays song? I'm partial to Annie Lennox's version of Winter Wonderland. -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] A student request - Any comments
Give him/her a poop load of extra work to master in one week's time and if the student is willing to do it, and does, in fact, do it, then raise the grade. It's Christmas and the student might make a great X-ray tech. Don't know what else would predict success as much as desire. All this assumes the student faithfully really did attend class and take notes and try to master work in the first go-around but needs a second go-around to master it. (first goaround in your class as I understand it's not the first go-around so to speak.) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 19 Dec 2009 13:01:17 -0500 (EST) From: Dr. Bob Wildblood drb...@rcn.com Subject: [tips] A student request - Any comments To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I got the message below yesterday from a student who, in spite of what she says did not attend approximately 1/3 of the classes. What you see is a copy of her email without editing. My syllabus states clearly that the grade is based on the four scheduled tests (and I offer an optional final exam so that a student who misses a test or who wants to try to improve their grade by replacing a low grade on one of the four tests). Her grades were 49, 60, 65, and 70 and she did not take the optional final exam. The syllabus also says there are no extra credit opportunities. Any comments? WWYD? Dr. Wildblood I know this is very late but after reviewing my grades for this semester I realized that my grade for your class, Psychology was my only grade that was below a B. I am applying to Radiology school at Mary Washington Hospital in Janurary and they willl not accept an application with a gade that i received in your class. I know that the grade reflects work that i did in your class,but i shpwed up tp class everyday and took notes and payed attention. This is my second time taking psychology because my credit from last year at UVA WISE did not transfer and i happened to have a B in that class. (go figure). Although the only thing that helped me receive that B was extra work and assigments that were given in class by the professor. I am not a good test taker as you can see. I study for the tests and think i know the information. But when i am given the test i do horrible. Is there anything i can do, an extra paper or something that i can turn in or email you that will raise my ! ! g! ! ! rade to a B. i need it for Radiology school. If i need to make an appoitment and come in i am willing to do that. thank you . Robert W. Wildblood, PhD Riverside Counseling Center and Adjunct Psychology Faculty @ Germanna Community College drb...@rcn.com . The soundest argument will produce no more conviction in an empty head than the most superficial declamation; as a feather and a guinea fall with equal velocity in a vacuum. - Charles Caleb Colton, author and clergyman (1780-1832) . Be like the fountain that overflows, not like the cistern that merely contains. -Paulo Coelho, Brazilian Author and Lyricist . 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, President of the United States of America --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] It's that plagiarism time of year again...
Very funny--this was sent as a text message from your Blackberry, huh? Please do tell all of us how this pans out. 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: Fri, 18 Dec 2009 03:55:25 + From: ku...@plymouth.edu Subject: Re: [tips] It's that plagiarism time of year again... To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I HOPE the 2 students did not conspire. The better student is one of our best majors. But cell phones are becoming a problem. I've emailed both and I'll try to settle this quickly. I'm going to explicitely ban them next semester. The only cell phone incident I had recently was when a student in class told me her mother disagreed about what I had just said in class - she was texting her mother during class! Sent from my BlackBerry® wireless device from U.S. Cellular -Original Message- From: Gerald Peterson peter...@vmail.svsu.edu Date: Thu, 17 Dec 2009 20:47:24 To: Teaching in the Psychological Sciences (TIPS)tips@acsun.frostburg.edu Subject: Re: [tips] It's that plagiarism time of year again... Did they use cell phones to take a picture of one exam and send to the other? Apparently, that is becoming a big problem in some classes. That, and texting each other. I ban cell phones during exams, but it is very hard to police in large classes. Anyone have a problem with cell phone cheating? Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: John Kulig ku...@mail.plymouth.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Thursday, December 17, 2009 4:00:04 PM GMT -05:00 US/Canada Eastern Subject: Re: [tips] It's that plagiarism time of year again... Yes, that time of year again! I have never used Turnitin.com but I want to introduce another problem I just encountered ... Two students in stats both turned in an exam with the exact same multiple choice answers(35 out of 39 correct, and both the correct AND incorrect choices were identical). I have never seen this happen before. One student was aceing the class and the other was on the verge of failing. I have a pretty solid case of copying not just on this point on other parts of the exam because the poorer student also had correct AND incorrect answers on the computation part out to two decimal places (including a proportion of variance effect size of 2.15 which is bogus), all without computation, just answers written down. Because I am grading non-stop and need a diversion, I am intrigued with guestimating the probability of the MC being identical on all 39 given no cheating. It's obviously a low probability as my MC scores average close to optimal difficulty level (in the 60 - 70% range), so it's not the case that most people get most of them correct. Anybody ever try to model this problem? I can assume they both knew 35 answers, get the frequencies of all the wrong answers for the class, and assume people guess randomly when they don't know. But they only missed 4. I can also regress this exam on previous exam scores and show that the poor student getting only 4 wrong is an outlier, but that may not be convincing enough .. and thoughts would be appreciated. If the student were brigher they should have changed a few answers and scribbled a few computations here and there on the sheet! -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: DeVolder Carol L devoldercar...@sau.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Thursday, December 17, 2009 2:56:53 PM GMT -05:00 US/Canada Eastern Subject: [tips] It's that plagiarism time of year again... Hi, I have a student who has done poorly on his exams but has turned in a stunningly good paper. Frankly, I don't think he wrote it but I'm having difficulty showing that. I have Googled key phrases but nothing has turned up, so I don't think he copied and pasted, I think he bought it. Can anyone give me some idea of what Turnitin.com charges for an individual license? It's the only thing I can think of, other than confronting the student, which will most likely be my next step. I hate this stuff, it takes so much time and really takes a toll on my enthusiasm for grading. Thanks in advance for any help you can provide. Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes
[tips] Fwd: My Twelve Days of Tipsmas
Every year I like to dig this one out and laugh at it. Things haven't changed too, too much in 11 years! Thanks, Nancy. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)---BeginMessage--- I am in a self-promoting mood. Here again for you all is my 1998 12 days contribution. Those of you who are familiar with it can delete, those of you who are new to the list, I hope you enjoy it. On the first day of Tipsmas I posted to the list a view that got everyone pissed. On the second day of Tipsmas we posted to the list 2 quotes from Freud and a view that got everyone pissed On the third day of Tipsmas we posted to the list 3 wisecracks 2 quotes from Freud and a view that got everyone pissed On the fourth day of Tipsmas we posted to the list 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view that got everyone pissed On the fifth day of Tipsmas we posted to the list (real loud now) 5 RANDOM THOUGHTS 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view that got everyone pissed On the sixth day of Tipsmas, we posted to the list 6 critiques of Harris 5 RANDOM THOUGHTS! 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view. On the seventh day of Tipsmas we posted to the list 7 skeptics doubting 6 critiques of Harris 5 RANDOM THOUGHTS! 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view.. On the 8th day of Tipsmas we posted to the list 8 flames a raging 7 skeptics doubting 6 critiques of Harris 5 RANDOM THOUGHTS! 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view On the 9th day of Tipsmas we posted to the list 9 tests of blindsight 8 flames a raging 7 skeptics doubting 6 critiques of Harris 5 RANDOM THOUGHTS 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view On the 10th day of Tipsmas we posted to the list 10 student bloopers 9 tests of blindsight 8 flames a raging 7 skeptics doubting 6 critiques of Harris 5 RANDOM THOUGHTS 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view ... On the 11th day of Tipsmas we posted to the list 11 SET TIPS NO MAIL 10 student bloopers 9 tests of blindsight 8 flames a raging 7 skeptics doubting 6 critiques of Harris 5 RANDOM THOUGHTS! 4 complaints to Bill 3 wisecracks 2 quotes from Freud and a view ON THE TWELFTH DAY OF TIPSMAS WE POSTED TO THE LIST... 12 UNSUBSCRIBE TIPS 11 SET TIPS NO MAIL 10 student bloopers 9 tests of blindsight 8 flames a raging 7 skeptics doubting 6 critiques of Harris (big build up) 5 RANDOM THOUGHTS!!! 4 complaints to Bill (Tom?) 3 wisecracks 2 quotes from Freud and a song that got EVERYONE pissed. by Melucci 30 November 1998 Happy Sectarian Winter Holiday of your preference to all and to all a good night. --- You are currently subscribed to tips as: tay...@sandiego.edu To unsubscribe send a blank email to leave-98010-5870.1f74a54f39b3123ad272ca0a06e74...@acsun.frostburg.edu ---End Message---
Re: [tips] MBTI
Read the chapter in Scott Lilienfeld, et al's book, Science and Pseudoscience in Clinical Psychology, so as to arm yourself for a battle royale with the nuts in admin who fall for this psychobabble BS. Also you can get good info at skepdic.com My colleague and I are starting a study showing that it is pure Barnum effect. Might as well do the same but replace the MBTI with horoscopes for all the value it has. Finally, EVEN IF there was a shred of validity it would be subject to the same criticisms as for learning styles: People function best in mixed groups, not work groups limited to their own style or type. You can find evidence for that as well if you look around. 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: Thu, 10 Dec 2009 08:58:37 -0500 From: Bourgeois, Dr. Martin mbour...@fgcu.edu Subject: [tips] MBTI To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I just received the following email from my university, and before responding, I thought I'd get some other opinions. Here's the email: Based upon Carl Jung’s research on psychological types, the Myers-Briggs Type Indicator (MBTI) was developed by Isabel Briggs Myers and her mother Katharine Cook Briggs, and has become the most widely trusted personality inventory in the United States and throughout the world. Participants will complete the MBTI inventory, learn about personality types, and receive their individual personality profiles during this series. In Session #1, participants will complete the MBTI inventory, with program and results covered in Session #2. My understanding is that the MBTI is held in low regard by personality psychologists, and has shown little validity. Any thoughts? --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] A new Mozart effect...
Oh good god, who are the editors of this professional journal? Did any of these folks ever take a research methods course? WTH? :( :( :( :( :( :( :( 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, 7 Dec 2009 23:33:42 -0600 From: Rick Froman rfro...@jbu.edu Subject: [tips] A new Mozart effect... To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu ...on weight of pre-term infants. The abstract is here: http://pediatrics.aappublications.org/cgi/content/abstract/peds.2009-0990v1?papetoc and the pdf of the article is here: http://pediatrics.aappublications.org/cgi/reprint/peds.2009-0990v1 Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] A new Mozart effect...
I thought the method was deficient, but probably for the reasons you mention. Had my freshmen/sophomore students not picked up such a blatant confound they would have been seriously marked down. But let's start with the introduction and their interpretation of the Rauscher, et al. paper: they only mention the result that a group of 36 college undergraduates improved their spatial-temporal intelligence after listning to 10 minutes of a Mozart sonata. No where do they then note how long that effect lasted (less than a few minutes), that it was only for 1 from a large series of both verbal and spatial-temporal tasks and that NONE of the other tasks showed any effect (gee, with alpha = .05 and we have nearly 20 tasks, might not one show something even at a higher sig rate just by chance?). And absolutely nothing in the lit review of the legion of studies that have failed to replicate the effect. They then go on to mention some studies where music in general has had a positive effect on preterm infant development but the purpose of this study was to specifically find support for the music of Mozart having a specific effect on resting energy expenditure (REE) as a means of inferring effects on growth (no rationale provided for this relationship). Now for the method: There is a commercial Baby Mozart CD played versus no music; (mis)leading to the article's title of , Effect of Mozart music on energy expenditure in growing preterm infants and obviously meant to play on the well-known and popularized Mozart Effect. There is no some other music condiiton, no ambient noise condition, no talking to the baby condition, no any old sound condition, etc. etc. etc. etc. In addition, the sample is very small: 18 infants. They used random assignment to groups, but that resulted in a highly unbalanced design (5 music first group and 13 no music first group; then the reversal of 5 and 13). I don't see anywhere in their statistical report that they corrected or allowed for this. Somehow this use of random assignment is mentioned repeatedly as a gold standard they used to assure their study is flawless. (Who taught their RM class?) The infants in the music condition listened to this Baby Mozart CD for 10 minutes then had 20 additional minutes of exposure while undergoing testing. So now the measure they used for the outcome was basically O2 in and CO2 out as a measure of metabolic activity. In other words, could this not be a measure of respiratory rate in general? So what do we find: Less O2 goes in and CO2 comes out while Mozart is playing--breathing slows down? So what do we gain from the discussion: the effect is probably short lived. In addition, the clinical implications of our findings belong in the field of speculation. They cannot conclude that there is a relationship between resting energy expenditure and growth rates. Well, DUH! how much growth can we measure in 30 minutes total study time? In fact, the authors make all this clear in the discussion and I wonder why this was even published. Bottom line. Oh and BTW, the last paragraph they cite a study with obese adults and find no effect of music on REE (the dependent measure described above). WTH? why is this tacked on, on the last paragraph? All I can say is it's crap that just made the headlines. SIGH. Deep breath. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 8 Dec 2009 11:17:10 -0600 From: Rick Froman rfro...@jbu.edu Subject: RE: [tips] A new Mozart effect... To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I wasn't pointing out any deficiency in the method by sending it to the list. I was just noting a new direction in the Mozart effect research. This one is not cognitive but has to do with the rate of weight gain in preterm infants. Interestingly, they reference the earlier work in their Intro but it has, as far as I can tell, no real relevance to this totally unrelated use of Mozart's oeuvre. This particular research is not Correlational. They randomly assigned infants to exposure levels of music as a way of testing a theoretically-informed hypothesis (is that redundant?) concerning the mechanism of the weight gain. They hypothesize that increased metabolic efficiency could cause the weight gain so they conducted this study to test the hypothesis that music by Mozart reduces resting energy expenditure (REE) in growing healthy preterm infants. 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 -Original Message- From: Lilienfeld, Scott O [mailto:slil...@emory.edu] Sent: Tuesday, December 08, 2009 10:40 AM To: Teaching
[tips] good shirt woot today
Todays shirt.woot.com is einstein's brain. NOTE: They run EXTREMELY small. I normally wear a women's medium T-shirt but even the womens XL is extremely tight on me. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] When Metaphors Fail
Well, we have an older section of our library--not that any building on our campus is nearly as old as any on the east coast or in England--but they do tell the students that this older section that is all wood and laden with shelves of books to the high ceilings is called the Harry Potter room. I didn't even know this until about 2 years ago when students told me that's what they were told on campus tours. 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: Sun, 06 Dec 2009 18:37:14 -0500 From: William Scott wsc...@wooster.edu Subject: Re: [tips] When Metaphors Fail To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu This might be a Jayson Blair type description of college search that the NY Times fell for. I know of no Harry Potter admiission efforts, and I doubt that any college touring high school student would encounter multiple allusions. Bunk. Bill Scott Mike Palij m...@nyu.edu 12/06/09 9:57 AM The NY Times has an opinion piece by a high school student who is doing the college tour thing and comments on the heavy handed usage of the colleges he has visited to compare themselves to things in J.K. Rowling's Harry Potter's Hogwarts. Now, from an adult perspective, this may seem like a brilliant PR move since it can be assumed that a large number of potential students will be familiar with the world of Harry Potter and they would enjoy going to college that is in some way similar to Hogwarts. Of course, the adults have it wrong. Read Lauren Edelson's article to see why: http://www.nytimes.com/2009/12/06/opinion/06edelson.html -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Psych Testing clips
There are the several different psychologists that start off Good Will Hunting; although my memory is not 100% clear if they would reflect testing. You may want to check it out. Perhaps you have the skill to extract those clips from a DVD; I have STILL not mastered that trick. Sue, I need a trip up to WA to learn how to do that; unless you are coming to (the controversial) APA meeting in SD this year (I'm a bit put off about going). Oh, wait, maybe you can teach me at AP readings :) 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: Fri, 4 Dec 2009 22:45:19 -0600 From: Rick Froman rfro...@jbu.edu Subject: [tips] Psych Testing clips To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I was considering having a mini-film festival as the semester ends in my Psychological Testing class. I don't mean long films but short clips from films that could be entertaining but also allow for some re-capitulation of the principles discussed in the semester. Some of my favorites are the testing of Leon from Blade Runner (you want to talk about my mother?) and the psychiatrist from Miracle on 34th St. I also once saw a short on one of the movie channels (probably TCM) called something like Psychometrician. It was one of those one reel movies that described a particular occupation. This one was particularly intriguing because it showed the psychometrician at work giving some hapless examinee a stress test that seemed to involve, if my memory is correct, shooting off a starter pistol behind the man's head. I guess someone thought that would be an occupation someone might be interested in. I have searched IMDb and the web and have never been able to find it. That would be an interesting one to record if I ever see it again. What are your favorite psych testing-related movie clips? Rick Dr. Rick Froman, 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Help with hysteria
Thanks for all of the suggestions! My student is most appreciative :) And we actually had available in our library the book that Beth suggested :) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Help with hysteria
One of the students in my intro psych course is writing a paper for her English class on hysteria. I am not a clinician and I have a very limited ability to answer her questions she asked me. I could probably google some information--but then so could she. I know wikipedia has a good treatise. Specifically, she'd like to know two things: (1) what do we now label the disorders that used to be called hysteria. (2) what effect did the old-fashioned treatment for hysteria have on those disorders. Well, I know a little bit such as these are now pretty much subsumed by somatoform disorders and I have a sense that the treatments were quite ineffective back in the day when the diagnosis of hysteria was quite in vogue, such as complete sensory deprivation, isolation, a slap in the face, or cold water in the face, probaby just make the person more hysterical. Then along came psychoanalysis. Not sure how much that helped other than for factors common to most therapeutic interventions that are at least kindly. So any specific guidance to sources would be appreciated. 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The latest idea to raise tax revenues
Note that the tax is being levied to offset the cost of the pensions being paid to city workers. This is a very bad things IMHO. I live in a city where we are being taxed to death because of a city pension plan that pays its retirees far more than they ever made while working, and pays it until they die. Hey, at that rate, people live nearly forever with great health care and wanting for nothing. This is a preview of what will happen as social security really comes to a skidding halt. This has driven many corporations into bankruptcy (c.f., IBMs restructuring). I'm in sympathy with students struggling to get an education while some old folks are sitting around collecting fat checks for what? AARRGGH this hit a nerve with me. I am surprised that after the opening line about this none of the students quoted in the article brought this up again. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 1 Dec 2009 09:00:55 -0600 From: Rick Froman rfro...@jbu.edu Subject: [tips] The latest idea to raise tax revenues To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu http://www.philly.com/inquirer/local/pa/20091201_Pittsburgh_tuition_tax_plan_stirs_student_fears.html Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 rfro...@jbu.edu http://tinyurl.com/DrFroman Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] nifty psych gift
This is the BEST website ever! Thanks Nancy! I don't know if I can afford the cool stuff, like the virgin mary toast impression maker (suitable for bringing to class when talking about pareidolia, the Jesus miracle play set, or the meatball bubble gum (suitable for sensation/perception when talking about learned aspects of what things should taste like) or all the pirate stuff. Geez, and what a collection of action figures! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 01 Dec 2009 16:40:44 -0500 From: drna...@aol.com Subject: [tips] nifty psych gift To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu for the psychologist on your shopping list this sectarian winter festival of your preference http://www.mcphee.com/shop/pages/FREE-Sky-Diving-Freud-Coupon.html Happy/Merry/Joyous __ Nancy Melucci Long Beach City College Long Beach CA --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The 51st Great Myth?
If you prefer video: Ted Allen's Food Detectives on the Food Network is a great show! In one episode that you can view online he takes on the turkey tryptophan challenge. Not cleanly scientific but close enough. 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: Thu, 26 Nov 2009 21:01:32 -0500 From: Britt, Michael michael.br...@thepsychfiles.com Subject: [tips] The 51st Great Myth? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Lately I've been reading Scott Lillienfeld's great book on myths and this has perhaps primed me into thinking a lot about myths. So as I lie on the couch after today's turkey dinner thinking that the L- tryptophan was making me sleepy, I had a faint memory of hearing that there was perhaps nothing to this belief? Does anyone know if that's so? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com twitter: mbritt --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] facilitated communication?
Or, from a moral/ethical perspective, analogous to the Terri Schiavo case? 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: Thu, 26 Nov 2009 15:27:31 + (UTC) From: roig-rear...@comcast.net Subject: Re: [tips] facilitated communication? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Thank you for the link, Scott. This is a sad case all around. My guess is that, in spite of the evidence, the patient's family will continue to believe that the communications are Hoube's and not the facilitators. The dynamics of the situation are analogous to those of turn-of-the-century mourners who would eagerly seek out mediums in hopes of communicating with deceased loved ones. Miguel - Original Message - From: Scott O Lilienfeld slil...@emory.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Thursday, November 26, 2009 9:46:29 AM GMT -05:00 US/Canada Eastern Subject: RE: [tips] facilitated communication? I agree with Miguel that there are two separate issues at stake here. I also think it's an open question whether Houben has at least some degree of consciousness; based on the relatively minimal information presented, it's difficult or impossible to know. Neurologist Steve Novella has a pretty good analysis of the issues on the Science-Based Medicine blog: http://www.theness.com/neurologicablog/?p=1286 I'm watching CNN right now, and see that they're still covering this story with no hint of skepticism. Amazing..well then again, maybe not. Happy Turkey Day to allScott From: roig-rear...@comcast.net [roig-rear...@comcast.net] Sent: Wednesday, November 25, 2009 9:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] facilitated communication? To my mind the case of Rom Hoube raises two separate issues. One issue concerns the question of whether he is conscious to some degree. The second is whether he is able to communicate. Scott and others have clearly shown the dubiousness of Rom Hoube's alleged communication abilities. However, I am not certain what the basis is for skepticism regarding the question of whether Rom exhibits some degree of consciousness. Can someone point me to discussion regarding the latter? Miguel - Original Message - From: Scott O Lilienfeld slil...@emory.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, November 25, 2009 4:49:45 PM GMT -05:00 US/Canada Eastern Subject: RE: [tips] facilitated communication? See also: http://www.psychologytoday.com/blog/the-skeptical-psychologist/200911/coma-dubious-science-and-false-hope (apologies for the duplication to TIPs members who are also PESTs members). Just got a call from the Associated Press, so it seems that at least some news organizations are on to the fact that something is very fishy here. .Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: sbl...@ubishops.ca [mailto:sbl...@ubishops.ca] Sent: Wednesday, November 25, 2009 3:38 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] facilitated communication? __New Scientist_ has an admiring piece on the Pharyngula man, P.Z. Myers, the mild-mannered scourge of creationists at http://tinyurl.com/yzlryj5 The third item in Myers' blog for today (at http://scienceblogs.com/pharyngula/ ) is the Rom Houben case of alleged recovery from a vegetative state
Re: [tips] FW: [NOVA] What Are Dreams?
Ed, you still using that old technology? ;) I wish I was; it's so hard to figure out how to burn a DVD that will play at school from my DVR device at home :( 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, 23 Nov 2009 15:35:03 -0500 From: Pollak, Edward epol...@wcupa.edu Subject: [tips] FW: [NOVA] What Are Dreams? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Fire up the VCRs.. - Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania epol...@wcupa.edu http://home.comcast.net/~epollak - Husband, father, grandfather, biopsychologist bluegrass fiddler .. in approximate order of importance. -Original Message- From: owner-nova-onl...@franz.wgbh.org [mailto:owner-nova-onl...@franz.wgbh.org] Sent: Monday, November 23, 2009 3:07 PM To: NOVA Bulletin Subject: [NOVA] What Are Dreams? _ NOVA PRESENTS What Are Dreams Tuesday, November 24 at 8pm ET/PT on NOVA What are dreams and why do we have them? NOVA joins leading dream researchers as they embark on a variety of neurological and psychological experiments to investigate the world of sleep and dreams. Delving deep into the thoughts and brains of a variety of dreamers, scientists are asking important questions about the purpose of this mysterious realm we escape to at night. Do dreams allow us to get a good night's sleep? Do they improve memory? Do they allow us to be more creative? Can they solve our problems or even help us survive the hazards of everyday life? Learn more about the Sleep-Memory Connection and ask Harvard neuroscientist Robert your questions about sleep and dreaming on the program's companion website. Watch the program online beginning November 25 http://www.pbs.org/wgbh/nova/dreams/ _ Secret Life of Scientists: Joe DeGeorge Meet Joe DeGeorge, a physics student who plays in the band Harry and the Potters. http://www.pbs.org/wgbh/nova/secretlife/scientists/joe-degeorge/ _ Pre-Order What Are Dreams? from ShopPBS.org. NOVA email subscribers get an exclusive offer of 20% off your entire order at ShopPBS.org. Enter promotion code NOVAPBS at checkout to receive your discount. Cannot be combined with other offers. Offer valid through 3/31/10. http://www.shoppbs.org/entry.point?entry=3883581source=PBSCS_NEWSLETTER_NOVA_NOVA6195_WHATAREDREAMS:N:DGR:N:N:1109:QPBS _ NOVA HIGHLIGHTS NOVA staff perspectives on Inside NOVA Read our blog, Inside NOVA, for a behind the scenes look at our office and productions. This week read about the successful LCROSS [http://www.pbs.org/wgbh/nova/sciencenow/0405/01.html] mission which discovered water on the moon; NOVA's new beta site; [http://www.pbs.org/wgbh/nova/beta/evolution/] a book that our senior science editor recommends; and an electronic contact lens that can read your cholesterol level and blood sugar--all from your eyeball. Visit us here. http://www.pbs.org/wgbh/nova/insidenova/ Share your feedback with the NOVA scienceNOW production team We're partnering with Goodman Research Group, Inc. (GRG) to conduct a research study this fall to learn how viewers find out about our programs and related events. The survey takes approximately five minutes to fill out--please click here (http://www.grgsurveys.com/novastudy) for more information. Thanks for your help. Remember to submit (http://lab.wgbh.org/open-call/nova/evolution) your Life Stories videos to WGBH's Open Call inspired by NOVA's evolution themed fall programming. The WGBH Lab is giving away iPod nanos for the three videos that receive the most comments. See a video example here: http://thewgbhlab.org/nova_video/bus-63 _ Remember, most NOVA episodes stream on our website the day after the premiere, so if you missed any broadcast, you can catch it at: http://www.pbs.org/wgbh/nova/programs _ Become a NOVA (http://www.facebook.com/pages/NOVA/29589997195#/pages/NOVA/29589997195?v=wallviewas=0) and NOVA scienceNOW (http://www.facebook.com/pages/NOVA-scienceNOW/8408472067) fan on Facebook, follow us on Twitter (http://twitter.com/NOVAonline) and subscribe to our YouTube (http://www.youtube.com/user/novaonline?blend=1) channel
Re: [tips] small minds preoccupied with small typographical errors
I got pages to insert into my existing copy because mine was a free desk copy and those will not be replaced. 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, 23 Nov 2009 17:38:41 -0500 From: Serafin, John john.sera...@email.stvincent.edu Subject: Re: [tips] small minds preoccupied with small typographical errors To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu HaHa, when I saw your subject line, it made me think of Stephen Black's recent comments about the typos in Mike's and Allen's posts (both of whom are obviously preoccupied with food issues). Glad to see that wasn't where you were going. :) Yeah, it is spin. Can't disagree with that. But this, too, shall pass. Has anyone yet gotten the corrected version of the manual that was promised? I haven't seen one here yet. John -- John Serafin Psychology Department Saint Vincent College Latrobe, PA 15650 john.sera...@email.stvincent.edu From: Ken Steele steel...@appstate.edu Reply-To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Mon, 23 Nov 2009 17:11:17 -0500 To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Conversation: [tips] small minds preoccupied with small typographical errors Subject: [tips] small minds preoccupied with small typographical errors APA puts the spin on the 6th ed issues - http://blog.apastyle.org/apastyle/page/2/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Where Were You On This Date 46 Years Ago?
I was in boarding school in France. I was 12 years old and remember that during the elections my family had voted Republican despite the fact that we were staunch Catholics. My father really liked Nixon (something I find surprising now but I can't ask him about it as he passed away 30 years ago). That bit of context is important for my reaction. I (think I) remember my parents talking with other adults about the Kennedy family being suspicious in making all that money during the depression. Anyway, so there I am in boarding school and we were washing up at night, for bed. There was a long row of sinks where we all washed up (and goofed around and got in trouble under the nuns' watchful eyes). One of the nuns told me that Kennedy has been shot and killed. I remember thinking not much about it because if my parents, who knew everything (still, at 12 years old I thought my father, especially, knew everything!) then it must not be too tragic. I just went on washing up. Hmmm. The thoughts of children. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sun, 22 Nov 2009 15:32:28 + (UTC) From: roig-rear...@comcast.net Subject: Re: [tips] Where Were You On This Date 46 Years Ago? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Upon hearing of president Kennedy's assassination, I had a reaction similar to Mike's. I was 6 years old and playing with my plastic WWII toy soldiers in our living room/dining room floor in Cuba. My mother was in the kitchen and our front door was open. Suddenly, our next door neighbor, a member of the CDR (Committee for the Defense of the Revolution, a neighborhood spying group) barges in, all excited hollering mataron a Kennedy, mataron a Kennedy! (Kennedy has been killed). I remember my mother reacting with her typical surprise N!. Like Mike I did not understand the significance of the event, but I guess that, based in part on the ensuing conversation between them and the several Ay Dios mio (oh my God!) uttered by my mother conveyed to me that the news was not good. Keep in mind that about a year and a half earlier the Bay of Pigs invasion had taken place and that was the basis for another flashbulb memory of mine. Man-o-man, it was early morning and we woke up to the sound of what we thought was thunder; my mother got up to close the windows and realized that the thunder was the sound of cannon fire and screamed something about being invaded. Planes had been flying nearby and we could hear the distant sound of machine gun strafing. We lived about 10 miles from a military air base. Of course, I have to wonder how much of the above is a mere reconstruction. ;-) Miguel - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Cc: Mike Palij m...@nyu.edu Sent: Sunday, November 22, 2009 9:17:10 AM GMT -05:00 US/Canada Eastern Subject: [tips] Where Were You On This Date 46 Years Ago? My own memory for when I heard about the Kennedy assasination is as follows: I was in the fourth grade in Catholic grade school and it was a sunny afternoon. The nun who was our teacher had been called away from class and we fidgeted, talked to each other, and fooled around until she came back. She had a very serious look on her face and she spoke in a low voice, almost a whisper. She told us that the president had been shot. I don't remember whether she said whether he had died or not. My own reaction was I didn't understand what this meant but I knew that it was not good. I don't remember much else from that afternoon nor do I remember whether I actually saw Oswald being shot on TV a couple of days later. I don't remember many details but I do remember the sadness and sense of loss that other displayed and which I eventually took on. It would take a while for me to figure out what this all meant. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Dystonic cheerleader update
This says it all: PEOPLE WHO READ THIS ALSO READ Man, 22, Dies After Tongue-Piercing Causes Brain Abscesses 28306190 Woman Lives Whole Life With Half a Brain 28301394 Study: Chocolate, Water Alleviate Pain 28301400 Psoriasis: A Nuisance or a Deadly Disease? 28283782 Self-Described Abortion Addict Has 15 Abortions in 17 Years 28284006 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: Sun, 22 Nov 2009 11:31:17 -0500 From: sbl...@ubishops.ca Subject: [tips] Dystonic cheerleader update To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Desiree Jennings, the cheerleader with the bizarre affliction of dystonia she attributes to receiving a seasonal flu shot, has made an amazing recovery. She now has her own website, here: http://www.desireejennings.com/ But the good news is here: http://www.foxnews.com/story/0,2933,565984,00.html?test=late stnews or http://tinyurl.com/yg5s95c The doctor responsible for this remarkable achievement, Rashid Buttar, is a practitioner of alternative medicine including urine injection therapy, according to this site: http://tinyurl.com/yfmex5r He also is known as an anti-vaccination advocate. The treatment which restored Ms. Jennings is the controversial mercury detoxification technique known as chelation therapy The site above links to an interesting blog by a clinical neurologist named Steven Novella at the Yale University School of Medicine. ( http://www.theness.com/neurologicablog/?p=1195 ) He suggests that Ms. Jennings' condition is most consistent with a diagnosis of psychogenic dystonia; that is, her symptoms indicate a psychological rather than a physiological origin of her disorder. Dr. Novella makes the interesting observation that because Ms. Jennings recovered so rapidly (within 36 hours) in response to an unscientific treatment which is likely a placebo, this provides support for the psychogenesis hypothesis. Giving credit where it's due, I have to point out that in an early post on this topic, Beth Benoit warned us that her husband, an orthopedic surgeon, expressed reservations about this case, although he did use the politically impolite term hoax rather than the kinder psychogenic designation. Me, I voiced reservations too, but I tended to believe her symptoms were real (giving a workout to scare quotes). I shouldn't have. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] nature versus nurture: more general discussion
For me this is a thorny topic to tackle in intro psych. There are those who suggest that nurture is very important. For example, Carol Dweck's work on fixed versus growth mind-sets when it comes to intelligence would come down on the nurture side--i.e., a growth mindset leads to growth! A fixed mindset leads to stagnation and other attendant behaviors and attitudes. There are others, for example, those who talk about in-born temperament as a precursor to personality, and behavioral genetics as a driving force in development of many abilities and behaviors across the board, resulting in many bidirectional nature/nurture influences on behavior, who would come down on the nature side as having primary influence. So on the one hand I start teaching that it is good to believe that some things are mutable, such as intelligence; but on the other hand, I start teaching that some things are fairly set, such as personality, and that these in-born characteristics determine how others respond to us. This is hard for me to resolve, as a teacher. The students don't seem to notice. I wish there were some strong data to support one side or another for most of these things. I believe that the behavior geneticists have a very strong set of evidence, as Scott noted, that many human characteristics are largely determined by nature. But if that's the case, then where do the data come from that show that abilities such as intelligence are mutable? Or, might it be the case that it is the belief that abilities such as intelligence (or personality?) are mutable is what is important, and not the reality of whether or not it is? And if the belief itself is important in changing behavior, well, then, the behavior is mutable, isn't it? Frankly, I don't believe we can change our personality. Believe me, boy oh boy have I tried in various ways! Ah, I can so confuse myself at times. Maybe looking at myself as an N=1 is really the error and trying to build the knowledge base around that. But on the other hand, doesn't the research on concept formation suggest that building knowledge by integrating it with our 'selves' is important (c.f., self-reference effects)? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Famous Narcissists?
Anna Nicole Smith? ;) But many actors/performers would probably do. The dead part can be a problem. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 18 Nov 2009 08:22:45 -0500 From: Britt, Michael michael.br...@thepsychfiles.com Subject: [tips] Famous Narcissists? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu In my next episode I plan to discuss the study that was published last year on the topic of how narcissism can be detected by looking at Facebook pages. Since I'm going to talk about narcissism in general, and I assume that many of your do in your classes on this topic, here's my question: I'd like to refer to someone that just about everyone would know and just about everyone would agree is a narcissist. Who would make for a good example? Oh yes, it would be better if this person were dead. ;) Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] News: 'The College Fear Factor' - Inside Higher Ed
There is a pretty sizeable literature you can find with a google scholar search (I just tried it) that notes that various methods that engage students in dicussion and analysis are superior to straight lecture. Of course, there are many ways to accomplish this and there are many factors that affect this. There is a LARGE literature in the sciences such as physics that interactive activities result in far superior learning than do traditional lecture methods. However, once you get into more abstract domains, such as philosophy, where students might not be ready for deeply intricate discussions, then more reliance on lecture can work. One can also lecture with a judicious incorporation of thought engaging stoppages (questions, analyses, dissections of arguments) so that it is not a constant rambling on of a talking head. Again, all of these things are more actively engaging and more likely to produce concept formation and/or conceptual change. So yes, the pure traditional lecture is not as effective as other methods and a quick google scholar search will verify this. The more important variable is what are good instructors who rely on lecture really doing? Straight lecture or actual engagement with questions, or solicitation of comments? One does not have to do silly time-wasting activities with little pedagogical bang for the time to be engaged in doing active learning. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 18 Nov 2009 09:05:24 -0500 From: Bourgeois, Dr. Martin mbour...@fgcu.edu Subject: RE: [tips] News: 'The College Fear Factor' - Inside Higher Ed To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I'll admit ignorance on this topic. Is there any good empirical evidence that alternative instructional approaches are as effective as, or better than, the traditional lecture? I wonder if there may be some truth to students' perceptions that some of these methods are irrelevant ‘b.s.,’ a waste of time, or simply a lack of instruction.' From: Christopher D. Green [chri...@yorku.ca] Sent: Wednesday, November 18, 2009 8:49 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] News: 'The College Fear Factor' - Inside Higher Ed An interesting article, especially for those who prefer not to lecture, in favor of discussion/participation models of teaching. http://www.insidehighered.com/news/2009/11/18/fearfactor Here area couple of tidbits: some students 'interpreted the absence of a lecture as the absence of instruction.' 'Students' firmly held expectations undermined the instructors’ efforts to achieve their pedagogical goals,' Cox [the researcher] writes. 'Ultimately, students’ pedagogical conception led to overt resistance and prevented them from benefiting from alternative instructional approaches, which they perceived variously as irrelevant ‘b.s.,’ a waste of time, or simply a lack of instruction.' Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] help with external validity activities
Hi Deb: I have used the Cozby research methods text almost since the first edition, I think (at least 23 years). The website that accompanies the text is freely available to everyone as it was developed long before textbook companies developed these; Chris did it himself and back the day it was way ahead of its time. Back then the text was published by a small publisher but it was bought about about 7 or so years ago by mcgraw hill who may have another website for it as well. Anyway, most of the chapters have links to some activities. I have to admit the external validity one is a bit skimpy. But the tutorial links for sampling and external validity look promising. http://methods.fullerton.edu/ Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 17 Nov 2009 12:49:33 -0500 (EST) From: Deborah S Briihl dbri...@valdosta.edu Subject: [tips] help with external validity activities To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Hello all! This term in my Experimental class, I am doing a number of in class activities (1 per chapter) and I am on the last chapter - generalizing the data. I need something I can do in class fairly quickly (no more than 10-15 minutes) relating to external validity - anyone have some good examples that I could use? -- Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University 229-333-5994 dbri...@valdosta.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] the Secret
I have a student in my honors intro course who just lives by the Secret. I tried to tell her that it was a ridiculous premise (I may have even called it that, yes, my very bad--I just get so upset over highly capable students who swallow this stuff without thinking it through). Although there are probably some good parts to the whole premise of positive thinking, etc. there are many aspects that are very negative and very confusing. I went on line to find her some readings that do a more critical analysis but failed to find anything substantial other than blogs. I have the piece by Michael Shermer in scientific american but nothing else that would be more substantial and making a critical analysis. Do any of you have any suggestions? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Friday the 13th
I thought it would be fun to talk a little about Friday the 13th in class today so I downloaded some info primarily from wikipedia, for today. I thought I might as well as share it with the list. I especially liked the last two paragraphs because I always wonder about the statistics that show a change in behavior related to specific dates like the number of accidents over a holiday weekend. OK, so 38 people died in accidents in my state, but how many die on any other Friday night through Tuesday morning time frame? This is a nice exposition that takes account of base rates. (note: I did simplify it a bit for class, there are more stats on wikipedia) - Friday the 13th occurs when the thirteenth day of a month falls on Friday, which superstition holds to be a day of good or bad luck. The superstition is rarely found before the 20th century, when it became extremely common. Fear of Friday the 13th is called paraskevidekatriaphobia, derived from the Greek words Paraskeví (Παρασκευή) (Friday), and dekatreís (δεκατρείς) (13), and phobía (φοβία) (fear). Triskaidekaphobia derives from the Greek words tris, 'three', kai, 'and', and deka, 'ten'. The word was derived in 1911 and first appeared in a mainstream source in 1953. In numerology, the number 12 is considered the number of completeness, i.e., 12 months of the year, 12 signs of the zodiac, 12 hours of the clock, 12 tribes of Israel, 12 Apostles of Jesus, 12 gods of Olympus, etc.; 13 was considered irregular, violating this completeness. There is also a superstition, deriving from the Last Supper or a Norse myth, that having 13 people seated at a table will result in the death of one of the diners. Friday has been considered an unlucky day at least since the 14th century's The Canterbury Tales, and many others have regarded Friday as an unlucky day to undertake journeys or begin new projects. Black Friday has been associated with stock market crashes and other disasters since the 1800s (but good luck for shopping on the day after Thanksgiving!). It has also been suggested that Friday has been considered an unlucky day because, according to Christian scripture and tradition, Jesus was crucified on a Friday. The Dutch Centre for Insurance Statistics has found that fewer accidents and reports of fire and theft occur when the 13th of the month falls on a Friday maybe because people are more careful. Statistically, driving is slightly safer on Friday 13th, at least in The Netherlands, the average figure falling when the 13th fell on a Friday. However, a 1993 study in the British Medical Journal comparing traffic accidents between Friday 6th and Friday 13th found a significant increase in traffic-related accidents on Fridays the 13th. BUT there are more accidents on Fridays than average weekdays (irrespective of the date) probably because of alcohol consumption. Therefore it is less relevant for this purpose to compare Friday 13th with, say, Tuesday 13th. Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Book Group: Undergraduate Education in Psychology
YES! We are undergoing program review this year with WASC accreditation looming for early next year and it has helped us TREMENDOUSLY in reframing our student learning outcomes and goals and potential assessments. We used to have what we called 7 goals and 40+ outcomes only but we now realize that what we called goals were really the outcomes and the 40+ outcomes were really potential assessments. We now realize that we have two goals broadly categorized as skills and content knowledge and our goals are driven by the blueprint for the future of the discipline. Our assessment were also driven by that. 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: Fri, 13 Nov 2009 15:44:03 -0500 (EST) From: Gerald Peterson peter...@vmail.svsu.edu Subject: Re: [tips] Book Group: Undergraduate Education in Psychology To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Have there been any reviews of this? Anyone find it relevant or useful in dept. assessment discussions? Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Sue Frantz sfra...@highline.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, November 11, 2009 11:44:45 AM GMT -05:00 US/Canada Eastern Subject: [tips] Book Group: Undergraduate Education in Psychology Hi all, The Undergraduate Education in Psychology book group met last month to discuss chapter 1. After introductions, the group discussed our general observations and thoughts regarding the chapter. In order to achieve psychological literacy, students must be prepared to do the work, and psychology courses must be well-taught. What does a well-taught course look like? How do we educate people as to what psychology is and is not? What should we teach in Intro Psych, the only psychology course most students will ever take? Would you like to join us for the live discussion of chapter 2? We meet online the third Wednesday of the month at 7pm ET/4pm PT. All you need is a Java-enabled browser. A microphone would be a nice addition – it’s easier to talk than type. We use Elluminate. Email me off-list for the link: sfra...@highline.edu If you can’t make the live discussions but would still like to discuss the book (one chapter each month), you’re welcome to join our Google Group for asynchronous discussion: http://groups.google.com/group/undergradpsych To join, you’ll need to ‘apply for membership.’ The threshold for membership is pretty low; I just need to believe you’re human. =) Don’t have the book yet? Order it here: http://books.apa.org/books.cfm?id=4316115toc=yes If you have any questions, drop me an email. Best, Sue -- Sue Frantz Highline Community College Psychology, Coordinator Des Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Rich media?
Since rich media is defined by wikipedia as interactive media that means things like clickers, I guess. My experience with clickers was awful, but it may not be typical, I don't know. I had so many technical problems and students were actually angry that they spend money on stuff that didn't work more than half the time, that I gave up on them this year. Maybe there are getting better.? I know that Sue can fill you on having online conferences. The system we used a couple of weeks ago for a discussion of the new Undergraduate Education in Psychology was great. I did not need anything except my laptop and an internet connection (I have a built in camera and speakers). I was able to see and hear people, and very interestingly there were background conversations going on with people typing to each other. My point though is that it was really GREAT and very engaging! Are you also interested in other plain old multimedia things? At one time I think we on tips all shared some youtube urls for short videos we use a lot. I have lots and lots of them; as well as I periodically check the scientific american website for their one-minute podcasts that I download and put into powerpoints. So there's a tiny start. 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: Thu, 12 Nov 2009 16:48:35 -0500 From: Beth Benoit beth.ben...@gmail.com Subject: [tips] Rich media? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu My college is having a workshop to encourage us to use rich media for our online courses and has asked us to bring anything we could or do use. Do any of you have any suggestions for things I can bring to the workshop? I know Sue Frantz and Michael Britt have many, many offerings. But where should I start? I'm planning an intro course in the spring, so it would be a great place for rich media. Suggestions appreciated! Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] LOTSA RESPONSES: 3 in 1 :)
In an effort to not use up my 3 allotted responses I've combined some: FOR NANCY MELUCCI: A response from the person who teaches health here: I have used Sarafino's health psychology book for years because it approaches the course using the biopsychosoical model that I emphasize. Shelley Taylor's book is another great book. FOR RIKI KOENIGSBERG: Our developmental person just brought me Shaffer and Kipp text for dev and showed me this line, Neonates see the world in color, although they have trouble discriminating blues, greens, and yellows from whites. However, rapid development of the visual brain centers and sensory pathways allows their color vision to improve quickly. By 2 to 3 months of age, babies can discriminate all the basic colors page 175. AND A QUESTION TO CANADIAN TIPSTERS: I am doing a workshop on internationalization of the curriculum and an article I was asked to read suggestst that these efforts are FAR more advanced in Canada. So, are there any specific efforts that you can observe in Canadian versus US universities? Especially in terms of psychology curriculum? If so, what would that be? 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] HELP: linguistic determinism and linguistic relativity.
I have class in less than two hours and realize that I still can't express the difference between linguistic determinism and linguistic relativity. Can anyone put it succinctly for me? Every time I read my notes I realize taht one could be the other. But I know they're not. It's how I'm putting it in my notes I think but now I've completely confused myself! YIKES! One is that how we speak reflects how we think and accounts for differences in thinking (relativity); the other is that how we think is reflected in how we speak, and therefore influences our choices of words (determinism). Right? But then they both seem the same now. So I am trying to get students to stop saying something is random when it is haphazard because it reflects their way of thinking about things that is not quite correct. I want to work on their linguistic determinism and change how they even think about how things happen. Linguistic relativity would be that our language by itself changes how they think so if they get in the habit of just saying haphazard then they will truly understand that random is a systematic process. Right? Wrong? Drat! Thanks for any help. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] return APA 6e ?
They would not send me a replacement copy but are sending me some pages to slip into my existing copy that are supposed to mesh seamlessly. We'll see. I'll let you all know when it arrives. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 4 Nov 2009 12:35:19 -0700 From: Penley, Julie jpen...@epcc.edu Subject: RE: [tips] return APA 6e ? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu As far as I know, no, desk or complimentary copies don't qualify for a free replacement. But I don't know whether you can get the free print copy of the changes. Julie Julie A. Penley, Ph.D. Associate Professor of Psychology Special Assistant to the Dean El Paso Community College PO Box 20500 El Paso, TX 79998-0500 Office phone: (915) 831-3210 Department fax: (915) 831-2324 email: jpen...@epcc.edu webpage: http://www.epcc.edu/facultypages/jpenley -Original Message- From: DeVolder Carol L [mailto:devoldercar...@sau.edu] Sent: Wednesday, November 04, 2009 12:32 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] return APA 6e ? Does this include the complimentary copy that I got for using it in a class? cd Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: devoldercar...@sau.edu -Original Message- From: Blaine Peden [mailto:cyber...@charter.net] Sent: Wednesday, November 04, 2009 1:20 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] return APA 6e ? A recent email from APA said that there would be a procedure for returning the incorrect copies of the Publication Manual for replacement (see below). Any one have more information on system APA put into place? thanks, blaine IMPORTANT: In order to receive a replacement copy the purchaser will have to return their current copy of the manual (6th edition) to APA directly. The return must be in transit to or received by APA no later than December 15th, 2009. The returned copy requirement is to protect APA against those first printing copies reemerging on the secondary market and therefore hurting future sales. We would like to make this return as cost neutral to the customer as possible. We are researching being able to provide pre-paid postage that purchases can use to return their current copy of the manual. We expect to have this system up and running by November 2. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Ghost in the brain
OMG I'm so glad someone else saw something else. I thought it was me. I looked at that and said to myself, Self, I don't see ghost there at all. In fact, I'm with Michael! I also *immediately* thought, Mary Poppins! And then I thought, Oh No! What does this say about me, if I see Mary Poppins instead of ghost. Whew. I am so relieved today. 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: Sun, 1 Nov 2009 06:53:24 -0500 From: Britt, Michael michael.br...@thepsychfiles.com Subject: Re: [tips] Ghost in the brain To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Allan, I'm afraid you're way off there. That's not an arrow sticking out of the back of the image. It is obviously an umbrella and this is clearly not a ghost but rather it is Mary Poppins. Really! I don't see how anyone can see anything different! ;) Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Nov 1, 2009, at 3:15 AM, Allen Esterson wrote: Neurologist Joshua Klein: To me it looked like a ghost. That's exactly what I thought it was. At first I was thinking, Is this the angel of death? http://tinyurl.com/yjcoxmm I can discern a shadow image of a crouching dog to the left of the ghost. There is an arrow apparently sticking out of the middle of its back, but no doubt that's an accidental artefact of the imaging process. Allen E. - From:sbl...@ubishops.ca Subject: Ghost in the brain Date:Sat, 31 Oct 2009 20:43:28 -0400 Another illustration of our infinite capacity to find order in disorder: http://www.npr.org/blogs/health/2009/10/ghost_in_the_brain_an _appariti.html or http://tinyurl.com/yjcoxmm (about that for you alone. The (thwarted) intent was to not clutter up the list, so of course that's what I did. Fortunately, there was nothing juicy there, and I resolved not to send yet another e-mail explaining it, but it can piggy-back here. Reminds me to be more careful). 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Psychology Today Blogs
http://www.psychologytoday.com/blog I've recently been delighted to read some of the blogs on the Psych Today website. A surprise, in that I don't hold psych today in very high regard for the quality of the science it presents--or rather doesn't present. The articles often vaguely refer to some published research but seldom provide direct and complete references for the reader who might want to follow up with the primary source. Scott Lilienfeld has become a somewhat regular contributor and you can surf the blog website for his posts. Also, I've read Jean Mercer's blogs and think they are quite good for students. I have NOT read nearly all of the bloggers' posts as there are very many regular bloggers; but I've tried a few haphazard ones and although some cite more evidence than others to support their positions, overall this could be a good place for students to practice their critical thinking/critiquing skills. I did read some real stinkers! They tended to be opinion pieces rather than scientifically based pieces. Has anyone else checked these out yet? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Psych Record and False Memory
I did have an incorrect memory. Maybe not really a false memory because I think I was confused and encoded things incorrectly to begin with. Also, I had no intent to besmirch Psych Record. I was only trying to figure out what defines a good place to publish. My one and only publication there was a very positive experience. The reviews were insightful and constructive. They were done in a timely fashion. Turn around time from first submission to being in press was less than a year. The editor was easy to work with. Everything went very smoothly. Perhaps I was spoiled by that experience and therefore felt some later experiences were comparatively less pleasant. I correctly remembered that I had to pay something, but apparently what I paid for was not to have the article published, but to make a correction to the results section after the page proofs were sent to me, and this apparently is a standard practice in journal publications. I did not know that. Also, I did pay for reprints, but honestly, I don't remember at all whether at that time I was aware of the fact that that was voluntary. It was before articles were more widely available online and I might have thought it good to get some reprints. So yes, I did pay for some things, but I could have omitted those payments had I chosen to. So that is where the memory was wrong and I therefore incorrectly reported that I had to pay to publish. Psych Record is a very nice place to publish and the *whole point* of my initial email was to make the point that how can a journal that has such high standards be less than a top place to publish. I'm not sure what makes a top tier journal, but I think the criteria should be more strongly based on factors such as quality of peer review and subsequent quality of the articles that. The editor of Psych Record contacted me backchannel and went to the trouble to contact the past editor and financial person to look up my publication records to clarify what it was that I did pay for. Although I appreciate the current editor's efforts to correct my memory, I wish her tone had been a bit more friendly. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Text Messaging in Class
We're having donuts this coming Monday :) One of my athletes got a call from her coach! During Class! We have a new public address system throughout campus in case of an alert. We just had a mock test of it last week and it worked great. So I no longer stress over the cell phones. During exams I put the correct current time up on the overhead display unit that would normally display my powerpoint slides. I used to get the excuse of using the cell phones as a watch. I have a no cell phone policy; also a no laptop policy because of all the times I've seen students doing anything but taking notes. Like Marie, I have also observed students freely texting when I've been in a classroom to observe any adjuncts or junior faculty up for review. And like you I marvel that they are not inhibited by having a faculty member sitting right there. And I have especially seen the laptops being used for everything except class. In a recent class not a single one of the students had the course content up on their laptops. I think the 10% mark is a little low for texting based on what I've seen; we have small class sizes. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] The Psychological Record
I actually had an excellent experience with Psych Record but for some reason have a vivid memory of being charged. I'll have to go back and look it up. I may be having a false memory. Gulp! Given that I have only had 4 publications in the last 7 years it's not that hard to keep track of. 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: Fri, 30 Oct 2009 13:55:28 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. I quote: we do not require authors to pay for anything, unless we are charged for substantial changes that occur in a manuscript. In other words, if an author makes major changes after proofing has been completed, the author is charged for the increased production costs associated with making such late changes. I have been associated with only one manuscript submitted to The Psychological Record. I was favorably impressed with the quality of the review, and the review was accomplished promptly. Cheers, ECU Centennial LogoKarl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology East Carolina University, Greenville NC 27858-4353, USA, Earth Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] The Psychological Record
We've been following the students longitudinally. Here are some results that are not yet ready for publication because for these types of analyses we need a bigger N and are working on that. Being at a small schoool AND having to wait for years to pass is frustrating! At first we were discouraged because it seemed that JUST looking at misconceptions scores over time students were slowly but surely reverting back to their prior beliefs--and that in itself is not too surprising, especially if they have not take more psych classes over time to reinforce the correct conceptions, but instead are sometimes bombarded by misinformation. We then looked at goal orientation, breaking it down by Elliot and Church's suggestion into mastery versus performance approach and performance avoidance. We also looked at learning stratgies used (we mostly used MSLQ scales). At the end of the first semester when students were exiting the intro psych course, only surface learning strategies such as rehearsal predicted change in misconceptions. At the end of three years, overall, many students had returned to their previous beliefs BUT those who had a mastery orientation during their freshman year, while they were learning the correct information in class, retained the change from misconception to correct conception. Those who scored high in effort regulation and metacognitive self-regulation did also. Those who scored high in performance motivations were the ones who were most likely to go back to their old ways of thinking--especially those high in performance avoidance. So, we are looking at the tie-in between motivation, learning strategies, and several other variables, and change in beliefs. We will be ready to publish in about 4 more years. LOL! 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: Fri, 30 Oct 2009 16:54:58 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: RE: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Misconceptions about psychology and journals are both pervasive, maybe. :-) Annette demonstrated how the frequency of misconceptions about psychology can (somewhat) be reduced in a good intro course (excepting, of course, the belief that negative reinforcement is reward). I have wondered how well those students would test a few years after completing that intro course. Cheers, Karl W. -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Friday, October 30, 2009 2:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The Psychological Record I actually had an excellent experience with Psych Record but for some reason have a vivid memory of being charged. I'll have to go back and look it up. I may be having a false memory. Gulp! Given that I have only had 4 publications in the last 7 years it's not that hard to keep track of. 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: Fri, 30 Oct 2009 13:55:28 -0400 From: Wuensch, Karl L wuens...@ecu.edu Subject: [tips] The Psychological Record To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A colleague of mine asked the editor of The Psychological Record about page charges. In her reply, the editor made it clear that The Psychological Record does NOT have page charges, and never has. I quote: we do not require authors to pay for anything, unless we are charged for substantial changes that occur in a manuscript. In other words, if an author makes major changes after proofing has been completed, the author is charged for the increased production costs associated with making such late changes. I have been associated with only one manuscript submitted to The Psychological Record. I was favorably impressed with the quality of the review, and the review was accomplished promptly. Cheers, ECU Centennial LogoKarl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology East Carolina University, Greenville NC 27858-4353, USA, Earth Voice: 252-328-9420 Fax: 252-328-6283 wuens...@ecu.edu http://core.ecu.edu/psyc/wuenschk/klw.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] How can you tell a journal is vanity?
I have published in Psychological Record, not psychological reports, what I would consider to be more of an educational psychology piece, rather than a behaviorist piece (by any stretch of the imagination!). I DID have to pay a hefty fee to Psych Record for page fees and reprints. It was several years ago now but it was so much that I had to request an internal university faculty research grant just to pay for it, it was well beyond my personal budget. In my experience, the review process for both Psych Record and Psych Reports is about equal. Although the articles in Psych Reports are more eclectic and usually of a briefer version, so a great place for the almighty god of science: the god of replication as a sign of good science, for some reason it has a terrible reputation that I believe was deserved some 20 years ago, but not NOW. It's a shame that people can't keep up with changes and see what is happening that has been good. And, I did not know about the page costs for Psych Record until publication time and was greatly surprised. Sigh. I have also published in the College Student Journal and that is also a vanity journal with minimal review. I believe just the editor and one other person. I could be wrong. They also had a hefty page charge, and the first time I published there I just don't remember if I knew ahead of time or not; I know it now :) I just don't get why page charges automaticlaly equals low quality journal content attitude comes from. So back to the original query: how do professionals find a listing of good second tier journals? 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: Thu, 29 Oct 2009 10:14:23 -0400 From: sbl...@ubishops.ca Subject: Re: [tips] How can you tell a journal is vanity? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Annette wrote: we want to stay away from vanity journals because no matter how wonderful and rigid the review process, as for Psych Record, apparently it is a kiss of death. A minor point but the pedant in me requires that I note it. I would think that the journal Annette means to warn against is Psychological _Reports_. Record, reports, what's the difference, but I think in this case there is one. I believe _Record_ tends to publish articles which favour a behaviourist orientation, and probably does not have page charges (couldn't find any mention on their web page, which, as I think Annette pointed out, isn't a guarantee). I also think its reputation is secure. But _Reports_, which, as its name indicates, publishes a large number of short reports of an, um, eclectic nature, does have page charges. Some, perhaps unfairly, have questioned the rigour of its review process. 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 --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Assessment of learning, not grades?
Hi Rob: Well, I don't know how much of it is jumping on the bandwagon and how much is WASC driven, given that you are at cal state campus and they are being sequentially reaccredited. But I *have* drunk from the koolaid myself and I have to say it's quite yummy. I'm not sure I can add much to what Marc has said but there are some really great references all over the web about why grades don't make the assessment grade, including notions concerning issues of inconsistent across courses or sections elements of points for attendance, points for participation, extra credit; subjective grading of papers and presentations and so on. In most cases the grade is a composite of so many factors that it's hard to say just exactly what any one person may have actually learned. I'd also reiterate Marc's points about learning outcomes. How many of us who have been teaching at least 10 years build our courses around our learning outcomes? The younger folks coming up are all about that. But the older folks sort of do or don't even include them on the syllabus. So, then, what's the point/purpose of the course? Also, as Marc noted, there is the difference in summative and formative elements of assessment to take into account and what it is that we are assessing. Finally, the fact that you already use rubrics and some kind of normed grading of assignments (normed relative to what is my question?), then you are probably already doing what needs to be done and you will not need to do more. Your department/area/program/college may have lots of work to do and if you are already using rubrics, which probably extremely few of your peers are doing, you will be in a good position to teach them how to construct and use them :) So it probably will make a minimal impact on your life and might put you in good stead with powers that be. I'm telling you, once you really get into it, that kool aid goes down nice and smooth and tastes mighty fine. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 28 Oct 2009 09:57:37 -0700 From: Rob Weisskirch rweisski...@csumb.edu Subject: [tips] Assessment of learning, not grades? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu TIPSfolk, Our university has jumped on the assessment bandwagon and those who have drunk the kool-aid talk about assessment of student learning and looking at student evidence. I continue to ask why looking at grade distribution is not an indicator of learning. The response is that grades are not an accurate reflection of learning Assuming that there are no points for participation or attendance, shouldn't final grades be an indicator of how much students are learning? If we engage in good practices like using rubrics and norming grading of assignments, shouldn't grades be a reflection of learning? Thanks for any insight, Rob Rob Weisskirch, MSW. Ph.D. Professor 90.77% Furlough 9.23% Associate Professor of Human Development Certified Family Life Educator Liberal Studies Department California State University, Monterey Bay 100 Campus Center, Building 82C Seaside, CA 93955 (831) 582-5079 rweisski...@csumb.edu This message is intended only for the addressee and may contain confidential, privileged information. If you are not the intended recipient, you may not use, copy or disclose any information contained in the message. If you have received this message in error, please notify the sender by reply e-mail and delete the message. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] How can you tell a journal is vanity?
Hi Tipsters: If you have already seen this on psychteach just delete. I am looking for a home for a manuscript for an honors student's thesis that is quite good. She is applying to grad programs and so we want to stay away from vanity journals because no matter how wonderful and rigid the review process, as for Psych Record, apparently it is a kiss of death. Apparently it is better not to publish at all than to publish in a vanity journal. I don't get it, but I guess it's not mine to get or not get... That said, we've been looking for an appropriate home. The journal of ed psych would be good, but her paper, although important, is small. The papers in that journal, as well as most APA journals, are all large, multi study papers for the most part. OK, so a journal like ToP that has short reports is good, but she doesn't want the ToP turn around time. Something under review will probably be better than nothing on her vita at this point. But the ToP under review can take a very long time. So then we looked at Contemporary Educational Psychology, as a good fit for a short report, but we can't find anything on their website that indicates whether or not you have to pay to publish. But other journals, that I KNOW you have to pay to publish in, also don't say so right on the advice to authors' information page; usually it's just about using APA style, how to do figures, tables, etc., etc., all the mechanics. So, how is a person to know if they are submitting to a vanity journal? HELP! Is there a listing anywhere of good versus bad journals to publish in? This whole aspect of the enterprise seems to fly in the face of public dissemination of psychological science if we have to become obsessed with good peer review, but oh wait! if you are paying for publication there MUST be something wrong with your paper.. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Feedback on Psychology Today
I tried to find the issue on line so I could see the articles for myself in the latest issue, but the online issue must be one back, which is extremely unusual in my experience, with commercial magazines. None of the articles in the September issue even vague alluded to any topics you mentioned. And I guess that says it all. Commercial magazines. I read a couple of the articles in the latest online issue and they were very poor in quality. There were no direct references to any scientific studies published in reputable journals. The test that one article did was to state, a study found... Even ladies' magazines do better than that! I'd be extremely cautious. Ever since Psych Today was sold by the APA to a commercial enterprise the quality of information has been based on how well the issues will sell and not on any other primary standard. Everything else is secondary. Sales are number one. That doesn't mean that a quality piece doesn't get published; but quality of evidence is not what drives the publication. In addition, anything that relates human behavior to astrology cannot be anything other than entertainment given the widespread knowledge that that is the best anyone can do with astrology. There is a great Penn Teller BullShit episode on astrology--if you surf the Showtime website it might even be online. They have very many clips online from the show. I use several in class. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 27 Oct 2009 08:13:19 -0400 From: James K. Denson james.den...@vbschools.com Subject: [tips] Feedback on Psychology Today To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I am asking for feedback from the experts on the research/teaching value of Psychology today. This month's issue had, (in my humble High School Psychology teacher opinion), great articles on sleep disorders and personality traits correlated with astrological signs. I know in the past many professionals have dismissed the research in this publication. Can any of you help me here? On the surface this seems to be good information that I can share with my students. Thanks in advance for your assistance. J. Kevin Denson AP Psychology Teacher Social Studies Department Chair Kempsville High School 5194 Chief Trail Virginia Beach, VA 23464 james.den...@vbschools.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] PhD language requirement
I completed my PhD in the 1980's at USC, not a slouch school; there was no language requirement even way back then Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 27 Oct 2009 12:50:36 -0400 From: Christopher D. Green chri...@yorku.ca Subject: Re: [tips] PhD language requirement To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu michael sylvester wrote: There used to be some kind of a language requirement as a part of the grad requirement. I am not sure if it was in lieu of stats.Anyway,what happened to that idea? Language requirements are still common in the humanities. I had to do French for my philosophy PhD just a few years back. Sometime after psychology decided that it was a natural science (and therefore, I suppose, spoke the language of nature) it dumped its language requirements most places. (I can remember some students attempting to argue that learning a computer programing language should count. I think I lost that argument because I was so busy laughing.) Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] New STP Resource: Teaching of Psych Wiki
Oh drat. Sorry folks. it was supposed to go to Sue only. so let me waste some more bandwidth with this apology and explanation. 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, 26 Oct 2009 17:12:31 -0700 (PDT) From: tay...@sandiego.edu Subject: Re: [tips] New STP Resource: Teaching of Psych Wiki To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sue: here is one more to add from me: it just took me a while to get it done. 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, 26 Oct 2009 06:53:48 -0700 From: Frantz, Sue sfra...@highline.edu Subject: [tips] New STP Resource: Teaching of Psych Wiki To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Announcing a new Society for the Teaching of Psychology (STP) resource! The Office of Teaching Resources in Psychology (OTRP) presents the Teaching of Psychology wiki: http://teachpsych.pbworks.com/ This resource was originally slated for an early 2010 release, but given the state of the APA style manual, we chose to roll it out early. Look for the APA Style Manual link on the main page for related resources. In the spirit of reciprocity, we ask that if you take something from the site that you leave something for others. Everyone can view the pages, but you can only write to it if you have an actual human approve you. (The conditions for approval are easily met: `Yes, you look like a human, too.') Once you're approved, the wiki is yours to edit. Please be sure to abide by copyright laws. Looking forward to seeing you there! Sue -- Sue Frantz Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) apa.sample.doc (149k bytes) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] request for collegial service
Hi tipsters: In preparation for teaching research methods I have taken an old handout I've used for years and tried to update it to match the latest APA style manual. If anyone who has gotten themselves up to date on the manual would volunteer to proof read it for style I would be most appreciative. Please just backchannel me. Of course, if you like it, you can use it as well. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Leadership by psychologists on assessment of student learning
I was out of posts yesterday and want to thank people for all of their replies to my students' questions, as well as comments to other posts. You might want to skip the rant and get down to questions near the end of the this post. I think the subject line should be Leadership by psychologists on assessments of student learning; or lack thereof. I'd like to thank Linda, who posted all the books and articles written for and by psychologists on how to do assessment. However, my point was that we as psychologists do a great job of telling people how to do assessment but outside of a few articles that look at a micropedagogy, (a single technique for a single topic) published in Teaching of Psych, don't practice much of what we preach in all those wonderful books--at least not in terms of publication records. I think that in general, what Deb said is also true about the old/new distinction. This year our department will go through program review in preparation for reaccreditation of the college next year. I have been appointed to an assessment team that is helping departments college wide prepare assessment reports and plans and looking at goals and student learning outcomes and I have to say that the young folks just get it, and old folks want nothing to do with it. As Deb noted, they do feel insulted and do feel that they don't have to show anyone anything other than their grades, which are on record for the accreditation agencies. After all, if they are giving some proportion of each letter grade, that is evidence of teaching, isn't it? And if the students learn or don't learn, that's the students' business, isn't it? I ask those questions facetiously, as they have repeatedly been asked of me. And the comment about hearing people say that nothing ever comes of it is also right on the money. The money, of course, is a hot issue as we have had our salaries frozen but our out-of-pocket costs for health and dental insurance and even parking on campus have gone up; but the workload, in a climate of assessment has climbed. And, honestly, in the past, nothing did come of it. It was a proforma for the accreditation agencies and folks just didn't see what they could get out of it. Now, I am of the old guard, yet I find it amazing that so many people don't see the value of assessing one's performance on a regular basis, and using that to make corrections. It is H A R D to make corrections. And oftentimes, it's hard for us to see from the comments made on our own evaluations what we can do to still teach as we see it necessary to do, but make changes. Sometimes it takes an objective eye to help us. And psychologists are not alone in this. I am working with departments campus wide and this is a big issue, especially in the social sciences! And don't even get me started on a discussion of definitions of Academid Freedom. But physics, for example, has been going through an education reform movement. It has been continuing with assessment and reassessment for the past decade at least. And those folks are puzzled why psychologists are not at the forefront of such reform. And this is true of the old timers, not just the younger folks, maybe even more so, as they are frustrated after a career of trying to teach basic physics to students who come in with a life time (short but long enough) of naive science behind them, and unable to learn the proper principles and conceptions with standard teaching methods. You would think that we as psychologists would feel the same way. There are published studies going back to the early 1900's about students' numerous misconceptions, and a decade later, the situation is only worse, not better. Yet intro psych is probably the most popular course across colleges nationwide. How can this be? How can we not be at the forefront of conceptual change learning? Certainly the cognitive folks talk boatloads about concept formation; but almost no true psychologists publish empirical studies on conceptual change learning. If you do a psychinfo search you will find that this is a relatively small literature limited to educational psychologists and education programs in general. That is, teachers in elementary and secondary schools seem to care quite a bit, especially with early science education, but university psychologists don't seem to care much. For those on the outside looking in, it seems odd that psychologists don't have a huge sub-discipline devoted to this. So we may be publishing prescriptive articles and books, but not as much in the way of outcome evaluation as is coming out of other disciplines, particularly the hard sciences. OK, that's my response I couldn't post yesterday and I will try to hold off posting anything else until later in the day so I don't use up my posts. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay
Re: [tips] Schizophrenic or manic-depressive
MANY good people have gone over to psychteach primarily because of the inappropriate behavior on this list, and we have lost their input on this list. I only had 3 replies to my 4 questions that were very legitimate, this week. I have no answer to one of the questions. Sigh. I am sad to have to cross post because historically I got great answers on this list without having to go through the review process over there. I don't know what the POD list does, since it is also not monitored in the same way psychteach is, but they certainly have serious people making serious contributions to discussions, and without flaming anyone (a problem I found on other lists). If this is not the straw to break the camel's back, Bill, then what will be egregious enough for you? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 20 Oct 2009 21:22:26 -0400 From: Britt, Michael michael.br...@thepsychfiles.com Subject: Re: [tips] Schizophrenic or manic-depressive To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I will add my vote of agreement to Ed and Don. These posts are inappropriate and waste everyone's precious time. If you can't keep your posts at a professional level then you don't belong on this list. Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Oct 20, 2009, at 8:21 AM, Steven Specht wrote: I concur. I wouldn't allow this in my classroom for more than two sessions (it's disruptive... I don't see it as being related to free speech at this point). On Oct 20, 2009, at 7:52 PM, Don Allen wrote: Thanks Ed- I second the request. There has to be a limit to this inane trolling. Mischaracterizing people with mental illness does not belong on a listserve like TIPS. -Don. - Original Message - From: Ed Callen Date: Tuesday, October 20, 2009 4:26 pm Subject: RE: [tips] Schizophrenic or manic-depressive To: Teaching in the Psychological Sciences (TIPS) Please, please, please Bill, TIPS moderator, see this as one last example of why this guy needs to be removed from this list. I know the current extinction strategy is in place, and I know Bill's comittment over the years to free speech, but there is no real value of this person to the teaching of psychology list, other than bringing up controversial issues to respond to. I have seen this and been part of this list since it began, and more good people have left the list because of him that have joined, and I have resisted responding, but there is so much good a list like this can do to have someone who has time on his hands ruin. We all know I think that his examples of questions A student asked me this... another faculty member did this... are all made up. We saw earlier that his adjunct status to a bunch of colleges was not true or exaggerated, so come on. We've got great people on this list with great minds and ideas, let's bring it to that level, rather than have it whither because of someone who is interested, imho, of reading his own posts and responses. This is the only list of its kind in our field, and I've hated to see it continue to deteriorate. From: michael sylvester [mailto:msylves...@copper.net] Sent: Tue 10/20/2009 6:59 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Schizophrenic or manic-depressive I am trying to decide who I should have as a condo guest for the upcoming holiday season. If I get the schizophrenic,that person would probably look at the ocean for 8 hours and would not interrupt my day to day activities.On the other hand,if I get the manic-depressive,I would be forced to sing Handel's Messiah a couple of times and then imitate the hounds of Baskerville. Which one of these would generate more complaints from my Home owners association? Michaelomnicentric Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen
Re: [tips] Reclaiming TIPS
I think you are referring to Richard Hake and I have been reading his posts avidly. I thought it was more of a taking to task than an attack and I thought it was right on. He is still posts regularly on POD and I enjoy his posts there. He promotes a better level of assessment of our outcomes. I think it's right on but as part of the assessment team at my university, I know that it's a 10-letter dirty word. However, I believe the potential for improvement is tremendous and we as psychologists should be in the forefront of the movement, and not willingly and avidly placing it in the hands of the education and ed-psych people. We will have no one to complain to but ourselves. I'm a bit sorry that we were so narrow-minded about his posts. They could have readily been tolerated just like Louis' posts as they were not inflammatory nor prejudicial. They were simply taking psychologists to task for not putting their efforts where their mouths are when it comes to things like student learning outcomes, how best to effect assessments, and who are psychologists NOT at the forefront of this work? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 21 Oct 2009 02:06:41 -0400 From: Steven Specht sspe...@utica.edu Subject: Re: [tips] Reclaiming TIPS To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Well we did have that one other individual who was attacking the entire enterprise of psychology. Remember, he was found out because of his well-publicized attacks elsewhere and moved on pretty quickly. But that's all I can remember in the past 15 years. On Oct 21, 2009, at 1:20 PM, ku...@plymouth.edu wrote: True true. I have been on for about that long too. thanks beth for giving me somerthing more to ponder. Sent from my BlackBerry® wireless device from U.S. Cellular From: Beth Benoit beth.ben...@gmail.com Date: Wed, 21 Oct 2009 13:06:51 -0400 To: Teaching in the Psychological Sciences (TIPS)tips@acsun.frostburg.edu Subject: Re: [tips] Reclaiming TIPS John, I appreciate your Zen wisdom, and can appreciate the next-year-it-may-be-someone-else concept, but since 1993 (my first year on TIPS), no one on TIPS has ever made the suggestion that someone be removed. I think that's a pretty good record of tolerance. Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Oct 21, 2009 at 1:00 PM, John Kulig ku...@mail.plymouth.edu wrote: Claudia .. thanks, you inspired me to throw in $.02 I'm only an amateur when it comes to social psychology, but I am pretty sure scapegoating always happens in groups sooner or later. When you study scapegoating (e.g. the French anthropologist Rene Girard) you realize scapegoats usually bring it on themselves (more or less), they are never randomly drawn from the population ... so the group is also a participant. While I understand the desire to vote on whether one person should be excluded, I will not do it. It feels too ugly to me. ALL groups end up with someone who we think deserves to be kicked out, but I would rather try to buck Girard-like human nature and fill posts with other threads. I think it's a signal-to-noise ratio issue. I do not want to start a tradition of voting on exclusion. I think it is a bad road to start down. Also, the internet is inherently open and that will not change unless TIPs becomes a gated community which I would oppose. That being said, most posters on ANY group will tick others off sooner or later, and some people will routinely tick off most everyone. It's the nature of the medium. FINALLY, let's take advantage of social diffusion. An email stares at YOU in the face, but it is actually directed at no one person in particular, it is - electronically - diffused across all members of the group. Remember the old zen habit of visualizing a person's comments as an arrow that may be aimed at you, but then flies past you. One more finally: maybe there is something in human nature that always itches for a fight. I am (half) mystified why people cannot resisting responding to posts they want extinguished. If one person is voted on, there may be another next year and that's not a tradition I want to see started. -- John W. Kulig Professor of Psychology Plymouth State University Plymouth NH 03264 -- - Original Message - From: Claudia Stanny csta...@uwf.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Wednesday, October 21, 2009 10:58:28 AM GMT -05:00 US/Canada Eastern Subject: [tips] Reclaiming TIPS I am violating my policy of refusing to respond to any post initiated in response to an inappropriate off-topic post or posts
[tips] reply to bill and new student Q
I completely miss the point of your response and will not be able to respond again until tomorrow. And drat! I had ANOTHER student question to post: Is it common or rare or even possible that eye color changes across the life span? I am merely suggesting that Hake makes a good point. Given that we have a background in the areas of the many factors that make for good educational practice why are we not the driving force in that are of research and literature? If you examine the literature on outcomes assessment it is dominated by the hard sciences. Yet, there can be no denial based on my own published research and the literature reviews therein, that we, as a discipline of psychology are doing a horrible job of disabusing students of the psychobabble they come into our courses with. We are perfectly happy to fill students up with the facts as we see them, and never pay any attention as to whether or not they have taken the false preconceptions and replaced them with correct conceptions. We pay no attention to pedagogies and teaching techniques that could benefit our discipline in the public eye, by doing so. And I guess for that matter maybe we should have better behaved pets and children Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 21 Oct 2009 15:14:18 -0400 From: William Scott wsc...@wooster.edu Subject: Re: [tips] Reclaiming TIPS To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu tay...@sandiego.edu 10/21/09 3:04 PM ... things like student learning outcomes, how best to effect assessments, and [why] are psychologists NOT at the forefront of this work? And psychologists should have well behaved dogs and children, too! Bill Scott --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] A slew of student questions
I call on my biological psychologist tipster friends for some answers: (1) Are there gender differences in the numbers of rods and cones in the retina? (2) Is there a purpose to having different eye and hair color? (3) Can sleep deprivation or a high fever cause visual hallucinations? (4) Eye separation in birds, camelleons and rabbits? Gosh I don't remember the exact student question; that was all I had time to jot down. Drat. Maybe it will mean something to someone on the list 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about faculty missing classes
Me three. In over 25 years of teaching college I have never known of a case where faculty missed except if really ill or at a conference and that latter has never been abused for absences. It's too big a pain in the butt to schedule do-able activities! The same applied to my experiences as a student. 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, 19 Oct 2009 13:44:12 -0500 From: Marc Carter marc.car...@bakeru.edu Subject: RE: [tips] question about faculty missing classes To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu That's my experience, too. If it ever got the point wherein someone had missed enough classes that colleagues and students note it, I'd find out what was going on with the person. But I've never worked anywhere there was a rule other than only miss a class when you absolutely cannot avoid missing. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- From: Steven Specht [mailto:sspe...@utica.edu] Sent: Monday, October 19, 2009 1:29 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about faculty missing classes At Utica College (where I've been for the last 10 years) and at Lebanon Valley College (at which I was for 10 years), psychology faculty rarely miss a class (as in 'almost never') except in the case of serious illness or for conference presentation obligations (which is considered a legitimate excuse for missing a class). On Oct 19, 2009, at 1:15 PM, Alice Locicero wrote: Since I am chair at the moment, I get a lot of information from students and faculty about how many classes faculty cancel. I have no way to rate this, since I really don't know what is normal. I'm curious whether anyone has come upon any sort of research or data on this. I need to know about what percent of classes the average college faculty member misses. Naturally, I realize this will vary from time to time, when, for example a faculty member is ill or has an ill family member, etc. I also want to exclude from this any classes where someone else proctors a test, for example. Still, I think some range should be able to be established-or perhaps is established. Also, I am wondering whether, in other colleges, chairs are asked to approve absences for professional conferences, etc. Thanks for any feedback on this. Alice LoCicero Alice LoCicero, Ph.D., ABPP, MBA, Associate Professor and Chair, Social Science Endicott College Beverly, MA 01915 978 232 2156 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Steven M. Specht, Ph.D. Professor of Psychology Chair, Department of Psychology Utica College Utica, NY 13502 (315) 792-3171 The ultimate measure of a man is not where he stands in moments of comfort and convenience, but where he stands at times of challenge and controversy. Martin Luther King Jr. The information contained in this e-mail and any attachments thereto (e-mail) is sent by Baker University (BU) and is intended to be confidential and for the use of only the individual or entity named above. The information may be protected by federal and state privacy and disclosures acts or other legal rules. If the reader of this message is not the intended recipient, you are notified that retention, dissemination, distribution or copying of this e-mail is strictly prohibited. If you have received this e-mail in error please immediately notify Baker University by email reply and immediately and permanently delete this e-mail message and any attachments thereto. Thank you. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] When Medicine and Faith Clash
Thanks for the link in (3) below, Mike; great stuff to work into lectures to make them as catchy and interesting as they website. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 17 Oct 2009 14:01:51 -0400 (EDT) From: Gerald Peterson peter...@vmail.svsu.edu Subject: Re: [tips] When Medicine and Faith Clash To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Thanks Mike! I knew you could bring this out. Thanks also for the link to Coker's guidelines. I don't know that I could do justice to the depth of these issues in the undergrad classes I have, but it's food for thought. It would require great care and tact to raise these political/religious issues in relation to criteria of pseudoscience--especially if one were not a tenured, senior faculty. Perhaps others do so and find these issues relevant to clarifying issues in their methods or social psych or other classes? I have all I can handle when I try to convey the idea of operationism, etc., but do agree that the content of these amendments could be relevant. I would use them to just point out how general scientific knowledge or lack of such, is indeed relevant to important issues being politically deliberated. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Cc: Mike Palij m...@nyu.edu Sent: Saturday, October 17, 2009 11:41:57 AM GMT -05:00 US/Canada Eastern Subject: re: [tips] When Medicine and Faith Clash On Sat, 17 Oct 2009 07:39:50 -0700, Gerald Peterson wrote: And this is relevant to my teaching of???Political Behavior Analysis maybe? If the relevance to your teaching of psychology is not immediately obvious, let me suggest these points that you might want to think about: (1) When teaching research methods we may distinguish among different types of explanations (I often use Bordens Abbott, currently in 7th edition, which make the distinctions I'm highlighting): (a) Scientific explanations, which a research methods course whould spend significant time explaining (see chapter 1 in BA). (b) Commonsense explanation, which are based on a common set of beliefs, knowledge, history, culture and societal practices which people rely upon in order to behave in predictable ways and maintain social cohesion (the problem is that commonsense explanations are not subject to the same evaluation as scientific explanations and false beliefs, false knowledge, etc., may be maintained though false, e.g., complex social behavior is instrintive). (c) Belief-based explanation, which are based on knowledge that is accessible only throught certain special means or special authority. Belief in an inerrant Bible and that it provides all one needs to know about how to live in the world is an example. Religious beliefs are rarely evalauted in the same way that scientific explanations are and, indeed, it is not at all clear one can apply the same criteria to both (e.g., scientific explanations and theories are tentative and subject to disproof by new observations; religious beliefs are not supposed to be tentative or disprovable by observation because they frequently require an act of faith that transcends mere rationality and empiricism). Decisions based on belief-based systems, whether on the Bible or the Flying Spaghetti Monster, might seem reasonable within the belief community but may seem to be absurd to people with different beliefs (e.g., abstinence only sex education program should be supported regardless of empirical evidence against their effectiveness -- it is an expression of deeply held beliefs that transcend mere empiricist concerns). (2) Some Tipsters have expressed being sick and tired of politics running our lives but seem to fail to understand that is not really politics but religious beliefs that fuel the drive to (a) reduce the influence of science in teaching and popular culture and (b) the promotion of a particular religious dogma as a substitute for science. There has been the lament of late on Tips on how clinical psychologists appear to be lacking in scientific orientation and questions of how to make clinical psychologists at least as scientific as medical doctors. However, why should we bother when medical science gets trumped by religious belief? Should a healthcare reform bill be concerned with the promotion of evidence-based procedures, with programs that have been empirically demonstrated to work? If so, why is an amendment being provided to support prayer and spiritual care? Why an amendment to re-fund abstinence only sex Ed when there is no support for the effectiveness
Re: [tips] Shutter Island
I have absolutely no problem with students critiquing fiction for its inaccuracies. VERY much (increasingly so?) students are learning science from fiction and it's horrible. I volunteered to critique the film Awake this semester for psych club and it was completely full of medical inaccuracies as well as psychological. It starts with an introduction to anesthesia awareness and very seriously notes that this occurs in 1 in 700 surgeries. Well, most medical journals put the incidence at anywhere from 1 in 3000 if you include the mild forms and only 1 in 75000 for more serious forms. Ever since science became a political issue, science knowledge among the general public has gone in the toilet. It is very scary to me. If students can begin to critique fiction for the HUGE poetic license taken, it's fine with me. They are aware on some level that it's fiction but they are usually pretty shocked by just how much license is taken with actual facts about things people might not know about. I am so sick and tired of politics running our lives! It will bring down this society if we don't get a correction in place real soon because we are going on a second generation of students growing up on politicized science. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 14 Oct 2009 23:28:23 -0500 From: Jim Clark j.cl...@uwinnipeg.ca Subject: Re: [tips] Shutter Island To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Hi If the assignment is to read, review, and critique a _nonfictional_ instance of psychological writing, then I would probably not agree. The point would be to get practice processing expository material, and clearly fiction does not fit the bill. If the nonfictional is not part of the requirement and it is clear to _all_ students that fiction is acceptable, then ok. Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca tay...@sandiego.edu 14-Oct-09 2:33:08 PM I have a student who wants to read Shutter Island by Lehane for a homework assignment in my honors intro to psych class. I generally don't allow novels but he assures me that the story line about psychopathology is one he could easily critique. Are any tipsters familiar with this book? With Lehane's work in general? I am not. A web search doesn't give me any real substance to judge on. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Shutter Island
I have a student who wants to read Shutter Island by Lehane for a homework assignment in my honors intro to psych class. I generally don't allow novels but he assures me that the story line about psychopathology is one he could easily critique. Are any tipsters familiar with this book? With Lehane's work in general? I am not. A web search doesn't give me any real substance to judge on. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Shutter Island
ps: here are the themes I did find: Treatment of the criminally insane in psychiatric hospitals in the 1950's is a theme of the book so the student could research that. Also PTSD and coping based on Korean war experiences. Also, what defines insanity. And whether that would be the appropriate term to use in this case. Finally, what indicators lead towards a diagnosis of schizophrenia for the main character, and what indicators fail to support such a diagnosis. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 14 Oct 2009 12:33:08 -0700 (PDT) From: tay...@sandiego.edu Subject: [tips] Shutter Island To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I have a student who wants to read Shutter Island by Lehane for a homework assignment in my honors intro to psych class. I generally don't allow novels but he assures me that the story line about psychopathology is one he could easily critique. Are any tipsters familiar with this book? With Lehane's work in general? I am not. A web search doesn't give me any real substance to judge on. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] An outsider's view of authorship
In response just to this post (see below): I think there are widely different views on what constitutes the bulk of the work. I often argue that the idea is 95% of the project; the rest is just grunt work: writing, collecting and analyzing data, etc. even though it might take tremendously more time, without the prior lit review (even though it may not be written out formally and just exists in folder as a series of articles with notations all over them) and the hypothesis to test, there would be no study. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 13 Oct 2009 13:24:20 -0400 From: Bourgeois, Dr. Martin mbour...@fgcu.edu Subject: RE: [tips] An outsider's view of authorship To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu APA guidelines suggest that whoever does the bulk of the work on a given project, whether students or faculty, should be first author. This seems eminently sensible to me, although not everyone I know follows this suggestion. One exception is publications stemming from theses or dissertations, where the student should almost always be first, barring unusual circumstances. From: Michael Smith [tipsl...@gmail.com] Sent: Tuesday, October 13, 2009 1:18 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] An outsider's view of authorship I thought that's the way it was in psych---the grad students and post-docs get first authorship and the PI gets the last position. Everyone I know in my area of research works that way. I have heard in some related area where perhaps some 'old school' types always take first authorship, but I think that is the minority. No? --Mike On Tue, Oct 13, 2009 at 7:01 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote: I find a lot to admire about what Ubel is suggesting in this short article. His main point is that Psychology would reduce authorship controversies by adopting the model used in Medical publication of research. That is: Younger authors, who usually are doing the predominance of day-to-day work and writing on the article, should be first author and the most senior person overseeing the research lab should be last author. He says Tenure committees for physician researchers actually expect more advanced faculty to be sliding to increasingly later positions in the authorship and that too many first authorships is considered a mark against you. http://www.psychologicalscience.org/observer/getArticle.cfm?id=2563 -- Paul Bernhardt Frostburg State University Frostburg, MD, USA --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] crossposting: errata of errata to APA manuscript???
I just spent 2 hours I did NOT have for this project in making the corrections from the 7 pages' worth of errata that APA has posted. I think there are still some errors and maybe someone here can explain these to me before I fire off an another angry email to APA. The erratum says: Chapter 2 page 25 - Indent the first paragraph of the example under the heading Fourth paragraph: person to contact (mailing address, e-mail). But don't they really want us just to the indent the first line of that example, and not the whole thing? - The erratum says: Page 47 - Figure 2.1, p. 12 of sample paper, second paragraph, line 9, chnge the hyphen -1.90 to a minus sign and cluse up space next to the numeral :1: (1.90). BUT, this is part of a statistical report that reads, ts(23)-1.90... The t was in italics but not the s. What the heck does ts stand for? It's not listed in the abberviations anywhere in the manual and I've never heard of it. I thought they might want student's t statistic to now be recorded that way, but no, on the abbreviations page it says to abbreviate student's t as just the letter t. So what is ts all about? I cannot make italics in this email system, so just a reminder that the t always appears as an italic, but the s does not. --- The erratum says: p. 58 - Figure 2.3, p. 4 of sample paper, boldface heading Summary and variability of the overall effect. These words are in italics, which I cannot type in this email program. But shouldn't the italics be removed and regular font used? Is this not a continuation at the same level of subheadings as the previous ones? The erratum says: p. 59 - Figure 2.3, p. 6 of sample paper, in the Albarracin reference, delete San Diego, CA: Academic Press; move ...[references continue] to next line. But does the doi reference then remain? It seems like it should go to right where the San Diego, CA: Academic Press was removed from. That's not at all clear. --- The erratum says: Page 209 - Section 7.07, in the motion picture template example, capitalize origin. But shouldn't it just be the O in origin that needs to be capitalized and not the whole word? -- The erratum says: Page 234 - Figure 8.2...lots of changes They missed on, in Section 8.14, Subsection (b) line 13, delete the hyphen in agreement. --- Ok, those are my potential corrections to their corrections. Anyone able to explain or confirm my questions? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] for Marc Carter
Yeah, but just this week look at the responses that include weak responses that focus on the poor quality of the trolling post rather than on some worthwhile contribution to the teaching of psychology. If we, as a group, cannot maintain a behavior that is in line with what we teach, I wonder how useful it is to expect students or clients in therapy to do so. 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, 05 Oct 2009 13:11:12 -0400 From: Paul C Bernhardt pcbernha...@frostburg.edu Subject: Re: [tips] for Marc Carter To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I am able to ignore him, that is what mail filters on email programs are for. What I can't filter out is everyone else's responses to him, without also filtering out your good posts in other threads. Not feeding trolls will go exactly as Nancy describes. If they see a cut-back in responses to their posts, they roar louder to get more attention, and it usually works. I've never seen a troll successfully ignored on an email list or public posting forum in the 20 years I've been an active on internet forums. If they go away it is because they stepped over a line that resulted in their arrest or other legal action (2 instances, one of each type) or something in their personal life intervenes (I was aware of the death of one troll, was made aware of the threat of divorce curtailing the action of another troll). I've never seen an entire group fully ignore a troll. So, the theory that ignoring a troll to make them go away is, in my experience, untested. Can TIPS be the first? I think it might be a publishable paper! grin On 10/2/09 9:29 AM, drna...@aol.com drna...@aol.com wrote: I swear, if we could just all make ourselves stop responding to these provocative, mean-spirited trolls, first we'd see an escalation, (the pre-extinction burst) and then they would go away. As long as we continue to indulge this nonsense, it will dominate our TIPS list, and many good contributors will be driven away. I am tired of the MSTIPS list activity. It's not our list anymore, it's his. I and a few other valiant souls are trying to ignore him, but as long as other people continue to respond, we'll continue to have this crap inflicted on us. Nancy Melucci Long Beach City College Long Beach CA njm Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! In a message dated 10/2/2009 6:25:43 A.M. Pacific Daylight Time, marc.car...@bakeru.edu writes: I was likewise puzzled. Apparently some scholars say that recruiting Latinos from countries where baseball is huge is contributing to the de-American-Africanization of American baseball. But here's my puzzlement: Michael asserts that *to Americans*, most Dominicans would be considered to be of African descent (as indeed most are, along with Caribbean Indian -- and btw, they are the most beautiful people I have ever seen). So, I find preposterous in the extreme the idea that there's some nefarious plot among the owners and managers of American baseball teams to exclude Americans of African descent in favor of Latinos of African descent. Maybe I'm just thick, but that just makes no sense at all. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Friday, October 02, 2009 7:21 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] for Marc Carter On 1 October 2009 in a posting headed for Marc Carter Michael Sylvester wrote: I saw where you posed a question to me in the Tips archives but I did not receive the post in my regular mail. I am preparing to take action against Frostburg State through the ACLU if my First amendment rights are been violated FSU could lose some federal funds. The only question posed by Marc recently (as far as I can see) is the following: I lived in the Dominican Republic; baseball is bigger there than it is here, so naturally there are going to be a lot of good players coming out of there. In what
[tips] Mapping the Mind
I have a student who wants to read Mapping the Mind by Rita Carter, for a class assignment in honors intro. I do not know the book well and so looked to amazon for some reviews. Interestingly the only 3 bad reviews all said the same things and provided evidence for their statements, namely, that as a journalist and not a scientist, she makes some broad generalizations that do not reflect accurately bwhat is going on in the brain. Here are some quotations: Few examples: 1) large parts of the brain are not active at birth -- a straightforward lie. 2) The putamen control activities like riding bicyvle -- a confabulation 3) The caudate nucleus automatically prompts you to wash -- a confabulation. Another reviewer noted: I was surprised when Carter identified the amygdala as the source of negative emotions of anger, fear and sadness (p. 103). And she writes: the amygdala, as we have seen, does not convey concepts, it simply creates emotional feelings. These are misleading formulations that you'd never read in anything written by Antonio Damasio. Another reviewer: The first line of the book summary says it all: Today a brain scan reveals our thoughts, moods, and memories as clearly as an X-ray reveals our bones. We can actually observe a person's brain registering a joke or experiencing a painful memory. The fallacy in the first sentence should be obvious. My fear is that a freshman student, even an honors freshman, will not have the sophistication to evaluate this. On the other hand 42 people gave it 5 stars. Such as this comment: This book is probably the most comprehensive, rounded and best in the genre of brain/mind science that I have read. It is complimented with impressive colour illustrations and a prose that is light and readable, for the enthusiastic, but non-brain specialist like myself. Excerpts and comments from related fields such as philosophy, psychiatry, evolutionary psychology, anthropology, and even archaeology etc have been inserted in highlighted boxes, which provide welcome and complimentary notes. I am at a loss of what to think of the book so if any tipsters have read it I'd like to hear their views. Also, is there a favorite other place for quality reviews other than Amazon? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] using clickers in class
Tried them last year; that was it. We had eclicker and I had nothing but problems with them. Support was not great. They tried, sort of...to help. But most of the time students were frustrated, I was frustrated. It was a mess. We were told that we could use the software with macs but that was a disaster so I switched to PC and still have problems with ppt freezing up right on the incorporated questions. They admitted they were still developing the mac interface between eclickers and ppt. In theory it sounded great and sometimes when it worked like it was supposed to it was great; most of the time it did not work like it was supposed to. And never working right with mac platform. I like using colored index cards. That way, people who have different colors can discuss amongst themselves and convince each other of the answer and then we can talk about it. With clickers students couldn't just look around and find someone with a different answer. Yeah, the students got to see answers right away; yeah, I could make up questions on the fly but overall I found that using them added a lot of time to class--slowed me down significantly in ways that did not add to pedagogy. Yeah, at first the students liked them until the technical problems got annoying. I'm back to colored index cards. Cost me less than $5 for the whole class to have 4 different colored cards glued to popsicle sticks. Instead of over $50 for the clickers, each! 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, 5 Oct 2009 21:53:51 -0500 From: Claudia Stanny csta...@uwf.edu Subject: [tips] using clickers in class To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Does anyone on the list use personal response devices (AKA clickers) in their classes? If you use these, what types of clicker questions or clicker activities do you use? My campus adopted a standard clicker and is encouraging use of these to increase student engagement in classes. I'm interested in compiling examples of interesting ways to use this technology to improve student learning. For those who have done similar activities using a show of hands instead of clickers, what are the advantages and disadvantages of each approach?(outside the obvious advantage of cheap and low-tech for the show of hands technique) Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or 473-7435 e-mail:csta...@uwf.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] for Marc Carter
Let me second Nancy's comments. It has taken extreme self control to not respond to the baiting and threatening nature of the most recent comments. Can we all just PLEASE agree to have extreme self control and extinguish this abusive behavior. How can we, as professionals, keep allowing the abuse to go on? I thought based on a recent post that Bill was dealing with this? We will soon loose some good members. 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: Fri, 2 Oct 2009 09:29:24 EDT From: drna...@aol.com Subject: Re: [tips] for Marc Carter To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I swear, if we could just all make ourselves stop responding to these provocative, mean-spirited trolls, first we'd see an escalation, (the pre-extinction burst) and then they would go away. As long as we continue to indulge this nonsense, it will dominate our TIPS list, and many good contributors will be driven away. I am tired of the MSTIPS list activity. It's not our list anymore, it's his. I and a few other valiant souls are trying to ignore him, but as long as other people continue to respond, we'll continue to have this crap inflicted on us. Nancy Melucci Long Beach City College Long Beach CA njm Make a Small Loan, Make a Big Difference - Check out Kiva.org to Learn How! In a message dated 10/2/2009 6:25:43 A.M. Pacific Daylight Time, marc.car...@bakeru.edu writes: I was likewise puzzled. Apparently some scholars say that recruiting Latinos from countries where baseball is huge is contributing to the de-American-Africanization of American baseball. But here's my puzzlement: Michael asserts that *to Americans*, most Dominicans would be considered to be of African descent (as indeed most are, along with Caribbean Indian -- and btw, they are the most beautiful people I have ever seen). So, I find preposterous in the extreme the idea that there's some nefarious plot among the owners and managers of American baseball teams to exclude Americans of African descent in favor of Latinos of African descent. Maybe I'm just thick, but that just makes no sense at all. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Friday, October 02, 2009 7:21 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] for Marc Carter On 1 October 2009 in a posting headed for Marc Carter Michael Sylvester wrote: I saw where you posed a question to me in the Tips archives but I did not receive the post in my regular mail. I am preparing to take action against Frostburg State through the ACLU if my First amendment rights are been violated FSU could lose some federal funds. The only question posed by Marc recently (as far as I can see) is the following: I lived in the Dominican Republic; baseball is bigger there than it is here, so naturally there are going to be a lot of good players coming out of there. In what way is that a bad thing? Why Michael follows his remark about a question f rom Marc with his reference to First Amendment rights is unclear. It would make more sense in relation to Jim Matiya's criticisms of Michael's language and tone in a couple of his recent postings (see below) followed by Bill Southerly's response, This matter is being addressed. My immediate reaction to Bill's comment was a concern that some action was being considered in relation to Michael's comments that some people (most I suggest) find offensive. My own feeling about such comments is that if they are continued after objections have been made (as in the case of his use of chicks for women), then subsequent postings from Michael should be ignored. Of course we don't know w hat Bill meant by the matter being addressed, but I think that (within limits - something of course difficult to define) there should not be heavy-handed action against someone who uses language most of us find offensive, or as in the following instance, unworthy of a response: Ken,Jim: Your posts are ridiculous. Are bystanders' apathy only reserved for white people?... Obviously you all know
Re: [tips] How Do You Explain A 4.4 Million Skeleton in a 6,000 Year Old Universe?
And that would be my situation as well where support of the Mission and Goals of a Catholic university is at issue but not any one person's religious preference. I do believe, however, that on average, Catholic institutions are more tolerant as a consequence of a push towards being ecumenical that started in the late 1960's in that regard when compared to some other faith-based institutions. 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: Fri, 2 Oct 2009 16:40:27 -0400 From: Serafin, John john.sera...@email.stvincent.edu Subject: Re: [tips] How Do You Explain A 4.4 Million Skeleton in a 6,000 Year Old Universe? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Michael, I know that there are some Christian colleges that expect every faculty member to accept basic precepts of their faith, but that is not universal. I work at a Catholic college, but we have many faculty who are not Catholic, not Christian, and in some cases not religious at all. There is nothing unethical about them. The question we address is simply, can you support the mission of the college? From our perspective, one does not need to be Christian in order to do so (otherwise, they would have found a way to get rid of me years ago). John -- John Serafin Psychology Department Saint Vincent College Latrobe, PA 15650 john.sera...@email.stvincent.edu From: Michael Smith tipsl...@gmail.com Reply-To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Fri, 2 Oct 2009 12:11:01 -0400 To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Conversation: [tips] How Do You Explain A 4.4 Million Skeleton in a 6,000 Year Old Universe? Subject: Re: [tips] How Do You Explain A 4.4 Million Skeleton in a 6,000 Year Old Universe? I think if a person works in a Christian college then the person has to agree with the faith precepts of the institution. So I doubt there would be any secular faculty at such institutions, and if there are, they are clearly being unethical under such circumstances. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Two questions about sleep and dreams
There seems to be a burgeoning of interest in lucid dreaming. Here is the wikipedia definition: A lucid dream is a dream in which the sleeper is aware that he or she is dreaming. When the dreamer is lucid, he or she can actively participate in and often manipulate the imaginary experiences in the dream environment. Lucid dreams can seem extremely real and vivid depending on a person's level of self-awareness during the lucid dream.[1] There are lots of references and other information as a good point of departure. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Wed, 30 Sep 2009 15:07:50 -0500 (CDT) From: Joan Warmbold jwarm...@oakton.edu Subject: Re: [tips] Two questions about sleep and dreams To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I have always thought that the only dreams we remember are those that wake us up and then we think about, at least enough to get elements into our LTM. Is this valid? Also, it would seem logical that the minimal amount of time we spend in deep sleep as well as the fact that it's spread out during our first two cycles could be supported by the evolutionary psychology. That is, in days of yore, in order to survive a night's sleep with dangerous predators nearby, we could ill-afford to spend too much time during one cycle in this comatose state. Also, could not the same evolutionary explanation be used to explain why our brain returns to the very active REM state at the end of each cycle, thereby making us more able to be aroused if danger is lurking? I ask the latter as during one of my classes when we were discussing the hypotheses concerning the purpose of REM (e.g., activation-synthesis), I concluded that we still don't have closure on precisely why our brain returns to this very active REM brain state at the end of every sleep cycle. One of my students mentioned the survival mechanism for returning to REM so frequently during an average night's sleep and I was intrigued with his question and would appreciate comments/reactions. Joan jwarm...@oakton.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Cervical cancer vaccine and death
Maybe a way to weed out the less fit in the sense of less good critical thinkers? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 29 Sep 2009 12:13:40 -0400 From: drna...@aol.com Subject: Re: [tips] Cervical cancer vaccine and death To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Never mind the many thousands of conservative folk who believe that the threat of contracting HPV and/or cervical cancer is an effective way to keep girls and women good according to their definition of that word (however you feel about it, it disregards the fact that many women who fit that definition will get the disease through sex with their unfaithful husbands). Teaching morality via the land mind method. I love it. Not. Nancy Melucci Long Beach City College Long Beach CA -Original Message- From: Paul C Bernhardt pcbernha...@frostburg.edu To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Tue, Sep 29, 2009 9:05 am Subject: Re: [tips] Cervical cancer vaccine and death This is Kahneman and Tversky framing of decisions stuff: Doing something that is known to kill a certain number of people is less preferred decision compared to doing nothing knowing that some people might die. If the news article focused on the tens of thousands saved by the vaccine compared to the tends of thousands who have morbidity and mortality from getting cervical cancer the discussion about the unfortunate few who (allegedly) die from the vaccine might shift away from outrage. -- Paul Bernhardt Frostburg State University Frostburg, MD, USA On 9/29/09 10:19 AM, Beth Benoit beth.ben...@gmail.com wrote: Just after Mike Palij posted the suggestion that we take a look at the article discussing the fact that there will be deaths following flu vaccines, but they are likely to be deaths that would have occurred naturally, this just came in to Google News: the death of a girl in England after she was given the cervical cancer vaccine. The vaccination programs has been halted while the situation is being examined. It should be interesting to see if this is yet another correlation-without-causation situation, or what factors are actually involved. http://www.guardian.co.uk/society/2009/sep/29/cervical-cancer-vaccinations-postponed I imagine that even though the news that there have been over a million doses given without anything like this happening, the program will face huge challenges now. Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Sin map
Note that Florida seems to be particularly prone to deadly sins ;-) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 29 Sep 2009 15:13:27 + (GMT) From: Don Allen dal...@langara.bc.ca Subjct: [tips] Sin map To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Those of you teaching Stats might want to take a look at the Sin Map of the US. http://www.wired.com/culture/education/magazine/17-09/st_sinmaps It could be an attention grabbing way of leading into the perils/benefits of graphical data display. It's also a lot of fun. -Don. Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] autism question
I asked last week about a dev psych book for a student and ended giving her the book about the 50 or so myths and misconceptions about child development (by Jean Mercer?). I don't have it, because she has it right now, so even though I thought parts of it were a bit overdone (some conclusions beyond the data) it's an OK book and she is enjoying it. Here is a question she now has for me: = I'm really enjoying the child development book! I'm on around the third chapter, which is about autism, and it made me really really curious as to whether autism has been reliably proven to have any sort of environmental cause? The book addresses the subject broadly but didn't really say anything conclusive. I'm not sure whether this is up your alley, so to speak, but I thought it was worth a try! === It's not up my alley and as far as I know there is no such demonstrated link. (Yes, I'm working on the word prove with this class! It's on the next exam.) I did email her back with caution about correlational data. But I thought someone on the list might know. I'm also leary to give her too much that might confuse the correlation does not equal causation issue. But any info would be appreciated as it's hard to find NON-relationships in the literature. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] time for mc exam questions
McKeachie's Teaching Tips is a book IMHO all instructors should possess. There is a guideline in there for that and just about every other question you have. I don't remember the guideline and I am now at home and McKeachie is on my bookshelf at school. However, here is another issue to consider, I published a paper some years ago that showed that you don't need 4 or 5 options to an MC items. A good MC item only needs 1 correct answer and 2 really good foils. It is very hard to come up with more than 2 really good foils. Most of the time, when students pick an incorrect response they tend to alternate between no more than 2 foils. This means that with 4 or 5 options the instructor wasted time to come up with a useless foil(s), and students wasted time to read the foil that could immediately be eliminated from the running quite often. So all of this is to advocate for using only 3 foils per MC item for 2 reasons: less work making up good exam items (I'd like to think that we use test banks as a point of departure and then fine tune items to work better for us). But more importantly, and back to the point of your query, it allows each student to spend less time on each item and you can sample more knowledge (have more items) on your exam :-) 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: Fri, 25 Sep 2009 14:43:14 -0700 From: Sally Walters swalt...@dccnet.com Subject: [tips] time for mc exam questions To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Is there a general guideline for how much time to allow on an intro psyc midterm exam for each multiple choice question? I have heard 30 seconds, 45 seconds - just wondering what people think is reasonable. The questions themselves are from a testbank for Weiten. thanks, Sally Walters Capilano U --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] need trade book recommendation: child therapy
I have a student who wants to read a book for an assignment in class. Normally they students get to pick from a variety of books that focus on critical evaluation of an issue and I have about 20 posted on my webct page for them to pick from. But this student wants to read something related to child psychotherapy. Normally, for therapy in general, I would recommend the book by Lilienfeld et al on Science and Pseudoscience in clinical psychology. But, because she is interestd in child therapy I need a recommendation. She asked me to read Dibs in search of self but I nixed that one. The depiction of autism is horrible and the play therapy is poorly characterized. If nothing else I might have her do some background reading on autism and play therapy and then have her read and critique Dibs. If any of you have a good trade book on this topic that would show good critical thinking about the issues, please let me know backchannel and I will compile the suggestions and post to the list. 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] annoying cat solicitation purr
I didn't save it but if you still have the original email someplace, I found the entire article (very short) by surfing around the website that linked to the vocalizations in the link provided in that email. Did that make sense? It's too early in the morning. 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, 21 Sep 2009 20:54:54 -0600 From: Shearon, Tim tshea...@collegeofidaho.edu Subject: RE: [tips] annoying cat solicitation purr To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Marc- That's closer to what we have in our house as well. We have a wonderful Bengal cat- sweet as she can be. But if she's out of food she doesn't engage in any subtle solicitations. It is overt and dramatic- since I can't type feline, it is pretty close to, FEED ME followed by, FEED ME NOW, YA CREEPS Bengals are notorious vocalizers. They are among the most expressive and loudest cats I've ever experienced- including a litany of sounds I have never heard from a cat or other species, for that matter. When we picked her out, as if that really happened, the breeder was very adamant that if her vocalizations bother you please return her and I'll take her back. Apparently that is a frequent result. I will not, so long as I live, ever forget the first time she truly sang for us. She was standing behind my chair with me sitting reading for neuropsychology class. The sound is indescribable - I literally jumped out of the chair (ever tried jumping from a recliner?) a! ! nd I have seldom ever felt such fear! She will sometimes engage in the behavior described here as solicitation but it is to get into your lap to get petted and go to sleep- not over food. It will be interesting to get a copy of the research and see how frequent etc this is. Maybe there is a publication for us in our non-solicitor cats! :) Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker From: David Hogberg [dhogb...@albion.edu] Sent: Monday, September 21, 2009 6:06 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] annoying cat solicitation purr It's my belief, based on observations over the years, that all cats are feral most of the time. DKH On Mon, Sep 21, 2009 at 2:27 PM, Marc Carter marc.car...@bakeru.edumailto:marc.car...@bakeru.edu wrote: My place: overt yowling at 4 am to get up to feed him, and more at around 10 pm when he thinks it's time I should be in bed (even though he doesn't sleep in the bed with me -- he just wants ME to go to bed). And yeppers about the pitch -- it cannot be ignored... Cats are only partly domesticated. m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] annoying cat solicitation purr
What about cats who don't purr. I have a cat that never purrs; he did a bit as a kitten and then stopped almost immediately after being adopted from the pound. And no, we do not practice cat-abuse. Our last kitty lived to be 23! I also know that cats normally purr when they are happy and also when they are quite distressed; not sure why the two opposing mechanisms. I did catch my cat purring once at the vet's many years ago. At any rate, my cat purrs in neither situation now--neither happy nor distressed. He also doesn't meow much. He squeaks and makes little grunting sounds with me--doesn't do it for anyone else, but then again, I'm mommy. :) 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, 21 Sep 2009 13:08:21 -0500 From: Claudia Stanny csta...@uwf.edu Subject: [tips] annoying cat solicitation purr To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu According to the Chronicle of Higher Education, Cats are able to control their humans by emitting a high-pitched solicitation cry - embedded in a purr - that is so annoying it can't be ignored (Sept 18) http://www.lifesci.sussex.ac.uk/cmvcr/Domestic%20cats.html They go on to note that in busy households where such purring is often overlooked, the cats resort to overt meowing. You betcha. A colleague noted that this will be useful as a great example of negative reinforcement in action. Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or 473-7435 e-mail:csta...@uwf.edu CUTLA Web Site: http://uwf.edu/cutla/ Personal Web Pages: http://uwf.edu/cstanny/website/index.htm --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] More dead salmon
They have quite a few links that are quite amusing on that page. I liked this one: http://www.wired.com/wiredscience/2007/11/this-is-your-br/ 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, 21 Sep 2009 20:55:51 -0400 From: sbl...@ubishops.ca Subject: [tips] More dead salmon To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Wired's got around to it and gives it a nice discussion. http://www.wired.com/wiredscience/2009/09/fmrisalmon/ 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 --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] History of false memory concept (Was: Darwin on animal experimentation)
I thought William James would have had something to say about this so I accessed Chris Green's copy of Principles of Psychology that he kindly placed online so when we are at home we have easy access. In discussing memory formation, here is a quotation from Fechner from his Psychophysik: They show that profound rearrangements and slow settlings into a new equilibrinm are going on in the neural substance and they form the transition to that more peculiar and proper phenomenon of memory of which the rest of this chapter must treat. This is then followed by a long discussion of work cited by Richet in L'Homme et L'Intelligence which also sounds much like the sentiments expressed by Cobbe. I don't have any of the dates of publication handy for these works. James' chapter is my favorite to introduce in the cognitive course because it is prescient of much of what we know today. Anyway, we are looking at a little later with Fechner and Richet in the later 1800s but maybe they cite earlier works? 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: Sun, 20 Sep 2009 02:24:12 -0400 From: sbl...@ubishops.ca Subject: [tips] History of false memory concept (Was: Darwin on animal experimentation) To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Allen Esterson wrote, in drawing attention to an exchange of letters between Darwin and the Irish feminist Frances Cobbe: My knowledge of Cobbe previously did not extend beyond her perspicacious remarks on memory, which rebutted the contemporary idea of memory and also provided an explanation for false memories: Allen cited her work The Fallacies of memory (1867) as the source of her comments on memory as reprinted in _Embodied Selves_,1998) [Googling suggests the essay may have first appeared a year earlier]. Cobbe's comments (memory a finger marked traced on shifting sand) appear remarkably prescient of modern research on false memory and its malleability, which started, as far as I know, in the early 1990's with Elizabeth Loftus, and with the founding of the False Memory Syndrome Foundation. Having a fascination with firsts, I wonder whether this is the earliest that anyone has described these concepts. My own quick Google search turned up nothing to dispute this conclusion, although it is not an easy topic for a search. Perhaps Freud could be credited with a particular form of it in his (1897? 1906?) contention that his patients confabulated stories of seduction [rape] by an adult, which he belatedly claimed were merely fantasies. (Someone named Esterson (2001) takes exception to how Freud tells this story, BTW). However, Cobbe's treatment of false memory is more general and more compatible with current scientific knowledge, and still beats Freud by around 30 years. Anyone have anything earlier? Stephen Esterson, A. (2001). The mythologizing of psychoanalytic theory: Deception and self-deception in Freud´s accounts of the seduction theory episode. History of Psychiatry, 12, 329-352. - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University e-mail: sbl...@ubishops.ca 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Fwd: New edition APA Publication Manuel
A good response; see below; I hope this attachment format works. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)---BeginMessage--- Dear Dr. Taylor: Dr. VandenBos has been out of the country and forwarded your note to me for reply. The Publication Manual is one of the most important books we publish. Before this edition of the Publication Manual was released, it was put through multiple stages of editing and proofing and was painstakingly examined by many sets of eyes before it was released to the printer. Despite this process, errors like those you identify below occurred. We share your dismay and deeply regret the confusion caused by the subsequent discrepancy between the sample papers and the text. To remedy this, we have posted corrected papers in the Related Resources section of the APA Style website (www.apastyle.org http://www.apastyle.org/ ). We will be posting a full list of reprint corrections within the next few weeks. Thank you for bearing with us during this regrettable mishap. Sincerely, Mary Lynn Skutley Editorial Director, APA Books 750 First Street NE Washington, DC 20002-4242 (202) 336-5768 mskut...@apa.org -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Tuesday, August 25, 2009 4:03 PM To: VandenBos, Gary Subject: new edition apa manual I am writing to tell how dismayed and confused I am over the new style manual. There are quite a few discrepancies between the text and the sample paper. This is unfortunate. Just Friday I submitted a paper to an APA journal, and wanting to get used to the new style, looked to the sample paper (as a short cut) to make headings and layout conform to the new style. Unfortunately, I have now realized that I made several errors. I understand from colleagues that errata will be publised at the apa.org website, but this is difficult to keep up with. As a teacher of undergraduate research methods in psychology at the lower and upper division levels, this is also disconcerting. It is difficult for me, as a teacher, to get used the changes, but it is all that much harder for the students to learn APA style when the sample paper doesn't conform to the style. In my 20+ years of teaching I have been able to tell students to check the sample paper in the APA manual as the final word, and ignore the one in whatever textbooks they had at their disposal, as the manual was the final word. Well, apparently not any longer. So there is no final sample for students to model. Hopefully there will be a second printing and I can get another desk copy that will have the changes in it. Annette Taylor 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 ---End Message---
Re: [tips] Fwd: New edition APA Publication Manuel
Note: I'm just passing on the news; I cannot find the putative sample paper at the link. If anyone finds it, please post to list; in the meantime I am emailing them back. Sigh. 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: Fri, 18 Sep 2009 11:18:28 -0700 (PDT) From: tay...@sandiego.edu Subject: [tips] Fwd: New edition APA Publication Manuel To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A good response; see below; I hope this attachment format works. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Date: Fri, 18 Sep 2009 13:37:34 -0400 From: Skutley, Mary Lynn mskut...@apa.org Subject: New edition APA Publication Manuel To: tay...@sandiego.edu Cc: Gasque, Anne agas...@apa.org Dear Dr. Taylor: Dr. VandenBos has been out of the country and forwarded your note to me for reply. The Publication Manual is one of the most important books we publish. Before this edition of the Publication Manual was released, it was put through multiple stages of editing and proofing and was painstakingly examined by many sets of eyes before it was released to the printer. Despite this process, errors like those you identify below occurred. We share your dismay and deeply regret the confusion caused by the subsequent discrepancy between the sample papers and the text. To remedy this, we have posted corrected papers in the Related Resources section of the APA Style website (www.apastyle.org). We will be posting a full list of reprint corrections within the next few weeks. Thank you for bearing with us during this regrettable mishap. Sincerely, Mary Lynn Skutley Editorial Director, APA Books 750 First Street NE Washington, DC 20002-4242 (202) 336-5768 mskut...@apa.org -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Tuesday, August 25, 2009 4:03 PM To: VandenBos, Gary Subject: new edition apa manual I am writing to tell how dismayed and confused I am over the new style manual. There are quite a few discrepancies between the text and the sample paper. This is unfortunate. Just Friday I submitted a paper to an APA journal, and wanting to get used to the new style, looked to the sample paper (as a short cut) to make headings and layout conform to the new style. Unfortunately, I have now realized that I made several errors. I understand from colleagues that errata will be publised at the apa.org website, but this is difficult to keep up with. As a teacher of undergraduate research methods in psychology at the lower and upper division levels, this is also disconcerting. It is difficult for me, as a teacher, to get used the changes, but it is all that much harder for the students to learn APA style when the sample paper doesn't conform to the style. In my 20+ years of teaching I have been able to tell students to check the sample paper in the APA manual as the final word, and ignore the one in whatever textbooks they had at their disposal, as the manual was the final word. Well, apparently not any longer. So there is no final sample for students to model. Hopefully there will be a second printing and I can get another desk copy that will have the changes in it. Annette Taylor Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Fwd: New edition APA Publication Manuel
Very funny Rick! I am burning my last post for this?? I did not type Manuel. The person responding from APA did it and I did not catch it. Now, should we be surprised that there are problems with Manuel? 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: Fri, 18 Sep 2009 15:05:52 -0500 From: Rick Froman rfro...@jbu.edu Subject: RE: [tips] Fwd: New edition APA Publication Manuel To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu There are a few of them under the resources link. Off the APA style page, link to Browse all Related Resources and review the list there (it is a multi-page list of links). The one sample experimental paper is at: http://www.apastyle.org/manual/related/sample-experiment-paper-1.pdf They also have a sample meta-analysis and a multiple experiment sample. BTW, who is this Manuel to whom this thread is addressed? Rick -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Friday, September 18, 2009 2:48 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Fwd: New edition APA Publication Manuel Note: I'm just passing on the news; I cannot find the putative sample paper at the link. If anyone finds it, please post to list; in the meantime I am emailing them back. Sigh. 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: Fri, 18 Sep 2009 11:18:28 -0700 (PDT) From: tay...@sandiego.edu Subject: [tips] Fwd: New edition APA Publication Manuel To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A good response; see below; I hope this attachment format works. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Date: Fri, 18 Sep 2009 13:37:34 -0400 From: Skutley, Mary Lynn mskut...@apa.org Subject: New edition APA Publication Manuel To: tay...@sandiego.edu Cc: Gasque, Anne agas...@apa.org Dear Dr. Taylor: Dr. VandenBos has been out of the country and forwarded your note to me for reply. The Publication Manual is one of the most important books we publish. Before this edition of the Publication Manual was released, it was put through multiple stages of editing and proofing and was painstakingly examined by many sets of eyes before it was released to the printer. Despite this process, errors like those you identify below occurred. We share your dismay and deeply regret the confusion caused by the subsequent discrepancy between the sample papers and the text. To remedy this, we have posted corrected papers in the Related Resources section of the APA Style website (www.apastyle.org). We will be posting a full list of reprint corrections within the next few weeks. Thank you for bearing with us during this regrettable mishap. Sincerely, Mary Lynn Skutley Editorial Director, APA Books 750 First Street NE Washington, DC 20002-4242 (202) 336-5768 mskut...@apa.org -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: Tuesday, August 25, 2009 4:03 PM To: VandenBos, Gary Subject: new edition apa manual I am writing to tell how dismayed and confused I am over the new style manual. There are quite a few discrepancies between the text and the sample paper. This is unfortunate. Just Friday I submitted a paper to an APA journal, and wanting to get used to the new style, looked to the sample paper (as a short cut) to make headings and layout conform to the new style. Unfortunately, I have now realized that I made several errors. I understand from colleagues that errata will be publised at the apa.org website, but this is difficult to keep up with. As a teacher of undergraduate research methods in psychology at the lower and upper division levels, this is also disconcerting. It is difficult for me, as a teacher, to get used the changes, but it is all that much harder for the students to learn APA style when the sample paper doesn't conform to the style. In my 20+ years of teaching I have been able to tell students to check the sample paper in the APA manual as the final word, and ignore the one in whatever textbooks they had at their disposal, as the manual was the final word. Well, apparently not any longer. So there is no final sample for students to model. Hopefully there will be a second printing and I can get another desk copy
[tips] anyone seen Awake?
I have been asked by our psych club to provide commentary on the movie Awake. This is NOT a film I would EVER choose to watch in the normal course of my life. But I am willing to sacrifice myself for the greater good... Having said that I wonder if any tipsters have seen it and can give me some clues of things that relate to psychology, and particularly to cognitive psychology that I should look for and be prepared to comment upon. I am planning to talk a bit about anesthesia awareness and out-of-body experiences. Any help is welcome. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Fabulous Flubadub
I remember Howdy Doodie quite well and the name Flubadub sounds familiar but I can't place it very well. Only Kukla, Fran and Ollie come to mind as puppets that I can visualize (well, not Fran ;). I must not be old enough for this set of memories. yeah! Or, I might be losing it.:( 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: Thu, 17 Sep 2009 18:43:49 + From: David Hogberg dhogb...@albion.edu Subject: Re: [tips] Fabulous Flubadub To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Maybe that was after my time. I'm talking ~56 years ago for Lucky Pup. Yikes! On Thu, Sep 17, 2009 at 3:58 PM, Wallen, Douglas J douglas.wal...@mnsu.edu wrote: I never saw Lucky Pup, but I do remember a hand puppet show of that era called Time for Beanie featuring Cecil the seasick sea serpent. It returned as a cartoon 10 or 15 years later. Doug Wallen Psychology Department, AH 23 Minnesota State University, Mankato Mankato, MN 56001 E-mail: douglas.wal...@mnsu.edu Phone: (507) 389-5818 On 9/17/09 8:47 AM, David Hogberg dhogb...@albion.edu wrote: I, too, remember Flub. How about memories of another TV production of the period, one done with hand puppets (vs. marionettes) called Lucky Pup? Its main characters were Foudini and Pinhead and they appeared, perhaps, on the DuMont Television Network. DKH On Thu, Sep 17, 2009 at 8:36 AM, Pollak, Edward epol...@wcupa.edu wrote: Tommy Texino writes, Now who remembers The Flubadub? Well I do, and he was a puppet on The Howdy Doody Program back in the 1950s. The Flub was an animal made up of various other creatures, sort of like them things they got down in Australia. Anyway, Well, It occurred to me that with Mr. Stuart having the boots of Grandpa Jones and the head of Elvis Presley and the flashy clothes of a Porter Wagoner that he was a regular human Flubadub I hope that this information causes your insides to settle, for while The Flubadub was strange , he was a good soul, as I should imagine Mr. Stuart to be as well. Well said by our very own, irascible (but lovable), Phineas T. Bluster! Ed Mandatory bluegrass content: we could learn a few things about bluegrass stage attire from Buffalo Bob. - Edward I. Pollak, Ph.D. Department of Psychology West Chester University of Pennsylvania http://home.comcast.net/~epollak http://home.comcast.net/%7Eepollak - Husband, father, grandfather, biopsychologist bluegrass fiddler .. in approximate order of importance. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Dead salmon detects human emotion
A nominee for an ignoble award if I ever saw one :) 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: Thu, 17 Sep 2009 18:08:32 -0400 From: sbl...@ubishops.ca Subject: [tips] Dead salmon detects human emotion To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Remarkable new experiment, a fMRI study by Bennett et al reported at the 15th annual meeting of the Organization for Brain Mapping in June this year in San Francisco. Meeting announcement at http://www.meetingassistant3.com/OHBM2009/index.php From the Methods section of the abstract: Subject: One mature Atlantic Salmon (Salmo salar) participated in the fMR study. The salmon was...not alive at the time of scanning. Task: The task administered to the salmon involved completing an open-ended mentalizing task. The salmon was shown a series of photographs depicting human individuals in social situations with a specified emotional valence. The salmon was asked to determine what emotion the individual in the photo must have been experiencing. http://prefrontal.org/files/posters/Bennett-Salmon-2009.jpg for the abstract of the poster presentation (the poster itself, actually) And if that doesn't make itself clear, try this: http://tinyurl.com/mww9tj 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 --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Undergraduate Research Directors and Programs at 4-year schools
Yes, I think my point was that at ours, as at many 4-year undergraduate only programs, there is no such thing. Lucky you! 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: Sun, 13 Sep 2009 20:59:17 -0400 From: kmorgan kmor...@wheatonma.edu Subject: Re: [tips] Undergraduate Research Directors and Programs at 4-year schools To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Thanks for the posts so far!:-) Let me be a little more specific, though. I am interested in how, if at all, undergraduate research is managed _at an institutional level_ at 4-year schools. Is there a central office or person/persons who serve as UR director(s)? Such a person generally manages any institutional funds that might be available for such research, may organize any institutional research fairs or events, might manage a system to help match students with faculty, edit in-house undergraduate research journals, etc. Most of the places I know of that have such a person are larger universities with graduate programs, and the UR director is a paid administrator of some kind (might be a faculty member pulled into the position and given a leave for a period of time). Some others are half-time faculty, half-time administrators. But I'm also interested in knowing about how UR is managed in the trenches, so to speak. So the kinds of information you all have been offering about whether faculty are compensated in any way for carrying research students (in FTE or otherwise). Also, what other support, if any, is available to support UR on your campus? (ex. some folks have said that their institution has summer money available on a competitive basis for faculty and their UR students). I am a long-time member of the Council on Undergraduate Research (I've served as a CUR Councilor for the Psychology Division for about 12 years now), and I know that there is a Division of Undergraduate Research Directors in CUR, but all of the folks in there that I know are at R1 or R2 universities--NOT small 4-year colleges. Hence my questions. As you might have guessed, I've recently been tapped to be something like a UR director at our institution, but the position is not formalized and uncompensated..I promised my fellow UR committee members that I would see what I could find out about how UR is managed at other comparable institutions. Thanks again in advance, --Kathy Morgan Wheaton College Norton, MA 02766 kmor...@wheatonma.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Undergraduate Research Directors and Programs at 4-year schools
I think it has wide interest and I'd like to hear replies on list. I've heard it discussed in many venues. We work probono. That's it. All of us work with students and we all just have them enroll in directed research which nets us nothing. My colleague and I are collaborating on a project for which we have 7 undergrad research assistants this fall. I will have them sign a contract this year, which I have not done in the past and then hate myself when they disappear just when I need them the most. I'm anxious to hear how the whole idea of faculty compensation is worked out at other institutions. 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: Sun, 13 Sep 2009 19:25:53 -0400 From: kmorgan kmor...@wheatonma.edu Subject: [tips] Undergraduate Research Directors and Programs at 4-year schools To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Hi all, I am looking for information on how undergraduate research is managed institution-wide at private 4-year colleges. If you teach at such an institution, I am especially interested in whether or not your institution has an undergraduate research director, how that person is compensated, what he or she does, etc. Please reply off line as this may be a topic with limited interest to the rest of the list, and thanks!:-) --Kathy Morgan Wheaton College Norton, MA 02766 kmor...@wheatonma.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Correlation and Causation Video
Very nice Michael. I'm using it tomorrow in my intro class; we were just going to cover this topic; How I will squeeze in an extra 3 minutes is beyond me but it makes the point very very well and with good humor. I'm sharing with my colleagues. 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: Sun, 13 Sep 2009 17:07:16 -0400 From: Michael Britt michael.br...@thepsychfiles.com Subject: [tips] Correlation and Causation Video To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Couldn't help it. I must have had too much time on my hands. Here's a humourous video (hopefully) on correlation and causation. A little mashup of green screening, Google Earth and some bad accents. http://www.youtube.com/watch?v=UNonyq1yhiE Michael -- Michael Britt, Ph.D. Host of The Psych Files podcast www.thepsychfiles.com mich...@thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Estonia
Btw,Americans,British and Australians are the only people that speak only one language. To nie jest wcale prawda. W kazdym kraju jest jeden jezyk oficialny i ludzie mowia innymi jezykami jak chca; ale zalezy jezeli wogole i ktorym jezykiem. W Ameryce wielkosc ludzi mowi drugim jezykiem. Annette ps: sorry I am missing all the accent marks. Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 12 Sep 2009 13:27:00 -0600 From: Shearon, Tim tshea...@collegeofidaho.edu Subject: RE: [tips] Estonia To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Btw,Americans,British and Australians are the only people that speak only one language. Ich bezweifle dies wahr ist. Tim From: michael sylvester [msylves...@copper.net] Sent: Saturday, September 12, 2009 9:31 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Estonia Let me suggest www.couchsurfing.org This is a site that lists members from virtually every corner of the worlld and members range from students,teachers, and other professionals.Members of this site welcome travelers and other visitors.I am sure you can scroll down to Estonia and then to your specific city and find find students and profs at that university.They will most likely have some fluency in English(). You may have to join to surf the site but it is not an exhaustive process-just general info. I am a member and I can access listings in Estonia. I could find some contacts and info for you.Let me know if you want me to. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] psychology is not a science
This is my reject during the tips-cation (new word like 'staycation' for staying at home vacation; now when tips does down for a few days we can call it a 'tipscation.' == I came across this article while seaching for something else. Certainly a very narrow perspective but explains why so many fail to see psychology as a 'science'. -- I was slightly taken aback when I heard a speaker at a psychology lecture meeting claiming confidently that psychology was a science. Of course, if we define science broadly, as the systematic search for knowledge, psychology would qualify for that label. But it is not terminology that is at issue here, but a matter of substantial importance. When we talk of science, we primarily think of physical science. If a mother said that her son was studying science at Cambridge, would psychology come first to the listener’s mind? The paradigm of the physical sciences is physics, because its elegant theories based on ample observation and experimentation provide clear explanations and reliable predictions. It also provides the foundations for the technologies which have transformed our lives. The man on the Clapham bus may not understand the laws of physics, but he happily relies on the means of transport based on those laws. In consequence, the methods of physics become the model of scientific methodology. Full article available at: http://www.philosophynow.org/issue74/74rickman.htm Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Physio questions
Thanks! I was having much trouble in validating these statements from the Body Worlds exhibit. Since I had to get the handout of questions I wanted students to find answers to, to our office staff I just omitted those two for now but can revisit them during the field trip on Saturday. One thing that Body Worlds notes explicitly that I am going to gloss over as if it wasn't there is a statement that the most important neurtransmitters for memory are epinephrine and norepinephrine. I don't believe that is true at all to the best of my knowledge; in fact I thought acetylcholine is more likely implicated. But their statement is a very certainly provided statement and not even an implicated statement.' On the other hand, I would highly recommend the exhibit to anyone who has a chance to see it in their local communities, as it travels around the world. It is a bit basic for college students, but then again, for most of them the review is good :) especially for intro psych. 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: Thu, 10 Sep 2009 09:47:22 -0400 From: Serafin, John john.sera...@email.stvincent.edu Subject: Re: [tips] Physio questions To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Annette, Kalat does at least partially address both of your questions in his bio psych text. On the first question about sex differences, he cites a source--here's the abstract on Pubmed: http://www.ncbi.nlm.nih.gov/pubmed/12725764?ordinalpos=2itool=EntrezSystem2 .PEntrez.Pubmed.Pubmed_ResultsPanel.Pubmed_DefaultReportPanel.Pubmed_RVDocSu m or: http://tinyurl.com/ml2ozx In that study, the conclusion appears to be that males females have similar amounts of gray matter in the brain, but males have greater amount of white matter. On your second question, Kalat is not as specific, and doesn't cite a source for what he does say, so I'll leave that one to others. John -- John Serafin Psychology Department Saint Vincent College Latrobe, PA 15650 john.sera...@email.stvincent.edu From: tay...@sandiego.edu Reply-To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Wed, 9 Sep 2009 15:55:10 -0400 To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Conversation: [tips] Physio questions Subject: [tips] Physio questions Woo Hoo tips is back! Body Worlds, the brain is in town and I am taking my students on Saturday. I went through the exhibit a few days ago and made lots of notes and things for them to notice. Some of the exhibits noted information that I was not too sure about and googling didn't help me with the information. I am hoping tipsters will know: (1) Are there gender differences in amount grey versus white matter? In particular do men or women have more prominent cell bodies or axon fiber connections? (2) Is it true that a 2-year old's brain is the same size as an adult's brain and is it true that it has exactly twice as many synapses? Thanks! (any refs would be helpful as well--incidentally, my physio person here was not sure of these and does not believe these answers are in a standard physio text). So glad tips is back. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Physio questions
Woo Hoo tips is back! Body Worlds, the brain is in town and I am taking my students on Saturday. I went through the exhibit a few days ago and made lots of notes and things for them to notice. Some of the exhibits noted information that I was not too sure about and googling didn't help me with the information. I am hoping tipsters will know: (1) Are there gender differences in amount grey versus white matter? In particular do men or women have more prominent cell bodies or axon fiber connections? (2) Is it true that a 2-year old's brain is the same size as an adult's brain and is it true that it has exactly twice as many synapses? Thanks! (any refs would be helpful as well--incidentally, my physio person here was not sure of these and does not believe these answers are in a standard physio text). So glad tips is back. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Northwest Teaching of Psychology Conference, Oct 23rd
Sue, I was going to ask you backchannel but maybe others want to know. Can you please tell us again your blog url for the all the tech stuff you've been putting up? I am using my own in-class response system. It is called, colored cards with the letters A B C D glued to popsicle sticks. LOL. But it works great for less than $5 for the whole classroom. 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, 31 Aug 2009 13:57:31 -0700 From: Frantz, Sue sfra...@highline.edu Subject: [tips] Northwest Teaching of Psychology Conference, Oct 23rd To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Announcing... Northwest Teaching of Psychology Conference Friday, October 23rd On the Highline Community College campus near Seattle in Des Moines, WA Registration postmarked on or before September 30th: $30 NWToP emphasizes sessions that provide content or techniques you can use in your classroom this term and opportunities to network and share ideas with colleagues. All for an affordable price. Our speakers: DANA DUNN: Experiential Approaches to Teaching Research Methods in Introductory Psychology TRACY ZINN: You Mean I'm Not Perfect?: Why Failure Should Be Embraced DIANE FINLEY: Follow the Yellow Brick Road: The Pleasures, Pitfalls and Promises of the Online Environment Please visit our website (http://www.kvalley.com/nwtop) for the full conference schedule and to download the registration form. I hope to see you there! Sue NWToP is provided with support from the Association for Psychological Science and Worth Publishers. -- Sue Frantz Highline Community College Psychology, CoordinatorDes Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Running head
Can anyone tell me whom we should contact about the shoddy editorial work on the manual. I do believe that if they were deluged with emails and other notifications from instructors and authors that something would have to be done, such as publishing an erratum document. We need to do and not just say it's good to do it; but where and how do we do it is my question? I'm in as soon as I where to direct my comments. 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 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] No-Show penalty -- still in use?
FWIW we are keeping our no-show penalty; without it we found that student participants just blew off their appointments. We consider it a part of participant ethics to show up or cancel in a timely fashion, or understand that there is a consequence when a perfectly good space has been kept open that another participant could have signed up for, and for which researchers allotted time. It is punitive to a large number of individuals when someone takes a space and then doesn't use it for no good reason. (we do tend to be flexible with unforeseen events) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Tue, 25 Aug 2009 15:36:20 -0400 From: Ken Steele steel...@appstate.edu Subject: [tips] No-Show penalty -- still in use? To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu It is the beginning of the semester and the faculty are hot to snuff the infamous no-show with various consequences like extra requirements, extra participations, loss of points, etc. I seem to remember a discussion that concluded that these kinds of consequences were no longer permitted. Can anyone point me to the definitive answer to this question (definitive for 9/25/09, speed of change may vary with location.) Ken --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor and Assistant Chairperson Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Question about research project in cognitive psych
Two answers: I am a cognitive person but I replicate a lot of social studies. Students find them more intuitively appealing. Second, I have done projects as you mentioned and I think you almost answered your own question (Ok, I haven't done the gun thing, but I have done bystander intervention for a student who stumbles and falls--you do need a good actor--preferably a girl for that one). I try to locate the source article, such as Asch's 1946 article on impression formation, and then guide the students to take it from there. Also, instead of eprime or other costly and difficult-to-learn-to-use software you can use freely available software. You can go to psychexps.olemiss.edu and check out all they have. Some of the studies might appeal across a wide range of students. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 22 Aug 2009 16:28:45 -0400 From: Mark A. Casteel ma...@psu.edu Subject: [tips] Question about research project in cognitive psych To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Every year, I have my students replicate a classic study in the field in small groups of 2-3 students. Every year, I'm ecstatic with the amount of information they learn (as well as the experience of presenting their research to the campus community) but I also wish I could have them do research that would be more intrinsically appealing to most. We don't offer a psych major at my institution, so few of these students will pursue either cognitive or experimental psych. I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Any comments are welcome, including ideas for other topical issues. Thanks! Mark * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] itunes to ppt
I'll try the last as I haven't tried that yet; for video files I don't have to do that so I didn't think I had to for audio. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 22 Aug 2009 17:35:34 -0700 From: Frantz, Sue sfra...@highline.edu Subject: RE: [tips] itunes to ppt To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu What's the file extension? If it's M4P, which most iTunes files are, then PowerPoint can't read it. It needs to be converted to MP3 or WAV (or something similar). There are a bunch of audio converters online. Let me know if you need a recommendation. Alternatively (i.e., what I'd do), go to the SciAm 60 Second Psych site (http://www.scientificamerican.com/podcast/podcasts.cfm?id=60-second-psych) and download the files as MP3s. Lastly, the audio file needs to be in the same folder as your PowerPoint file. It's goofy, I know, but that's how it works. Sue -- Sue Frantz Highline Community College Psychology, Coordinator Des Moines, WA 206.878.3710 x3404 sfra...@highline.edu Office of Teaching Resources in Psychology, Associate Director Project Syllabus APA Division 2: Society for the Teaching of Psychology APA's p...@cc Committee --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] new freshmen and what they know
Just a reminder about the latest mindset list from Beloit College; my memory was jogged by a backchannel response to a previous query. Here is the link: http://www.beloit.edu/mindset/ It's OK but I'm just going to pick a much smaller sample of items to share in class; I don't think my california kids will have a clue who some of the people mentioned in the list might be. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] itunes to ppt
I downloaded a bunch of scientific american 60-second psych and 60-second science podcasts via itunes. Next I wanted to embed some of the podcasts, which were free, into ppt slides. Here is what I tried: While in ppt I clicked insert then sound then sound from file I then clicked on 'itunes' as the source folder. Then I opened the podcasts folder and eventually clicked on the episode I wanted. A little speaker showed up on my slide, but when I click it nothing plays :( Does anyone else know how to do this? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] stats on iraq war vet suicides
I've been interested with the recent discussion of suicides among iraq war vets given that my son is on his third year-long deployment over there. He asked me for some stats because as far as he knows, this is mostly an over-reaction. Well, I started to surf the web to find some concrete stats. I can't find any. Here is one headline: Suicide Attempts for Vets Jump 500% in Five Years but no source for the information. Now I'm a bit suspicious. I know some of you are better at finding these things than I am, particularly Mike P. Can you find anything? Also, I'd like to know how the stats compare to say, 15 years ago for the military and also to the general public right now. There may be more going on here and I'm always worried about how stats are being (mis)used. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
