Re: [tips] question about faculty missing classes
Here is my formula for excusable faculty absences.Take the person's age divide by 2 and then minus 15. Then add 5. Michael - Original Message - From: Alice Locicero To: Teaching in the Psychological Sciences (TIPS) Sent: Monday, October 19, 2009 1:15 PM Subject: [tips] question about faculty missing classes 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) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
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. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about faculty missing classes
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)
Re: [tips] question about faculty missing classes
We have a form that must be signed by the chair to approve an absence to attend professional conferences or other such activities. Ken Also, I am wondering whether, in other colleges, chairs are asked to approve absences for professional conferences, etc. Alice LoCicero Alice LoCicero, Ph.D., ABPP, MBA, Associate Professor and Chair, Social Science Endicott College Beverly, MA 01915 978 232 2156 -- --- 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)
RE: [tips] question about faculty missing classes
We don't here at Emory, although we probably should. 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: Ken Steele [mailto:steel...@appstate.edu] Sent: Monday, October 19, 2009 2:39 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about faculty missing classes We have a form that must be signed by the chair to approve an absence to attend professional conferences or other such activities. Ken Also, I am wondering whether, in other colleges, chairs are asked to approve absences for professional conferences, etc. Alice LoCicero Alice LoCicero, Ph.D., ABPP, MBA, Associate Professor and Chair, Social Science Endicott College Beverly, MA 01915 978 232 2156 -- --- 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) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- 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] question about faculty missing classes
Thanks, Everyone. That helps. If I find any hard data on it I will share it. Alice 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)
Re: [tips] question about op cond and drug use
The typical explanation is in terms of classical conditioning, not operant. This is based on the work of Shep Siegel and his students. http://www.science.mcmaster.ca/psychology/index.php/people/202-dr-shepard-siegel.html US = chemical properties of the drug UR = biological response to the drug CS = stimuli present when you take the drug CR = a compensatory response OPPOSITE the UR. In heroin addiction, for example, the drug paraphernalia (and other stimuli) are paired with the drug injection. Unlike traditional classical conditioning, the conditioned response is compensatory and acts to counteract the UR. This essentially operates as a homeostatic mechanism. The theory accounts for tolerance (the CR comes to completely cancel out the UR), withdrawal (experience of the CR in the absence of the drug) and paradoxical overdose (overdose that occurs when the dosage is NOT abnormally high, but occurs when the CS is not present). That was too quick - but I have to run to class. -- Jim Dougan At 10:34 AM 10/7/2009, you wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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 to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] question about op cond and drug use
Carol: I am not sure where you are going with this. Is this what you want? Positive reinforcement: Substance produces effect. Subject makes response to produce substance and its effect. Negative reinforcement: Substance produces effect. Lack of substance produces different effect. Subject makes response to avoid or escape from different effect. In other words, the analysis depends on whether your consequence is the effect produced by the presence or the absence of the substance. Ken DeVolder Carol L wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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 -- --- 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)
Re: [tips] question about op cond and drug use
I'm not sure that operant conditioning can EXPLAIN drug addiction, but it certainly has been used to analyze and treat it. Drugs are very potent reinforcers -- generally regarded as positive reinforcers, although avoidance of withdrawal symptoms can be looked at as negative reinforcement. Strictly speaking, an addictive drug is one that produces physiological changes in the user that results in withdrawal symptoms when use is discontinued. Drugs are primary reinforcers (reinforcing in their own right; not because of their association with other reinforcers), so it's hard to simply extinguish drug using behavior. Reinforcing incompatible behaviors is usually more effective. There's an extensive literature on this (unfortunately I don't have examples available). So, drug addiction (as a state) is a pattern of behaviors maintained by drugs as reinforcers. Simple conceptually; hard to deal with in practice because of the difficulty of competing with a potent established reinforcer whose reinforcing effects are much more immediate than its negative consequences, and also often more effective than the reinforcers for competing behaviors which are more healthful in the long run. I know that this is very sketchy, but it's a start. On Oct 7, 2009, at 10:34 AM, DeVolder Carol L wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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) Paul Brandon 10 Crown Hill Lane Mankato, MN 56001 pkbra...@hickorytech.net --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
I'd want to explain that drug addiction (withdrawal and tolerance) are best explained with respondent conditioning; avoidance of withdrawal and drug seeking behavior are best explained with operant conditioning. But the addiction, per se, is really better explained with respondent conditioning. The treatments for addiction that are most effective are very much like systematic desensitization, so the addiction itself seems more Pavlovian than Skinnerian. (I know that last part's a logical fallacy, but there are mechanisms in the theory, like compensatory response that make it more reasonable.) I think m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Paul Brandon [mailto:paul.bran...@mnsu.edu] Sent: Wednesday, October 07, 2009 11:15 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about op cond and drug use I'm not sure that operant conditioning can EXPLAIN drug addiction, but it certainly has been used to analyze and treat it. Drugs are very potent reinforcers -- generally regarded as positive reinforcers, although avoidance of withdrawal symptoms can be looked at as negative reinforcement. Strictly speaking, an addictive drug is one that produces physiological changes in the user that results in withdrawal symptoms when use is discontinued. Drugs are primary reinforcers (reinforcing in their own right; not because of their association with other reinforcers), so it's hard to simply extinguish drug using behavior. Reinforcing incompatible behaviors is usually more effective. There's an extensive literature on this (unfortunately I don't have examples available). So, drug addiction (as a state) is a pattern of behaviors maintained by drugs as reinforcers. Simple conceptually; hard to deal with in practice because of the difficulty of competing with a potent established reinforcer whose reinforcing effects are much more immediate than its negative consequences, and also often more effective than the reinforcers for competing behaviors which are more healthful in the long run. I know that this is very sketchy, but it's a start. On Oct 7, 2009, at 10:34 AM, DeVolder Carol L wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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) Paul Brandon 10 Crown Hill Lane Mankato, MN 56001 pkbra...@hickorytech.net --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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)
Re: [tips] question about op cond and drug use
Explaining WHY a drug is reinforcing would rely on a respondent (Pavlovian) conditioning model; explaining HOW a drug affects behavior requires operant (Skinnerian) conditioning. On Oct 7, 2009, at 11:27 AM, Marc Carter wrote: I'd want to explain that drug addiction (withdrawal and tolerance) are best explained with respondent conditioning; avoidance of withdrawal and drug seeking behavior are best explained with operant conditioning. But the addiction, per se, is really better explained with respondent conditioning. The treatments for addiction that are most effective are very much like systematic desensitization, so the addiction itself seems more Pavlovian than Skinnerian. (I know that last part's a logical fallacy, but there are mechanisms in the theory, like compensatory response that make it more reasonable.) I think m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Paul Brandon [mailto:paul.bran...@mnsu.edu] Sent: Wednesday, October 07, 2009 11:15 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about op cond and drug use I'm not sure that operant conditioning can EXPLAIN drug addiction, but it certainly has been used to analyze and treat it. Drugs are very potent reinforcers -- generally regarded as positive reinforcers, although avoidance of withdrawal symptoms can be looked at as negative reinforcement. Strictly speaking, an addictive drug is one that produces physiological changes in the user that results in withdrawal symptoms when use is discontinued. Drugs are primary reinforcers (reinforcing in their own right; not because of their association with other reinforcers), so it's hard to simply extinguish drug using behavior. Reinforcing incompatible behaviors is usually more effective. There's an extensive literature on this (unfortunately I don't have examples available). So, drug addiction (as a state) is a pattern of behaviors maintained by drugs as reinforcers. Simple conceptually; hard to deal with in practice because of the difficulty of competing with a potent established reinforcer whose reinforcing effects are much more immediate than its negative consequences, and also often more effective than the reinforcers for competing behaviors which are more healthful in the long run. I know that this is very sketchy, but it's a start. On Oct 7, 2009, at 10:34 AM, DeVolder Carol L wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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) Paul Brandon 10 Crown Hill Lane Mankato, MN 56001 pkbra...@hickorytech.net --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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) Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato paul.bran...@mnsu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
On Wed, 7 Oct 2009, Marc Carter went: The treatments for addiction that are most effective are very much like systematic desensitization, so the addiction itself seems more Pavlovian than Skinnerian. I wouldn't say that, because contingency management, which uses operant principles, is at least as effective as any other nonpharmacological treatment: http://ajp.psychiatryonline.org/cgi/content/abstract/165/2/179 --David Epstein da...@neverdave.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
With regard to one of the most common drug addictions, nicotine, one thing to consider (IMHO) are the number of discriminative stimuli that signal an opportunity to smoke. Thus, the person attempting to stop smoking must stop in all of those situations and therefore must essentially quit smoking multiple times. Perhaps the smoking bans will make this easier because there are fewer signals that you can smoke. Leah Leah E. Adams-Curtis, Ph.D. Associate Dean, Social Sciences Illinois Central College 1 College Drive East Peoria IL 61635 309-694-5331 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
Not always the case. Siegel's work (referred to in an earlier post) focuses on the classical conditioning processes that contribute to the development of drug tolerance (part of the addition process). This centers on the classical conditioning of opponent processes that blunt the initial effects of the drug. Also explains why overdoses often occur when the drug is ingested in a unique environment (when classically conditioned stimuli that trigger the opponent processes are not available). 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 -Original Message- From: Paul Brandon [mailto:paul.bran...@mnsu.edu] Sent: Wednesday, October 07, 2009 11:40 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about op cond and drug use Explaining WHY a drug is reinforcing would rely on a respondent (Pavlovian) conditioning model; explaining HOW a drug affects behavior requires operant (Skinnerian) conditioning. On Oct 7, 2009, at 11:27 AM, Marc Carter wrote: I'd want to explain that drug addiction (withdrawal and tolerance) are best explained with respondent conditioning; avoidance of withdrawal and drug seeking behavior are best explained with operant conditioning. But the addiction, per se, is really better explained with respondent conditioning. The treatments for addiction that are most effective are very much like systematic desensitization, so the addiction itself seems more Pavlovian than Skinnerian. (I know that last part's a logical fallacy, but there are mechanisms in the theory, like compensatory response that make it more reasonable.) I think m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Paul Brandon [mailto:paul.bran...@mnsu.edu] Sent: Wednesday, October 07, 2009 11:15 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about op cond and drug use I'm not sure that operant conditioning can EXPLAIN drug addiction, but it certainly has been used to analyze and treat it. Drugs are very potent reinforcers -- generally regarded as positive reinforcers, although avoidance of withdrawal symptoms can be looked at as negative reinforcement. Strictly speaking, an addictive drug is one that produces physiological changes in the user that results in withdrawal symptoms when use is discontinued. Drugs are primary reinforcers (reinforcing in their own right; not because of their association with other reinforcers), so it's hard to simply extinguish drug using behavior. Reinforcing incompatible behaviors is usually more effective. There's an extensive literature on this (unfortunately I don't have examples available). So, drug addiction (as a state) is a pattern of behaviors maintained by drugs as reinforcers. Simple conceptually; hard to deal with in practice because of the difficulty of competing with a potent established reinforcer whose reinforcing effects are much more immediate than its negative consequences, and also often more effective than the reinforcers for competing behaviors which are more healthful in the long run. I know that this is very sketchy, but it's a start. On Oct 7, 2009, at 10:34 AM, DeVolder Carol L wrote: I am embarrassed to ask this question because I should know the answer, but I have a bad cold and am on lots of drugs (that's my excuse and I'm sticking to it). How is drug addiction explained in terms of operant conditioning? I can explain it using words, but when I try to employ my four-cell contingency table I screw myself up. I realize this model is an inadequate explanation for drug addiction, but I need to present it clearly before I critique it. Thanks, Carol (who really does know more about operant conditioning than this message implies...) 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) Paul Brandon 10 Crown Hill Lane Mankato, MN 56001 pkbra...@hickorytech.net --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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
RE: [tips] question about op cond and drug use
Thank you to all of you who responded, your answers were, across the board, very helpful and I appreciate them. Ultimately where I am going is to explain the dopamine reward system and the concept that withdrawal symptom severity is not related to a drugs addictiveness; a finding that implies that there are different systems mediating and maintaining drug use. I think ultimately it explains why classical and operant conditioning can play a part, and why discriminative stimuli are important. Thanks again, I really appreciate it. 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)
RE: [tips] question about op cond and drug use
On Wed, 7 Oct 2009, DeVolder Carol L went: Ultimately where I am going is to explain the dopamine reward system Unsolicited advice: I think the most important thing we can teach students about the dopamine reward system is that it is probably NOT a pleasure system--a squirt of dopamine into the nucleus accumbens does NOT necessarily occur when you feel good. The best lay-level explanation I've ever heard is from a recent edition of the public-radio show RadioLab. There's a four-minute excerpt here: http://www.neverdave.com/RadioLab2009_June16_dopamine.mp3 The hosts are explaining what may have accounted for the development of compulsive gambling in a woman who was taking L-DOPA. The background information they provide about dopamine release is hugely enlightening. I'm not teaching these days, but this is something I would play in class if I were. --David Epstein da...@neverdave.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
I worry about that, too, when I'm talking about this stuff. Dopamine is important in reinforcement, but it doesn't make you feel good. It's sometimes hard to get that across to students; it's a little subtle. Now, a huge dollop of serotonin is a whole other can o' peas in terms of making you feel good, if I understand the pharmacodynamics of ecstasy... :) m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: David Epstein [mailto:da...@neverdave.com] Sent: Wednesday, October 07, 2009 12:15 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] question about op cond and drug use On Wed, 7 Oct 2009, DeVolder Carol L went: Ultimately where I am going is to explain the dopamine reward system Unsolicited advice: I think the most important thing we can teach students about the dopamine reward system is that it is probably NOT a pleasure system--a squirt of dopamine into the nucleus accumbens does NOT necessarily occur when you feel good. The best lay-level explanation I've ever heard is from a recent edition of the public-radio show RadioLab. There's a four-minute excerpt here: http://www.neverdave.com/RadioLab2009_June16_dopamine.mp3 The hosts are explaining what may have accounted for the development of compulsive gambling in a woman who was taking L-DOPA. The background information they provide about dopamine release is hugely enlightening. I'm not teaching these days, but this is something I would play in class if I were. --David Epstein da...@neverdave.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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)
RE: [tips] question about op cond and drug use
On Wed, 7 Oct 2009, Marc Carter went: Now, a huge dollop of serotonin is a whole other can o' peas in terms of making you feel good, if I understand the pharmacodynamics of ecstasy... :) See, students have to be set straight on THAT one, too! MDMA/Ecstasy does cause a flood of serotonin release, but so does fenfluramine, and fenfluramine doesn't feel like MDMA/Ecstasy. So the flood of serotonin release, on its own, is not what underlies the ecstasy of Ecstasy. YOU knew that, but most students don't. --David Epstein da...@neverdave.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question about op cond and drug use
Help me out here as I had thought that the flood of serotonin with ecstasy has such a significant impact because it occurs throughout the cerebral cortex where as anti-depressants, which also increase the amount of serotonin in the brain's synapses, have less of a consciousness altering impact because their action mainly occurs in the sub-cortical nerve centers--i.e.,the unconscious brain. Joan jwarm...@oakton.edu On Wed, 7 Oct 2009, Marc Carter went: Now, a huge dollop of serotonin is a whole other can o' peas in terms of making you feel good, if I understand the pharmacodynamics of ecstasy... :) See, students have to be set straight on THAT one, too! MDMA/Ecstasy does cause a flood of serotonin release, but so does fenfluramine, and fenfluramine doesn't feel like MDMA/Ecstasy. So the flood of serotonin release, on its own, is not what underlies the ecstasy of Ecstasy. YOU knew that, but most students don't. --David Epstein da...@neverdave.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] question about op cond and drug use
I don't know why we get such different effects. There are a bunch of 5-HT receptor types, each of the drugs that monkeys with serotonin does it in slightly different ways, and so it goes. Why does Ecstasy work in a few hours and it takes an SSRI three weeks? Why does fenfluramine make you feel not hungry -- and that works pretty quickly, too. I don't know the stuff well enough at all. I had not heard that SSRIs work on subcortical neurons selectively. Perhaps there's a particular subcortical-neuron-reuptake mechanism that differs from those found in cortical neurons? I should know this stuff better m -- Marc Carter, PhD Associate Professor and Chair Department of Psychology College of Arts Sciences Baker University -- -Original Message- From: Joan Warmbold [mailto:jwarm...@oakton.edu] Sent: Wednesday, October 07, 2009 2:09 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] question about op cond and drug use Help me out here as I had thought that the flood of serotonin with ecstasy has such a significant impact because it occurs throughout the cerebral cortex where as anti-depressants, which also increase the amount of serotonin in the brain's synapses, have less of a consciousness altering impact because their action mainly occurs in the sub-cortical nerve centers--i.e.,the unconscious brain. Joan jwarm...@oakton.edu On Wed, 7 Oct 2009, Marc Carter went: Now, a huge dollop of serotonin is a whole other can o' peas in terms of making you feel good, if I understand the pharmacodynamics of ecstasy... :) See, students have to be set straight on THAT one, too! MDMA/Ecstasy does cause a flood of serotonin release, but so does fenfluramine, and fenfluramine doesn't feel like MDMA/Ecstasy. So the flood of serotonin release, on its own, is not what underlies the ecstasy of Ecstasy. YOU knew that, but most students don't. --David Epstein da...@neverdave.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) 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)
Re: [tips] Question about research project in cognitive psych
I¹ve used Powerpoint to replicate illusory correlation in the classroom using the same type of stimuli as in the original study by Hamilton and Gifford (1979), I revised a version created by Jackson (2000). I may use it in my research methods class this semester. -- Paul Bernhardt Frostburg State University Frostburg, MD, USA On 8/23/09 3:22 PM, Claudia Stanny csta...@uwf.edu wrote: You can implement many experiments as a Power Point presentation if you use the automatic slide advance function to control timing. Requires paper and pencil for responses and eliminates RT experiments, but you can still do a lot of interesting projects this way. I've implemented implicit and explicit memory tasks. I created a LOP task with one word presented per slide, using anagrammatic words as stuimuli (I found a list of words of 5 letters that are anagrams for one and only one word).I follow the LOP processing task with a filler task, then give an implicit test (solving anagrams that map onto the words in the lists plus some new anagrams that were not studied at all) followed by an explicit test (free recall of all the words presented for study. Students are biased to solve the anagrams with the words they studied (I have two versions of the LOP task so half study words for one solution and the other half study the words for other solution, the anagrams for the non-studied words serves as a control), but level of processing is irrelevant for this task. The LOP effect appears only in the free recall task. You can do an eyewitness experiment by creating a slide show in Power Point (a number of researchers have done their studies with this technology). Requires shooting a lot of digital pictures and there may be some issues in staging a crime (especially with a weapon!) for the stimuli. Students can avoid those issues and simply stage a non-violent event and look at eyewitness errors in the absence of a weapon (race bias in identification of the perpetrator is possible, but creates some problems for students who need to find people to serve as suitable foils in a photo lineup). One group of students stages an automobile accident (with and without an argument between those involved in the accident) by taking pictures of cars places strategically (the accident simply showed the two cars as if there had been an impact - they pulled them very close together but there was no actual damage to the cars). Then they staged mock arguments (gestures, facial expressions). One enterprising group staged a 2 or 3 minute video of an event for eyewitnesses. Harder to create a good manipulation with these unless the students are really good with editing and can insert a scene. Good luck! Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or (850) 473-7435 e-mail: csta...@uwf.edu -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Sat 8/22/2009 3:28 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about research project in cognitive psych Every year, I have my students replicate a classic study in the field in small groups of 2-3 students. Every year, I'm ecstatic with the amount of information they learn (as well as the experience of presenting their research to the campus community) but I also wish I could have them do research that would be more intrinsically appealing to most. We don't offer a psych major at my institution, so few of these students will pursue either cognitive or experimental psych. I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Any comments are welcome, including ideas for other topical issues. Thanks! Mark * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- 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
You could replicate the study (discussed earlier in this summer on tips) showing that people fell less pain when they swear. A very easy (and probably fun) study to replicate with various mild pain sensation (ice cold water, pin prick, etc.) and various types of swearing. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Saturday, August 22, 2009 4:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Question about research project in cognitive psych Mark A. Casteel wrote: I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Hi Mark: Since most of the arguments on TIPS has been about students texting in class then why don't you do a study on that situation. You could present information on ppt slides while the students are texting back and forth. They are responsible for information that is being presented on the ppt slides and responding in a quick fashion to the text mesages. You could manipulate the rate of text messages sent and received and the rate at which ppt slides are presented. The ppt slide show could be modeled after a typical class, with names, theories, dates, and experimental results presented across slides. Good luck, Ken * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- 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] Question about research project in cognitive psych
Hi Ken. This is a neat idea, and one that I think students could feasibly do. Thanks. This gives me some good ideas. Mark At 04:52 PM 8/22/2009, Ken Steele wrote: Mark A. Casteel wrote: I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Hi Mark: Since most of the arguments on TIPS has been about students texting in class then why don't you do a study on that situation. You could present information on ppt slides while the students are texting back and forth. They are responsible for information that is being presented on the ppt slides and responding in a quick fashion to the text mesages. You could manipulate the rate of text messages sent and received and the rate at which ppt slides are presented. The ppt slide show could be modeled after a typical class, with names, theories, dates, and experimental results presented across slides. Good luck, Ken * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Question about research project in cognitive psych
Hi Marie. Do you (or anyone else) have a citation for this study? I don't remember it and wonder if it was discussed while I was away on vacation. If not, no bother, I'll be able to find it. Thanks for the neat idea! Mark At 08:35 AM 8/23/2009, you wrote: You could replicate the study (discussed earlier in this summer on tips) showing that people fell less pain when they swear. A very easy (and probably fun) study to replicate with various mild pain sensation (ice cold water, pin prick, etc.) and various types of swearing. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Saturday, August 22, 2009 4:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Question about research project in cognitive psych Mark A. Casteel wrote: I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Hi Mark: Since most of the arguments on TIPS has been about students texting in class then why don't you do a study on that situation. You could present information on ppt slides while the students are texting back and forth. They are responsible for information that is being presented on the ppt slides and responding in a quick fashion to the text mesages. You could manipulate the rate of text messages sent and received and the rate at which ppt slides are presented. The ppt slide show could be modeled after a typical class, with names, theories, dates, and experimental results presented across slides. Good luck, Ken * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Question about research project in cognitive psych
Hi Annette. The problem is, the course is a cognitive psych course, so I can't use (most) social psych experiments. Mark At 08:57 AM 8/23/2009, you wrote: Two answers: I am a cognitive person but I replicate a lot of social studies. Students find them more intuitively appealing. Second, I have done projects as you mentioned and I think you almost answered your own question (Ok, I haven't done the gun thing, but I have done bystander intervention for a student who stumbles and falls--you do need a good actor--preferably a girl for that one). I try to locate the source article, such as Asch's 1946 article on impression formation, and then guide the students to take it from there. Also, instead of eprime or other costly and difficult-to-learn-to-use software you can use freely available software. You can go to psychexps.olemiss.edu and check out all they have. Some of the studies might appeal across a wide range of students. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu Original message Date: Sat, 22 Aug 2009 16:28:45 -0400 From: Mark A. Casteel 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) * 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)
RE: [tips] Question about research project in cognitive psych
Here is the NYTImes blog that lists the (partial) reference. http://tierneylab.blogs.nytimes.com/2009/07/13/cursing-and-pain-relief/?scp=1sq=pain%20swearing%20studyst=cse Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Sunday, August 23, 2009 12:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Question about research project in cognitive psych Hi Marie. Do you (or anyone else) have a citation for this study? I don't remember it and wonder if it was discussed while I was away on vacation. If not, no bother, I'll be able to find it. Thanks for the neat idea! Mark At 08:35 AM 8/23/2009, you wrote: You could replicate the study (discussed earlier in this summer on tips) showing that people fell less pain when they swear. A very easy (and probably fun) study to replicate with various mild pain sensation (ice cold water, pin prick, etc.) and various types of swearing. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013, office (717) 245-1562, fax (717) 245-1971 http://www.dickinson.edu/departments/psych/helwegm -Original Message- From: Ken Steele [mailto:steel...@appstate.edu] Sent: Saturday, August 22, 2009 4:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Question about research project in cognitive psych Mark A. Casteel wrote: I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Hi Mark: Since most of the arguments on TIPS has been about students texting in class then why don't you do a study on that situation. You could present information on ppt slides while the students are texting back and forth. They are responsible for information that is being presented on the ppt slides and responding in a quick fashion to the text mesages. You could manipulate the rate of text messages sent and received and the rate at which ppt slides are presented. The ppt slide show could be modeled after a typical class, with names, theories, dates, and experimental results presented across slides. Good luck, Ken * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- 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
Hi I've had mixed success with students doing on-line experiments for cognitive. See pdfs starting with Act... (for Activity) at http://io.uwinnipeg.ca/~clark/teach/2600/ Primary problems have concerned students who say they could not get the on-line experiments to work for them. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Mark A. Casteel ma...@psu.edu 22-Aug-09 3:28:45 PM 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] Question about research project in cognitive psych
You can implement many experiments as a Power Point presentation if you use the automatic slide advance function to control timing. Requires paper and pencil for responses and eliminates RT experiments, but you can still do a lot of interesting projects this way. I've implemented implicit and explicit memory tasks. I created a LOP task with one word presented per slide, using anagrammatic words as stuimuli (I found a list of words of 5 letters that are anagrams for one and only one word).I follow the LOP processing task with a filler task, then give an implicit test (solving anagrams that map onto the words in the lists plus some new anagrams that were not studied at all) followed by an explicit test (free recall of all the words presented for study. Students are biased to solve the anagrams with the words they studied (I have two versions of the LOP task so half study words for one solution and the other half study the words for other solution, the anagrams for the non-studied words serves as a control), but level of processing is irrelevant for this task. The LOP effect appears only in the free recall task. You can do an eyewitness experiment by creating a slide show in Power Point (a number of researchers have done their studies with this technology). Requires shooting a lot of digital pictures and there may be some issues in staging a crime (especially with a weapon!) for the stimuli. Students can avoid those issues and simply stage a non-violent event and look at eyewitness errors in the absence of a weapon (race bias in identification of the perpetrator is possible, but creates some problems for students who need to find people to serve as suitable foils in a photo lineup). One group of students stages an automobile accident (with and without an argument between those involved in the accident) by taking pictures of cars places strategically (the accident simply showed the two cars as if there had been an impact - they pulled them very close together but there was no actual damage to the cars). Then they staged mock arguments (gestures, facial expressions). One enterprising group staged a 2 or 3 minute video of an event for eyewitnesses. Harder to create a good manipulation with these unless the students are really good with editing and can insert a scene. Good luck! Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or (850) 473-7435 e-mail: csta...@uwf.edu -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Sat 8/22/2009 3:28 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about research project in cognitive psych Every year, I have my students replicate a classic study in the field in small groups of 2-3 students. Every year, I'm ecstatic with the amount of information they learn (as well as the experience of presenting their research to the campus community) but I also wish I could have them do research that would be more intrinsically appealing to most. We don't offer a psych major at my institution, so few of these students will pursue either cognitive or experimental psych. I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Any comments are welcome, including ideas for other topical issues. Thanks! Mark * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)winmail.dat
Re: [tips] Question about research project in cognitive psych
Psychexchange just posted a video clip of car crashes with several crashes, day and night, that you could use. Go to * Car carsh montage may be useful for a Loftus and Palmer replication? - by Mandy Wood - _http://www.psychexchange.co.uk/videos/view/20457/_ (http://www.psychexchange.co.uk/videos/view/20457/) Riki In a message dated 8/23/2009 3:23:14 P.M. Eastern Daylight Time, csta...@uwf.edu writes: You can implement many experiments as a Power Point presentation if you use the automatic slide advance function to control timing. Requires paper and pencil for responses and eliminates RT experiments, but you can still do a lot of interesting projects this way. I've implemented implicit and explicit memory tasks. I created a LOP task with one word presented per slide, using anagrammatic words as stuimuli (I found a list of words of 5 letters that are anagrams for one and only one word).I follow the LOP processing task with a filler task, then give an implicit test (solving anagrams that map onto the words in the lists plus some new anagrams that were not studied at all) followed by an explicit test (free recall of all the words presented for study. Students are biased to solve the anagrams with the words they studied (I have two versions of the LOP task so half study words for one solution and the other half study the words for other solution, the anagrams for the non-studied words serves as a control), but level of processing is irrelevant for this task. The LOP effect appears only in the free recall task. You can do an eyewitness experiment by creating a slide show in Power Point (a number of researchers have done their studies with this technology). Requires shooting a lot of digital pictures and there may be some issues in staging a crime (especially with a weapon!) for the stimuli. Students can avoid those issues and simply stage a non-violent event and look at eyewitness errors in the absence of a weapon (race bias in identification of the perpetrator is possible, but creates some problems for students who need to find people to serve as suitable foils in a photo lineup). One group of students stages an automobile accident (with and without an argument between those involved in the accident) by taking pictures of cars places strategically (the accident simply showed the two cars as if there had been an impact - they pulled them very close together but there was no actual damage to the cars). Then they staged mock arguments (gestures, facial expressions). One enterprising group staged a 2 or 3 minute video of an event for eyewitnesses. Harder to create a good manipulation with these unless the students are really good with editing and can insert a scene. Good luck! Claudia J. Stanny, Ph.D. Director, Center for University Teaching, Learning, and Assessment Associate Professor, Psychology University of West Florida Pensacola, FL 32514 - 5751 Phone: (850) 857-6355 or (850) 473-7435 e-mail: csta...@uwf.edu -Original Message- From: Mark A. Casteel [mailto:ma...@psu.edu] Sent: Sat 8/22/2009 3:28 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about research project in cognitive psych Every year, I have my students replicate a classic study in the field in small groups of 2-3 students. Every year, I'm ecstatic with the amount of information they learn (as well as the experience of presenting their research to the campus community) but I also wish I could have them do research that would be more intrinsically appealing to most. We don't offer a psych major at my institution, so few of these students will pursue either cognitive or experimental psych. I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Any comments are welcome, including ideas for other topical issues. Thanks! Mark * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- 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
Re: [tips] Question about research project in cognitive psych
Mark A. Casteel wrote: I've often wondered if anyone has had students try to research topics like (1) the negative effects of texting while performing other activities or (2) the influence of the presence/absence of a gun on memory for a simulated crime, without requiring working with experimental software like E-prime or PsyScope. In other words, has anyone thought of a fairly easy way that students could research a topic like this, and collect data that would be both meaningful and (to their way of thinking) more interesting? If I could provide guidance with something like this, so the students don't waste the entire semester simply coming up with a workable protocol, that would be fabulous. Hi Mark: Since most of the arguments on TIPS has been about students texting in class then why don't you do a study on that situation. You could present information on ppt slides while the students are texting back and forth. They are responsible for information that is being presented on the ppt slides and responding in a quick fashion to the text mesages. You could manipulate the rate of text messages sent and received and the rate at which ppt slides are presented. The ppt slide show could be modeled after a typical class, with names, theories, dates, and experimental results presented across slides. Good luck, Ken * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] question
Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin mbour...@fgcu.eduwrote: There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! -- *From:* Don Allen [dal...@langara.bc.ca] *Sent:* Tuesday, August 11, 2009 6:37 PM *To:* Teaching in the Psychological Sciences (TIPS) *Subject:* Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question
Hi Beth. it's the exercise that Joel asked about, where you give them 10 or so statements (e.g., 2 + 2 =4; God exists, etc.), then ask them how one would go about determining whether each statement is likely to be true, what sort of evidence would you use to test it, etc. From: Beth Benoit [beth.ben...@gmail.com] Sent: Wednesday, August 12, 2009 9:22 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question Martin, I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin mbour...@fgcu.edumailto:mbour...@fgcu.edu wrote: There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! From: Don Allen [dal...@langara.bc.camailto:dal...@langara.bc.ca] Sent: Tuesday, August 11, 2009 6:37 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edumailto:jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto:bsouthe...@frostburg.edu) 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.edumailto:bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edumailto: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] question
Many thanks, Beth, for your gracious words regarding the binder accompanying Myers. But I'm only the editor. David Anderson deserves the credit for the cited exercise. As the entry indicates on p. 14 of the Prologue (IRM accompanying Myers 9e), he first suggested the exercise on TIPS already some years ago. Clearly our thanks to David for what many have found helpful, Martin Bolt Psychology Calvin College Grand Rapids, MI 49546 Beth Benoit beth.ben...@gmail.com 8/12/2009 9:22 AM Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin mbour...@fgcu.eduwrote: There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! -- *From:* Don Allen [dal...@langara.bc.ca] *Sent:* Tuesday, August 11, 2009 6:37 PM *To:* Teaching in the Psychological Sciences (TIPS) *Subject:* Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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) --- 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
Martin, since you're here, I'll take the opportunity to second everything Beth said about your Instructor's Resource Manual, it has saved my life many times over the course of my teaching career. From: Martin Bolt [b...@calvin.edu] Sent: Wednesday, August 12, 2009 10:28 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question Many thanks, Beth, for your gracious words regarding the binder accompanying Myers. But I'm only the editor. David Anderson deserves the credit for the cited exercise. As the entry indicates on p. 14 of the Prologue (IRM accompanying Myers 9e), he first suggested the exercise on TIPS already some years ago. Clearly our thanks to David for what many have found helpful, Martin Bolt Psychology Calvin College Grand Rapids, MI 49546 Beth Benoit beth.ben...@gmail.com 8/12/2009 9:22 AM Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin mbour...@fgcu.eduwrote: There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! -- *From:* Don Allen [dal...@langara.bc.ca] *Sent:* Tuesday, August 11, 2009 6:37 PM *To:* Teaching in the Psychological Sciences (TIPS) *Subject:* Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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) --- 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] question
The amazing part for me is that it is not static: you come up with new components with each new edition. Kudos and many thanks to you and to all who are part of the process. In a message dated 8/12/2009 10:35:43 A.M. Eastern Daylight Time, mbour...@fgcu.edu writes: Martin, since you're here, I'll take the opportunity to second everything Beth said about your Instructor's Resource Manual, it has saved my life many times over the course of my teaching career. From: Martin Bolt [b...@calvin.edu] Sent: Wednesday, August 12, 2009 10:28 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question Many thanks, Beth, for your gracious words regarding the binder accompanying Myers. But I'm only the editor. David Anderson deserves the credit for the cited exercise. As the entry indicates on p. 14 of the Prologue (IRM accompanying Myers 9e), he first suggested the exercise on TIPS already some years ago. Clearly our thanks to David for what many have found helpful, Martin Bolt Psychology Calvin College Grand Rapids, MI 49546 Beth Benoit beth.ben...@gmail.com 8/12/2009 9:22 AM Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question
Let me also take the opportunity. It is easily the best instructor resource manual I've ever imagined. I use exercises out of that manual for nearly every class I teach. Paul C. Bernhardt Department of Psychology Frostburg State University Frostburg, Maryland -Original Message- From: Bourgeois, Dr. Martin [mailto:mbour...@fgcu.edu] Sent: Wed 8/12/2009 10:31 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] question Martin, since you're here, I'll take the opportunity to second everything Beth said about your Instructor's Resource Manual, it has saved my life many times over the course of my teaching career. From: Martin Bolt [b...@calvin.edu] Sent: Wednesday, August 12, 2009 10:28 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question Many thanks, Beth, for your gracious words regarding the binder accompanying Myers. But I'm only the editor. David Anderson deserves the credit for the cited exercise. As the entry indicates on p. 14 of the Prologue (IRM accompanying Myers 9e), he first suggested the exercise on TIPS already some years ago. Clearly our thanks to David for what many have found helpful, Martin Bolt Psychology Calvin College Grand Rapids, MI 49546 Beth Benoit beth.ben...@gmail.com 8/12/2009 9:22 AM Martin,I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources binder. There's so MUCH in there (I hope I meet Martin Bolt some day so I can tell him what a groupie I am) that I do miss suggested exercises. For example, the first chapter (critical thinking) has over 50 pages of classroom exercises. Which exercise was it that you found particularly helpful, as described below? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Aug 11, 2009 at 6:40 PM, Bourgeois, Dr. Martin mbour...@fgcu.eduwrote: There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! -- *From:* Don Allen [dal...@langara.bc.ca] *Sent:* Tuesday, August 11, 2009 6:37 PM *To:* Teaching in the Psychological Sciences (TIPS) *Subject:* Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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) --- 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)winmail.dat
Re: [tips] question
Martin Bolt gave me permission, and I'll give David Anderson credit as well, to cite the list for all. Here it is: David Anderson describes a classroom exercise that will effectively demonstrate that science is equipped to answer some questions but not others. Science is not the only way to approach life. To help students understand where science fits into the larger picture, place the following series of statements on the chalkboard before class begins. 1. God is dead. 2. The best things in life are free. 3. Shakespeare's *Richard III* is a better play than *Romeo and Juliet.* 4. Abortion is wrong. 5. There is a genetic predisposition to schizophrenia. 6. The mind is just like a computer. 7. Attitudes affect cancer. 8. Pornography is harmful. 9. 2+2=4. Ask students how they would establish the validity of each statement. To get them thinking, ask them about the courses they have had that might have addressed these issues. Who on the faculty might be interested in these issues, or which department might discuss them? Clearly, there is more than one approach to truth. Note that each perspective has its questions and limits. Conclude that the various disciplines and perspectives need not be viewed as competing but as complementary. Anderson, D. (1997, January). First day: Experimental psychology. Teaching in the Psychological Sciences (TIPS - Online Discussion Group). Beth Benoit Granite State College Plymouth State University New Hampshire --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] question
The only one I remember is God exits. Was that an atheist or deist worldview? :) Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences John Brown University Siloam Springs, AR 72761 rfro...@jbu.edu From: Joel S. Freund [jsfre...@uark.edu] --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] question
I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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)
RE: [tips] question
There's a good exercise on this in the instructor's manual that comes with the Myers intro text; it was compiled by Martin Bolt. I've used it a bunch of times, and it works great! From: Don Allen [dal...@langara.bc.ca] Sent: Tuesday, August 11, 2009 6:37 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question I didn't post the original, but from memory here are a few of the ones that I used at the start of each semester: Santa Claus lives at the North Pole People need oxygen to live 2 + 2 = 4 There is life after death The moon is made of green cheese Money buys happiness I would then ask the students to identify any statements that they knew to be true or knew to be false. I used this to lead into a discussion of how we know something to be true/false. Hope that helps. -Don. - Original Message - From: Joel S. Freund Date: Tuesday, August 11, 2009 1:14 pm Subject: [tips] question To: Teaching in the Psychological Sciences (TIPS) Some time ago a TIPSTER posted a list of statements that he put on the blacboard at the start of a Methods class. The statements were facts or beliefs, and represented different ways of knowing. (The only one I remember is God exits. I would like to modify and use that list in my class this semester, but Ican not find where I filed it. If any of you have it or know a source, I would appreciate a copy. Thank you, Joel Joel S. Freund 216 Memorial Hall Department of Psychology Fayetteville, AR 72701-1201 Phone: (479) 575-4256 FAX: (479) 575-3219 E-MAIL: jsfre...@uark.edu The most exciting phrase to hear in science, the one that heralds new discoveries, is not Eureka! (I found it!), but rather, hmmm that's funny Isaac Asimov I do not feel obligated to believe that the same God who has endowed us with sense, reasons, and intellect has intended us to forgo their use. Galileo Galilei --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) 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)
Re: [tips] Question about coping
Question about copingHi Carol, I give my students the following link that directs them to 8 modules on stress management (wellness modules), which present a cognitive behavioural approach to coping with stress (i.e., modules on healthy thinking, sleep management, etc.). They were developed by the BC partners for mental health and addiction (a representative sample of non-profit organization in BC, such as BC anxiety disorders association). I also use them in my clinical practice and clients like them (for transparency sake, I wrote one of them on eating and living well, which includes looking at body image, the risks of dieting, and why it is normal to have a hard time staying on a diet). http://www.heretohelp.bc.ca/skills/managing-well-being Cheers, Martha Martha Capreol, PhD RPsyc Changeways Clinic Suite 509, 2525 Willow St Vancouver BC V5Z 3N8 Office 604 871 0490 Fax 604 871 0495 Website http://www.changeways.com/ - Original Message - From: DeVolder Carol L To: Teaching in the Psychological Sciences (TIPS) Sent: Monday, March 23, 2009 1:40 PM Subject: [tips] Question about coping Hi, I have been talking about stress and the hypothalamus-pituitary-adrenal axis in my Brain Behavior class, and I asked the students to turn in to me a list of 10 coping mechanism that they employ. They dutifully did so, and now I want to provide them some feedback; however, I'm out of class time to discuss this. So, I plan on summarizing what they turned in and I'd like to give them additional information on coping styles and strategies. Do any of you have exercises, information, or hand-outs that you use in class and would be willing to share? Thanks, as always, 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 to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Question about coping
Thank you! This is perfect. 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 From: Martha Capreol [mailto:integrated.secur...@telus.net] Sent: Tuesday, March 24, 2009 9:37 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Question about coping Hi Carol, I give my students the following link that directs them to 8 modules on stress management (wellness modules), which present a cognitive behavioural approach to coping with stress (i.e., modules on healthy thinking, sleep management, etc.). They were developed by the BC partners for mental health and addiction (a representative sample of non-profit organization in BC, such as BC anxiety disorders association). I also use them in my clinical practice and clients like them (for transparency sake, I wrote one of them on eating and living well, which includes looking at body image, the risks of dieting, and why it is normal to have a hard time staying on a diet). http://www.heretohelp.bc.ca/skills/managing-well-being Cheers, Martha Martha Capreol, PhD RPsyc Changeways Clinic Suite 509, 2525 Willow St Vancouver BC V5Z 3N8 Office 604 871 0490 Fax 604 871 0495 Website http://www.changeways.com/ - Original Message - From: DeVolder Carol L mailto:devoldercar...@sau.edu To: Teaching in the Psychological Sciences (TIPS) mailto:tips@acsun.frostburg.edu Sent: Monday, March 23, 2009 1:40 PM Subject: [tips] Question about coping Hi, I have been talking about stress and the hypothalamus-pituitary-adrenal axis in my Brain Behavior class, and I asked the students to turn in to me a list of 10 coping mechanism that they employ. They dutifully did so, and now I want to provide them some feedback; however, I'm out of class time to discuss this. So, I plan on summarizing what they turned in and I'd like to give them additional information on coping styles and strategies. Do any of you have exercises, information, or hand-outs that you use in class and would be willing to share? Thanks, as always, 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 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 coping
OK, this is one classic example of why it's so wonderful to be on the TIPS listserv. What Martha has provided for all of us is a gift of resources on health and well-being. Thanks much Martha for your generosity re: sharing your expertise. Joan jwarm...@oakton.edu Question about copingHi Carol, I give my students the following link that directs them to 8 modules on stress management (wellness modules), which present a cognitive behavioural approach to coping with stress (i.e., modules on healthy thinking, sleep management, etc.). They were developed by the BC partners for mental health and addiction (a representative sample of non-profit organization in BC, such as BC anxiety disorders association). I also use them in my clinical practice and clients like them (for transparency sake, I wrote one of them on eating and living well, which includes looking at body image, the risks of dieting, and why it is normal to have a hard time staying on a diet). http://www.heretohelp.bc.ca/skills/managing-well-being Cheers, Martha Martha Capreol, PhD RPsyc Changeways Clinic Suite 509, 2525 Willow St Vancouver BC V5Z 3N8 Office 604 871 0490 Fax 604 871 0495 Website http://www.changeways.com/ - Original Message - From: DeVolder Carol L To: Teaching in the Psychological Sciences (TIPS) Sent: Monday, March 23, 2009 1:40 PM Subject: [tips] Question about coping Hi, I have been talking about stress and the hypothalamus-pituitary-adrenal axis in my Brain Behavior class, and I asked the students to turn in to me a list of 10 coping mechanism that they employ. They dutifully did so, and now I want to provide them some feedback; however, I'm out of class time to discuss this. So, I plan on summarizing what they turned in and I'd like to give them additional information on coping styles and strategies. Do any of you have exercises, information, or hand-outs that you use in class and would be willing to share? Thanks, as always, 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 to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Question: McGurk effect and visual dominance
Hey, Sybil -- Can you give me an example of what you mean when you say you're wondering why vision does not override the auditory cues when there is conflicting information - as it does for other modalities? m --- Marc L Carter Associate Professor and Chair Department of Psychology Baker University College of Arts Sciences --- -Original Message- From: Sybil Streeter [mailto:[EMAIL PROTECTED] Sent: Friday, November 07, 2008 10:27 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question: McGurk effect and visual dominance Hi all I am teaching Sensation and Perception for the first time and have a question regarding an upcoming lecture. I have completed the visual system and made some strong points about visual dominance (thanks in part to a clever pair of prism goggles generously provided by Don McBurney). As I review the McGurk effect, I am wondering why visual dominance doesn't apply here. Listeners are shown a person whose lips are saying ga, the audio plays ba, but they report hearing da. Goldstein (2007) and Sekuler Blake (2002) explain this effect by saying that visual information has a strong effect on what we hear. I am wondering why vision does not override the auditory cues when there is conflicting information - as it does for other modalities. Can anyone help provide a more detailed explanation or point me toward a source? Thanks in advance! Sybil ~*~*~*~*~*~*~*~*~*~*~*~ Sybil Streeter 4211 Sennott Square Department of Psychology University of Pittsburgh Pittsburgh, PA 15260 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question: McGurk effect and visual dominance
Hi Mark, Sure, and thanks for your reply. When wearing prism goggles, the straight edge of a chalkboard appears curved - no surprise because they distort input left to right. Importantly, when running one's hand down the side of the straight edge - it also persistently FEELS curved. I also invoked ventriloquism and the old fashioned drive-in theater speakers that hung on the side window Sound is misperceived as coming from the source that can is moving appropriately. Our Goldstein text has a section refers to these phenomena as visual capture of auditory information. Maybe I emphasized this too much? Best, Sybil p.s. Perhaps it is significant that I am the product of a department from which Bruce Goldstein, Frank Colavita and Don McBurney recently retired hard-core psychophysicists all. Hey, Sybil -- Can you give me an example of what you mean when you say you're wondering why vision does not override the auditory cues when there is conflicting information - as it does for other modalities? m --- Marc L Carter Associate Professor and Chair Department of Psychology Baker University College of Arts Sciences --- -Original Message- From: Sybil Streeter [mailto:[EMAIL PROTECTED] Sent: Friday, November 07, 2008 10:27 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question: McGurk effect and visual dominance Hi all I am teaching Sensation and Perception for the first time and have a question regarding an upcoming lecture. I have completed the visual system and made some strong points about visual dominance (thanks in part to a clever pair of prism goggles generously provided by Don McBurney). As I review the McGurk effect, I am wondering why visual dominance doesn't apply here. Listeners are shown a person whose lips are saying ga, the audio plays ba, but they report hearing da. Goldstein (2007) and Sekuler Blake (2002) explain this effect by saying that visual information has a strong effect on what we hear. I am wondering why vision does not override the auditory cues when there is conflicting information - as it does for other modalities. Can anyone help provide a more detailed explanation or point me toward a source? Thanks in advance! Sybil ~*~*~*~*~*~*~*~*~*~*~*~ Sybil Streeter 4211 Sennott Square Department of Psychology University of Pittsburgh Pittsburgh, PA 15260 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about split brain
A question was raised on another list, and I thought some Tipsters might know the answer. In a person with a split corpus callosum, how does the information from one side of the body get to the other hemisphere and how do messages from one hemisphere get to the other side of the brain? Where are the crossove Rikki : I have wanted to ask this question for almost 10 years now. The one that gets me is the situation where if you put a piece of chalk in the left hand of the client and ask the person to name the oblect in the left hand the person could not name it;however,if you put the chalk in the right hand then the subject would say chalk because supposedly objects in the right hand is processed by the left side of the brain which is the language center of the brain. Now deal. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] question about split brain
Generally speaking, they don't -- or if they do, it happens out in the world (as when the left half of a split-brain person watches what his left hand is drawing or pointing to). There are two additional commisures (one anterior, one posterior), but I don't think they carry nearly the information carried by the corpus callosum. It's got on the order of a hundred million axons; the others are much smaller, and with the exception of the anterior commisure connecting the temporal lobes, I think the connections from these are largely subcortical -- so I don't think they're going to influence awareness much. But what do I know? I'm a psychologist... m --- Marc L Carter Associate Professor and Chair Department of Psychology Baker University College of Arts Sciences --- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 03, 2008 1:42 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] question about split brain A question was raised on another list, and I thought some Tipsters might know the answer. In a person with a split corpus callosum, how does the information from one side of the body get to the other hemisphere and how do messages from one hemisphere get to the other side of the brain? Where are the crossover points? Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! http://pr.atwola.com/promoclk/10075x1212416248x1200771803/aol?redir =http://travel.aol.com/discount-travel?ncid=emlcntustrav0001 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about split brain
It depends. If the split was completely through not just the corpus callosum but also thorugh the anterior and posterior commissures then there probably is very minimal communication between hemispheres. As I have hear/read about it, one way that split brain patients adapt is that they learn, for example with vision, to look at things with both eyes from different angles. This is actually accomplished fairly easily. Each hemisphere gets the information but most of it is independent in each hemisphere. If the commissures are not split (and it is my understanding that most often they are not), then there is some communication there. Certainly much reduced over normal communication. Now, what I don't know, but I'd like to know, is whether those commissures enlarge in split brain patients over time? Anyone know? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] Original message Date: Mon, 3 Nov 2008 02:42:03 EST From: [EMAIL PROTECTED] Subject: [tips] question about split brain To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu A question was raised on another list, and I thought some Tipsters might know the answer. In a person with a split corpus callosum, how does the information from one side of the body get to the other hemisphere and how do messages from one hemisphere get to the other side of the brain? Where are the crossover points? Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about split brain
Of the top of my head (lol): If the person is born without a corpus collosum then I believe the other commisures are pressed into service and carry more information; allowing for near normal functioning. If it is severed in an operation then I don't believe the other commissures compensate. Although, I believe that nowadays the entire corpus collosum is often not severed but only part of it. In cases where it has been completely severed the person can operate normally in the real world. (because it is only in a lab where you can present information to only one hemisphere :) ) --Mike --- On Mon, 11/3/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: From: [EMAIL PROTECTED] [EMAIL PROTECTED] Subject: Re: [tips] question about split brain To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Monday, November 3, 2008, 6:02 AM It depends. If the split was completely through not just the corpus callosum but also thorugh the anterior and posterior commissures then there probably is very minimal communication between hemispheres. As I have hear/read about it, one way that split brain patients adapt is that they learn, for example with vision, to look at things with both eyes from different angles. This is actually accomplished fairly easily. Each hemisphere gets the information but most of it is independent in each hemisphere. If the commissures are not split (and it is my understanding that most often they are not), then there is some communication there. Certainly much reduced over normal communication. Now, what I don't know, but I'd like to know, is whether those commissures enlarge in split brain patients over time? Anyone know? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] question about split brain
Visual information crosses the optic nerve at the back of the head (neck); however, once the visual information crosses, it cannot pass information from one side of the brain to the other because the corpus callosum is severed. Nina From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 03, 2008 2:42 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] question about split brain A question was raised on another list, and I thought some Tipsters might know the answer. In a person with a split corpus callosum, how does the information from one side of the body get to the other hemisphere and how do messages from one hemisphere get to the other side of the brain? Where are the crossover points? Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals!http://pr.atwola.com/promoclk/10075x1212416248x1200771803/aol?redir=http://travel.aol.com/discount-travel?ncid=emlcntustrav0001 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] question about split brain
Actually, the crossover point from the left side of the body to the right side (and vice versa) with regard to touch is along the dorsal surface of the cord, in a tract called the medial lemniscus that ascends (and crosses) in the medulla. The crossover point from the left side of the brain to the right side of the body (and vice versa) with respect to motor is in the pyramidal decussations on the dorsal side of the spinal cord. So that information is already crossed and doesn't require the corpus callosum. Visual information partially crosses at the optic chiasm, on the ventral side of the brain, near the pituitary gland and also doesn't require the corpus callosum. As to the communication from right to left within the brain, in a split callosum patient, it happen at the other commisures, and there are really quite a few places in which that takes place. I hope that helps a little. Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 03, 2008 1:10 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about split brain Thanks for all the answers so far. I phrased my question wrongly. What I really want to know is how the sensory info from e.g. the right side of the body gets to the left hemisphere in a split-brain patient and how the motor info gets from the left hemishere to the right side of the body..I'm aware of the visual pathways. I was questioning the sensory and motor pathways, since all of Gazzaniga's experiments lead to motor responses on the same side of the body as the visual field the info originated in, but that would necessitate involvement of the motor strip in the opposite hemisphere. Where are the crossover points? I realize there is no communication through the corpus callosum, but several people mentioned the other commisures. What info do they transmit? Riki Koenigsberg [EMAIL PROTECTED] Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! http://pr.atwola.com/promoclk/10075x1212416248x1200771803/aol?redir =http://travel.aol.com/discount-travel?ncid=emlcntustrav0001 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] question about split brain
Riki- Carol's response answers most of what you are asking for (well, pretty much all). But your question is a bit confused or confusing. The decussation points for incoming and outgoing information is brain-stem/spinal cord and thus isn't affected by the split to the CC. E.g., the visual field crosses over and the motor responses would also be crossed (contralateral) and that does not happen within the brain but before entering and after exiting, if you will. Tim From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 03, 2008 12:10 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about split brain Thanks for all the answers so far. I phrased my question wrongly. What I really want to know is how the sensory info from e.g. the right side of the body gets to the left hemisphere in a split-brain patient and how the motor info gets from the left hemishere to the right side of the body..I'm aware of the visual pathways. I was questioning the sensory and motor pathways, since all of Gazzaniga's experiments lead to motor responses on the same side of the body as the visual field the info originated in, but that would necessitate involvement of the motor strip in the opposite hemisphere. Where are the crossover points? I realize there is no communication through the corpus callosum, but several people mentioned the other commisures. What info do they transmit? Riki Koenigsberg [EMAIL PROTECTED] Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! http://pr.atwola.com/promoclk/10075x1212416248x1200771803/aol?redir =http://travel.aol.com/discount-travel?ncid=emlcntustrav0001 --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] question about split brain
The crossover points as already mentioned occurr at those places. As normally understood, the split brain issue is usually looked at as an issue relating to communication between hemispheres of what one hemisphere knows which the other doesn't. --Mike --- On Mon, 11/3/08, Shearon, Tim [EMAIL PROTECTED] wrote: From: Shearon, Tim [EMAIL PROTECTED] Subject: RE: [tips] question about split brain To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Date: Monday, November 3, 2008, 11:53 AM Riki- Carol’s response answers most of what you are asking for (well, pretty much all). But your question is a bit confused or confusing. The decussation points for incoming and outgoing information is brain-stem/spinal cord and thus isn’t affected by the split to the CC. E.g., the visual field crosses over and the motor responses would also be crossed (contralateral) and that does not happen within the brain but before entering and after exiting, if you will. Tim From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 03, 2008 12:10 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] question about split brain Thanks for all the answers so far. I phrased my question wrongly. What I really want to know is how the sensory info from e.g. the right side of the body gets to the left hemisphere in a split-brain patient and how the motor info gets from the left hemishere to the right side of the body..I'm aware of the visual pathways. I was questioning the sensory and motor pathways, since all of Gazzaniga's experiments lead to motor responses on the same side of the body as the visual field the info originated in, but that would necessitate involvement of the motor strip in the opposite hemisphere. Where are the crossover points? I realize there is no communication through the corpus callosum, but several people mentioned the other commisures. What info do they transmit? Riki Koenigsberg [EMAIL PROTECTED] Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Curricular Levels
For us, we only have one 100-level course (general psyc). At the 200-level we have our year of methods and a number of survey courses (social, I/O, psyc and law, and like that). The 300-level courses all have labs (data collection, analysis, writing, presenting) and/or major writing projects and all require that year of methods as pre-req. Our 400-level courses are independent research courses (in which students do their own research projects; the pre-req for those is a B in Methods II), and a capstone (history and systems), which right now needs some work. It's intended to be synthetic and help the student draw together his or her experiences, but isn't quite doing that yet. The difference between 200- and 300-level courses is depth and rigor. The 200s we leave open to those who have not yet had methods, and although there are often small projects in there, they're not real lab courses as they are at the 300 level. The 300-level courses that don't have labs require a major project, e.g., in tests measures, developing and assessing an instrument's reliability and validity, and writing it up and presenting on it. You can be a little passive in a 200-level course; not so in the 300s: you're in the trenches in those classes. (Of course, our typical 300-level class size is 10, so we can do that.) m Marc Carter Associate Professor and Chair Department of Psychology -- There is no power for change greater than a community discovering what it cares about. -- Margaret Wheatley -Original Message- From: Blaine Peden [mailto:[EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:47 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Curricular Levels Our department is considering a revision of the undergraduate psychology major. One topic for discussion is the idea of a developmentally coherent curriculum outlined in the recent APA document: http://www.apa.org/ed/Teaching-Learning-Assessing-Report.pdf We have encountered the problem of defining curricular levels for our 100, 200, 300, and 400 level courses. Presuming that your departments offer courses at different levels, how do you define and distinguish expectations for students and instructors in courses at different levels? More generally, can you provide any insights about what your students and instructors do differently in say 200 and 300 level courses? Thanks. Blaine --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Curricular Levels
Hi Blaine Here is our curriculum http://alpha.dickinson.edu/departments/psych/requirements.html At the 100-level we have Introduction to x where x is a major area of psychology (social, child, cognitive, etc.). Anyway can take these classes and majors need 4 of them (we do not teach intro). At the 200 -level majors take research methods and stats (each with a 3 hour lab). At the 300-level majors take a research methods in x in which X is a major area of psychology (each has a 3 hour lab). These classes are focused on methodology and data collection/analysis/writing skills. Research projects from these classes are often presented at conferences and sometimes published. At the 400 level majors take a seminar in X in which is an area of research or interest for faculty. These are small discussed based classes (kind of like grad school). So each of the 4 levels are completely different in terms of the skills and focus. Marie Marie Helweg-Larsen, Ph.D. Department Chair and Associate Professor of Psychology Kaufman 168, Dickinson College Carlisle, PA 17013 Office: (717) 245-1562, Fax: (717) 245-1971 Office Hours: Tues and Thur 9:30-10:30, Wed 10:30-11:45 http://alpha.dickinson.edu/departments/psych/helwegm From: Blaine Peden [mailto:[EMAIL PROTECTED] Sent: Friday, October 17, 2008 10:47 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Curricular Levels Our department is considering a revision of the undergraduate psychology major. One topic for discussion is the idea of a developmentally coherent curriculum outlined in the recent APA document: http://www.apa.org/ed/Teaching-Learning-Assessing-Report.pdf We have encountered the problem of defining curricular levels for our 100, 200, 300, and 400 level courses. Presuming that your departments offer courses at different levels, how do you define and distinguish expectations for students and instructors in courses at different levels? More generally, can you provide any insights about what your students and instructors do differently in say 200 and 300 level courses? Thanks. Blaine --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Question about honors programs
If the honors program involves doing research projects then I would think that would be especially valuable for those wanting to go on to grad school in psych. If it involves just more credits no, but if the coursework involves research or collaborative activities that are career relevant then yes. Here that is the case. In addition, students often work with faculty on various research projects called senior research independent of any honors program. We have may one or two students a year completing the Honors program that involves them doing a research project with faculty supervision. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about honors programs
As a director of an Honors Program, I can tell you statistics on our graduates over the past 5 years (averaging 40 Honors graduates per year) Acceptance rate into Medical School: 95% Acceptance rate into Law School: 100% Acceptance Rate for other professional programs (OT, PT, Dentistry): 100% Acceptance Rate for graduate school (masters and PhD): 84% Our program requires a senior thesis and the above statistics are based on acceptance in the year after graduation. We don't do a good job of tracking students after that first year (something I hope to change). Employment is not tracked as well either (80% or more go on in school), but I don't know of a graduate in the last five years that does NOT have a job! Doug P.S. I almost didn't reply because I thought this was a post on the honors listserve and I was waiting to see what other people reported but then I realized it was TIPS, where I am virtually unknown, but thought this was a good opportunity to bridge my two jobs. Doug Peterson, PhD Director of University Honors Associate Professor of Psychology The University of South Dakota 414 E. Clark Vermillion SD 57069 e-mail: [EMAIL PROTECTED] phone (Honors): (605) 677-5223 phone (Psychology): (605) 677-5295 -Original Message- From: Marc Carter [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 08, 2008 11:53 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about honors programs Hi, All -- Quick question, here: Do any of you know whether or not having been in an honors program confers a benefit on a graduating student either with respect to getting into grad school or getting a job out of college? The reason I ask you is a) I have no idea who else to ask, and 2) I have noticed that students are actively *avoiding* honors sections here because they're perceived as being more work and represent a greater GPA risk. If we could sell honors as having a post-graduate value, perhaps more students would be interested in participating. Thanks for any thoughts you can send my way m Marc Carter Associate Professor and Chair Department of Psychology -- There is no power for change greater than a community discovering what it cares about. -- Margaret Wheatley --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
Annette: I actually DO try to get them to integrate and connect, by making the short assignments involve connecting material to class or text concepts. Clearly the development of an idea over 2-3 pages will truncated compared to a longer paper, but I find the short assignments adequate for my purposes for most of my courses, anyway, especially at that level (and I don't teach research-heavy courses). I also get more compliance with completing assignments at all, and on time, and avoid the ten page paper including a title page, abstract, references, and other attempts to turn a 10-page paper into a 6-page one. I also think I have adjusted to the nature of our students here a bit. David At 05:23 PM 3/27/2008, you wrote: Interesting point David--I've gone back and forth on this in both my mind and in the assignments--more short papers versus one long paper. Here is the trade off I keep coming back to: with the long paper students need to learn to integrate information and to transition between and connect their thoughts. No matter how much I emphasize the critical thinking in the short papers, I don't think they learn the other skill of integration and connection. On the other hand, the longer papers do tend to show somewhat less critical evaluation of single papers. AND they are easier to grade ;) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] Original message Date: Thu, 27 Mar 2008 15:41:36 -0400 From: David Wasieleski [EMAIL PROTECTED] Subject: Re: [tips] question about paper assignments To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David At 03:37 PM 3/27/2008, you wrote: I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David At 03:37 PM 3/27/2008, you wrote: I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE:[tips] question about paper assignments
Hi, Carol -- My 300-level courses almost all involve labs; they are cognitive, SP, learning, and physio (although we're probably going to take physio out of the lineup and make it a 200-level course). In these courses students write several lab reports (5-8, depending on the course and the lengths of the projects) that focus almost exclusively on method, results, and discussion (I let them write quick and dirty intro sections). These are usually around 5-8 pages (not including tables and figures), and I require few references (just enough to motivate the hypothesis, and a few to expand on the results in the discussion). They also write a longer research paper which is supposed to lead to an hypothesis (like the intro section of a research article); this paper should have 8 references at minimum and should be in the range of 12-15 pages, but again, it depends on the hypothesis the student invents -- some are longer. The latter paper is the result of a long, agonizing iterative process of starting with ideas, preliminary research, expanding to outlines, and two drafts -- each of the iterations comes with a conference and feedback. But those are 6-hour-per-week (4 credit hours) courses, so I have time. I also typically have fewer than 12 students. The one non-lab 300-level course I teach is our Contemporary Issues course, which is a combination of practice in reading research (we read papers and discuss them), and culminates in a 20-25 page policy paper (much like the Psychological Science in the Public Interest papers). Course size for that class is rarely above 20, and is almost always team-taught (we feel the contrast in perspective is critical for that course). So I'm not sure how helpful this is, given that we are incredibly lucky to have such small classes and be able to spend the sort of time we can with the students. I'm not sure this generalizes. I can say, though, that our students can really write by the time they get out of here! m -- [F]aculty have an obligation to the students collectively to prescribe a required course of study designed specifically for liberal education that is comprehensive, coherent, and rigorous. -- Jerry L. Martin -Original Message- From: DeVolder Carol L [mailto:[EMAIL PROTECTED] Sent: Thursday, March 27, 2008 1:38 PM To: Teaching in the Psychological Sciences (TIPS) Subject: question about paper assignments I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
4-6 articles, min/max 15-20 pages, for a survey course such as Cog Psych. Must integrate at least 2 classic papers with more recent publications on the topic. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] Original message Date: Thu, 27 Mar 2008 14:37:51 -0500 From: DeVolder Carol L [EMAIL PROTECTED] Subject: [tips] question about paper assignments To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) TNEF21513.rtf (1k bytes) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
Interesting point David--I've gone back and forth on this in both my mind and in the assignments--more short papers versus one long paper. Here is the trade off I keep coming back to: with the long paper students need to learn to integrate information and to transition between and connect their thoughts. No matter how much I emphasize the critical thinking in the short papers, I don't think they learn the other skill of integration and connection. On the other hand, the longer papers do tend to show somewhat less critical evaluation of single papers. AND they are easier to grade ;) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] Original message Date: Thu, 27 Mar 2008 15:41:36 -0400 From: David Wasieleski [EMAIL PROTECTED] Subject: Re: [tips] question about paper assignments To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David At 03:37 PM 3/27/2008, you wrote: I'm curious about typical paper assignments for a 300-level course. What do you all do in terms of length, number of references, etc.? Thanks for your help as always, Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) David T. Wasieleski, Ph.D. Professor Department of Psychology and Counseling Valdosta State University Valdosta, GA 31698 229-333-5620 http://chiron.valdosta.edu/dtwasieleski The only thing that ever made sense in my life is the sound of my little girl laughing through the window on a summer night... Just the sound of my little girl laughing makes me happy just to be alive... --Everclear Song from an American Movie --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] question about paper assignments
David Wasieleski wrote: Carol: In recent years I have significantly changed my approach to written assignments. I have gone to shorter assignments of greater frequency. Most are 2-3 page, double spaced reaction papers designed to emphasize critical thinking. I also have gone to a 4 of 6 approach where there are six assignments, and students must turn in 4 of them (that way I tell them I can not accept late papers at all!). If they turn in MORE than 4, I keep the four highest grades and drop the 1 or 2 lowest. I end up with fewer assignments to grade at any one time, and the papers are less painfully long to read for me and to write for them. David I have also gone to shorter papers because I can make more detailed comments and discuss/explain the issues to students. I find that they are more likely to attempt to deal with the writing issues if they are not worried about hitting page minima. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Question regarding national society of collegiate scholars
You are correct. Another scheme to sell a book with your name in it. Like most things, if you have to pay to get recognized you get recognized as a chump. Ray Rogoway [EMAIL PROTECTED] On Mar 3, 2008, at 1:00 PM, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote: I have a student who has been asked, for a $75 fee, to become a lifetime member of hte National Society of Collegiate Scholars. Does anyone know if this is worth it, and would this be a good vita entry? My sense is that this is sort of like Who's Who in that anyone can pay to be in it ;) Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Hunger
I THINK (and tis is just off the top of my head) that the estrogens alter fat distribution in the female body and it's not really related to hunger, but rather body metabolism. A mature female body is much curvier than an immature female body, and that means more weight. Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -Original Message- From: James K. Denson [mailto:[EMAIL PROTECTED] Sent: Wed 2/13/2008 1:12 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Hunger We are discussing motivation for hunger in class today and student wanted to know why women gain weight when they go on the pill. Is it related to any of the hunger hormones? Any ideas? mailto:[EMAIL PROTECTED] J. Kevin Denson Kempsville High School Social Studies Department Chair AP Psychology/Psychology Teacher [EMAIL PROTECTED] mailto:[EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])winmail.dat
Re: [tips] Question about weight gain on birth control pills
Check out _http://www.wdxcyber.com/ncontr11.htm_ (http://www.wdxcyber.com/ncontr11.htm) This article discusses two other mechanisms: fluid retention and insulin resistance, which are not universal side effects of birth control pills. Some women gain, some lose, and some have no change. Riki Koenigsberg [EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) In a message dated 2/14/2008 10:48:10 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes: I THINK (and tis is just off the top of my head) that the estrogens alter fat distribution in the female body and it's not really related to hunger, but rather body metabolism. A mature female body is much curvier than an immature female body, and that means more weight. Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm The contents of this message are confidential and may not be shared with anyone without permission of the sender. -Original Message- From: James K. Denson [mailto:[EMAIL PROTECTED] Sent: Wed 2/13/2008 1:12 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Hunger We are discussing motivation for hunger in class today and student wanted to know why women gain weight when they go on the pill. Is it related to any of the hunger hormones? Any ideas? mailto:[EMAIL PROTECTED] J. Kevin Denson Kempsville High School Social Studies Department Chair AP Psychology/Psychology Teacher [EMAIL PROTECTED] mailto:[EMAIL PROTECTED] --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) **The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp0030002565) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Exam Scores
So many people have weighed in, both here and in PSYCTEACH, and I agree with the folks who do not curve. Particularly in situations such as Albert's, where (1) students asked whether there would be a curve even before the exam was given out and (2) at least 10% of students in each class earned an A on the test. Given that these are probably Introduction to Psych students, I believe they really do need to earn their grade in this class, as it sets the stage for future PSYC classes they might take. I'm sure we've all seen students who got an A in (someone else's) Intro. and then came into our subsequent PSYC class and struggled mightily, perhaps suggesting they didn't have the mastery of the material that their Intro grade suggests. Having said all this, I also do an item analysis (available with most Scantron machines) on most of my exams, and give students additional points for 'bad' questions (those in which the class did worse than chance on). Julie Julie A. Penley, Ph.D. Associate Professor of Psychology El Paso Community College PO Box 20500 El Paso, TX 79998-0500 Office phone: (915) 831-3210 Department fax: (915) 831-2324 From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Mon 11/12/2007 3:29 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com http://www.aol.com/?NCID=AOLCMP0030001170 and Make AOL Your Homepage http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 . --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---winmail.dat
RE: [tips] Question about Exam Scores
Just a small addition to my psych teach post, based on lots of other postings: If item analysis shows me an item I need to reconsider and on further consideration, I have to agree it wasn't good (I write new items for EVERY test and after 20 years my ideas can get loopy) then I just simply make the test out of fewer points. If I drop an item, and the test was out of 100, well, then it's out of 98. I am not bound by the 100 number as if that is some gold standard that cannot be breached. If I decide an item really was poor, and this happens on average for one item per test then I can't see giving anyone any points?!?! Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] Original message Date: Tue, 13 Nov 2007 09:04:52 -0700 From: Penley, Julie [EMAIL PROTECTED] Subject: RE: [tips] Question about Exam Scores To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu So many people have weighed in, both here and in PSYCTEACH, and I agree with the folks who do not curve. Particularly in situations such as Albert's, where (1) students asked whether there would be a curve even before the exam was given out and (2) at least 10% of students in each class earned an A on the test. Given that these are probably Introduction to Psych students, I believe they really do need to earn their grade in this class, as it sets the stage for future PSYC classes they might take. I'm sure we've all seen students who got an A in (someone else's) Intro. and then came into our subsequent PSYC class and struggled mightily, perhaps suggesting they didn't have the mastery of the material that their Intro grade suggests. Having said all this, I also do an item analysis (available with most Scantron machines) on most of my exams, and give students additional points for 'bad' questions (those in which the class did worse than chance on). Julie Julie A. Penley, Ph.D. Associate Professor of Psychology El Paso Community College PO Box 20500 El Paso, TX 79998-0500 Office phone: (915) 831-3210 Department fax: (915) 831-2324 From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Mon 11/12/2007 3:29 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com http://www.aol.com/?NCID=AOLCMP0030001170 and Make AOL Your Homepage http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 . --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- TNEF14557.rtf (17k bytes) ---
RE: [tips] Question about Exam Scores
These class averages mesh with mine. I also fall into the no-curve camp. However, I do allow a higher score on the final to replace the total of the unit exams. "This is the information I want you to show me that you know, and I'll give you a second chance to do that." For what may be an eye opener, ask your students to anonymously reporthow much time they put into studying for the test. And ifyou have the opportunity in one-on-one conversations, askhow they studied. For some students, the amount of time and energy they put into the course may not be as much as you or they would like, but because of other commitments, it's what they can manage, and a C in your course may be perfectly acceptable to them. For those it's not,point them to Russ Dewey's "Six Hour D": http://www.psywww.com/discuss/chap00/6hourd.htm --Sue Frantz Highline Community College Psychology Des Moines, WA206.878.3710 x3404 [EMAIL PROTECTED]http://flightline.highline.edu/sfrantz/ --APA Division 2: Society for the Teaching of Psychology http://teachpsych.org/ Office of Teaching Resources in PsychologyAssociate DirectorProject Syllabushttp://teachpsych.org/otrp/syllabi/syllabi.php From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]Sent: Mon 11/12/2007 3:29 PMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=2967% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam.Ineach classthree students scored 90% or higher My question is as follows At what point does one scale orcurve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com and Make AOL Your Homepage.---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Question about Exam Scores
After trying several different grading and scoring techniques the one I use now, is to replace the lowest scoring of the 3 (70 item) multiple choice exams with the average of all 3 exams. That way the student is held accountable for all exams, and yet can possibly raise the score of a low exam. I don't give a comprehensive final..just an exam 3 usually covering the last 3 or 4 chapters we cover. Any comments about this technique? I might add that I used to allow the averaging if each exam score was better than the previous exam score. However I recently removed the directionality component..realizing that a student could have a bad exam day at any point in the semester. At the same time knowing that the average can help the students, I believe it encourages improvement. Mark Eastman Diablo Valley College Pleasant Hill, CA 94523 From: Penley, Julie [mailto:[EMAIL PROTECTED] Sent: Tue 11/13/2007 8:04 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Question about Exam Scores So many people have weighed in, both here and in PSYCTEACH, and I agree with the folks who do not curve. Particularly in situations such as Albert's, where (1) students asked whether there would be a curve even before the exam was given out and (2) at least 10% of students in each class earned an A on the test. Given that these are probably Introduction to Psych students, I believe they really do need to earn their grade in this class, as it sets the stage for future PSYC classes they might take. I'm sure we've all seen students who got an A in (someone else's) Intro. and then came into our subsequent PSYC class and struggled mightily, perhaps suggesting they didn't have the mastery of the material that their Intro grade suggests. Having said all this, I also do an item analysis (available with most Scantron machines) on most of my exams, and give students additional points for 'bad' questions (those in which the class did worse than chance on). Julie Julie A. Penley, Ph.D. Associate Professor of Psychology El Paso Community College PO Box 20500 El Paso, TX 79998-0500 Office phone: (915) 831-3210 Department fax: (915) 831-2324 From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Mon 11/12/2007 3:29 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com http://www.aol.com/?NCID=AOLCMP0030001170 and Make AOL Your Homepage http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 . --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---winmail.dat
Re: [tips] Question about Exam Scores
Regarding the question below, I generally subscribe to the claim that the more time a student spends in contact with the course material, the more the student will learn (and retain) from the experience. So using the end-of-semester time to review the whole course should result in greater retention of course content (as a whole) than your alternative--studying only the last 3 or 4 chapters. --Dave Eastman, Mark wrote: ... I don't give a comprehensive final..just an exam 3 usually covering the last 3 or 4 chapters we cover. Any comments about this technique? ... Mark Eastman Diablo Valley College Pleasant Hill, CA 94523 -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm ---
Re: [tips] Question for the stats-savvy
Hi James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] [EMAIL PROTECTED] 13-Nov-07 7:15:03 PM On 12 Nov 2007 at 13:03, Ken Steele wrote: But there is something that's curious about these groups. For the reported comparisons, there were actually two different controls. One was an attention-control (no treatment sensitization/contact control; n = 123); the other was just a control (no-treatment, no-contact control; n = 58). They didn't give details, but I assume the attention-control was a kind of minimal placebo group. But after going to the trouble of creating two kinds of control group, they didn't report any comparisons using them, except for comparing one with the other. Finding no difference, they used that as justification for combining them. All comparisons with the intervention group were made using the combined group. That's a problem because their control group then is a strange hybrid, neither purely no-treatment nor attention-placebo. I suspect they did it because they weren't getting much joy from their comparisons with each control group separately. But it does limit whart they can conclude about their intervention (not that they felt so constrained, of course). JC: Do they give the means for the two control groups separately? If not (or if the means are presented and show a certain pattern), the collapsing could mask a problem. The following SPSS program illustrates that it is possible to have no significant difference among your 3 means, to have no difference between your treatment (g3 = 3 in the program) and the placebo group (g3 = 2), and yet to produce a significant difference between your treatment and the aggregate of the two control groups. So what they did could be used to mask a lack of any difference between the treatment and placebo groups, somewhat problematic for the interpretation of the treatment effect. set seed = 123459832. input program. loop s = 1 to 180. end case. end loop. end file. end input program. compute g3 = trunc((s-1)/60)+1. compute g2 = 2. if s 61 g2 = 1. comp dv = rv.norm(50, 10) + (g3-2)*3.6. manova dv by g3(1 3) /print = cell /contr(g3) = SPEC(1 1 1 0 -1 1 -2 1 1). manova dv by g2(1 2) /print = cell. Take care Jim ---
Re: [tips] Question for the stats-savvy
Hi Stephen- I share your concern about using logistical regression as well as deciding, a posteriori, that .06 is sufficient grounds to reject the null. However, to play devil's advocate, there might be some justification for controlling for things like disruptiveness and parental occupation IFF you could show that: 1. Criminal record was a low base rate phenomenon and 2. There was prior evidence that showed a link between these factors and criminal record. That said, it looks to me like another case of data mining that probably won't hold up under replication. -Don. Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 - Original Message - From: [EMAIL PROTECTED] Date: Monday, November 12, 2007 9:22 am Subject: [tips] Question for the stats-savvy To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu I'm pondering a study which purports to show that a specific early intervention works in improving school performance and keeping kids from crime. The design is good, although the results, while positive, are weak. But there does appear to be some possibility of fiddle in the way the results are analyzed. A group of high-risk children were randomly assigned to intervention and control groups. 15 years after treatment, two objective measures of success were obtained: high school graduation, and criminal record. I'd have gone with a simple independent test of proportions for each measure. When I did, high school graduation was significant, but criminal record was not (p=.09).They didn't do this. They used logistic regression in each case, for graduation controlling both for parental occupation and disruptiveness, and for criminal record, controlling only for parental occupation, The one for graduation was significant, but for criminal record it was p = .06, which they accepted as significant, although marginal. That's not what's bugging me. What I want to know is if it's justifiable to control for things like parental occupation and disruptiveness in a randomized study. This is ok for correlational research, but why would you want to do it in a randomized study where such factors are already eliminated through randomization? It seems to me they may have done this because it got them close enough to the magic p= .05 to claim it anyway. If that's the only reason, I don't think it's right. Also, once you've controlled in that way, wouldn't that somehow limit the generality of your findings, that they're now restricted to an artificial type of homogeneous population resulting from the controlling? Is there a cost to doing it this way when you don't have to? As our Michael would say, send me something. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- ---
Re: [tips] Question for the stats-savvy
Hi Having covariates benefits in two ways. The first is statistically controlling for pre-existing differences between groups, which Stephen correctly noted should not be a problem in a randomized study (although, stuff does happen, as they say on expurgated versions of the Sopranos). The second benefit is to account for variability within groups and hence reduce the error variability determining the denominator of your test(s) of significance. This can be even more substantial than in the paper reported by Stephen. Imagine comparing grades for students assigned to different study conditions without or with academic aptitude as a covariate. The covariate should provide a major improvement in significance levels. It is somewhat analogous to the (generally) improved power of within-subject designs that remove variability due to subjects from the error. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax [EMAIL PROTECTED] [EMAIL PROTECTED] 12-Nov-07 11:22 AM I'm pondering a study which purports to show that a specific early intervention works in improving school performance and keeping kids from crime. The design is good, although the results, while positive, are weak. But there does appear to be some possibility of fiddle in the way the results are analyzed. A group of high-risk children were randomly assigned to intervention and control groups. 15 years after treatment, two objective measures of success were obtained: high school graduation, and criminal record. I'd have gone with a simple independent test of proportions for each measure. When I did, high school graduation was significant, but criminal record was not (p=.09).They didn't do this. They used logistic regression in each case, for graduation controlling both for parental occupation and disruptiveness, and for criminal record, controlling only for parental occupation, The one for graduation was significant, but for criminal record it was p = .06, which they accepted as significant, although marginal. That's not what's bugging me. What I want to know is if it's justifiable to control for things like parental occupation and disruptiveness in a randomized study. This is ok for correlational research, but why would you want to do it in a randomized study where such factors are already eliminated through randomization? It seems to me they may have done this because it got them close enough to the magic p= .05 to claim it anyway. If that's the only reason, I don't think it's right. Also, once you've controlled in that way, wouldn't that somehow limit the generality of your findings, that they're now restricted to an artificial type of homogeneous population resulting from the controlling? Is there a cost to doing it this way when you don't have to? As our Michael would say, send me something. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- ---
Re: [tips] Question for the stats-savvy
Hi Stephen: What was the N for the groups? One justification for using the covariates might be that the N was very low and that variability within the groups needed further reduction. But in that case wouldn't you expect to see an explanation of why the covariates were chosen and the uniform use of those covariates across the regressions. I agree with Don Allen. It looks like data mining until the magic p=.05 barrier was broken. Ken [EMAIL PROTECTED] wrote: I'm pondering a study which purports to show that a specific early intervention works in improving school performance and keeping kids from crime. The design is good, although the results, while positive, are weak. But there does appear to be some possibility of fiddle in the way the results are analyzed. A group of high-risk children were randomly assigned to intervention and control groups. 15 years after treatment, two objective measures of success were obtained: high school graduation, and criminal record. I'd have gone with a simple independent test of proportions for each measure. When I did, high school graduation was significant, but criminal record was not (p=.09).They didn't do this. They used logistic regression in each case, for graduation controlling both for parental occupation and disruptiveness, and for criminal record, controlling only for parental occupation, The one for graduation was significant, but for criminal record it was p = .06, which they accepted as significant, although marginal. That's not what's bugging me. What I want to know is if it's justifiable to control for things like parental occupation and disruptiveness in a randomized study. This is ok for correlational research, but why would you want to do it in a randomized study where such factors are already eliminated through randomization? It seems to me they may have done this because it got them close enough to the magic p= .05 to claim it anyway. If that's the only reason, I don't think it's right. Also, once you've controlled in that way, wouldn't that somehow limit the generality of your findings, that they're now restricted to an artificial type of homogeneous population resulting from the controlling? Is there a cost to doing it this way when you don't have to? As our Michael would say, send me something. Stephen - Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 1Z7 Canada --- --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- ---
Re: [tips] Question for the stats-savvy
[EMAIL PROTECTED] wrote: That's not what's bugging me. What I want to know is if it's justifiable to control for things like parental occupation and disruptiveness in a randomized study. This is ok for correlational research, but why would you want to do it in a randomized study where such factors are already eliminated through randomization? Randomization only eliminates things like this *on average*. If it made a different to the results, then that is prima facie evidence that randomization didn't eliminate the effect of those factors in this particular case. Logistic regression is often used for either-or categorical outcomes because it amplifies the separation between the two categories in the predictions. Best, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-5115 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo/ == ---
RE: [tips] Question about Exam Scores
Albert- What were the dispersal numbers like? I.e., was the standard deviation about normal or was it larger. I'd want to know at least that. I tend to do an item analysis on any test but especially those that trouble me. Perhaps you just have a few bad items? Anyway, I'd tend to depend more on what I told them in the syllabus and whether this was an abnormal distribution when worrying about that. (But sometimes the give them what they deserve answers do come from those with more secure jobs). I don't think there is any simple answer to the to curve or not question. But an item analysis and comparison to other courses/semesters should at least give you a sense of what's going on. You do sometimes get a bad (grades anyway) class! Tim Shearon From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 12, 2007 3:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com http://www.aol.com?NCID=AOLCMP0030001170 and Make AOL Your Homepage http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 . --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---
Re: [tips] Question about Exam Scores
Hi Albert- Without knowing what the standard deviations are for your classes it's impossible to test to see whether these classes are statistically reliably different from one another. Based on my classes I would be willing to bet that the small differences that you see are simply chance variations. I would not curve these grades, but I would use it as an oportunity to teach students the difference between real differences and differences attributable to chance. Hopoe that helps, -Don. Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 - Original Message - From: [EMAIL PROTECTED] Date: Monday, November 12, 2007 2:30 pm Subject: [tips] Question about Exam Scores To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] (mailto:[EMAIL PROTECTED]) ** See what's new at http://www.aol.com --- ---
RE: [tips] Question about Exam Scores
I tell my class that they don't want a curve because then I would have to give most people (68%) a C. What I do is go through an item analysis of the test. If I find a question that seems to be excessively difficult I ask myself if I presented the material well and wrote a fair question. I often can eliminate 2 to 3 questions on an exam because with further evaluation I can understand why the students got the question wrong. I then give everyone who got the question wrong, credit for the question. This raises a few grades, raises the class average, and helps the students to perceive me a fair in my grading, without giving students better grades just because many students did not do well. If the whining is too loud, I also remind them that by giving them a grade I am essentially certifying that they know the information in the course. If I do not do this responsibly my credibility and the credibility of the institution is damaged and their degree is worth nothing. (I am not sure that this impresses them much.) Suzi Susan J. Shapiro Associate Professor/Psychology Indiana University East 2325 Chester Blvd. Richmond, IN 47374 (765) 973-8284 [EMAIL PROTECTED] From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 12, 2007 5:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED]mailto:[EMAIL PROTECTED] See what's new at AOL.comhttp://www.aol.com?NCID=AOLCMP0030001170 and Make AOL Your Homepagehttp://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---
RE: [tips] Question about Exam Scores
Hey, Albert -- If you have classes that small and had students who scored well, you surely have enough variability to suggest that there aren't any real differences in performance between those classes. I'd treat them all the same. In large classes, a mean of about 2/3 was pretty common for me -- I'm not sure what that says about my teaching and/or my exams, but that's what I shot for. There are always other assignments that factor into grades to bring the course grades up from there, so I wouldn't at all be alarmed at those scores. I wouldn't adjust them -- although I might make some adjustments at the end of the semester. In very large classes (100+) I graded relatively (using z-scores, but with a minimum competency requirement), and that tended to help the final grades somewhat. The suggestions you got about item analysis are the best. If there are bad items in there (but a low _d_ -- or whichever stat you can get for item analysis -- doesn't always mean it's a bad item), you can throw those out and adjust the grades based on the number of surviving items, and then let the chips fall where they may. This http://www.uleth.ca/edu/runte/tests/itemanalysis.html looks like a nifty little website for doing it if you've not done it before. But I'd think twice about making an adjustment simply on the basis of their performance on this exam. I don't know about the structure of your course and what other opportunities the students have to show what they've learned, but being too quick to make adjustments as you go along can have bad (grade-inflationary) consequences down the road. m -- There is no power for change greater than a community discovering what it cares about. -- Margaret Wheatley -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 12, 2007 4:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] See what's new at AOL.com http://www.aol.com?NCID=AOLCMP0030001170 and Make AOL Your Homepage http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 . --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---
RE: [tips] Question about Exam Scores
I really like, and approve, of examining individual questions. (Did I present the material well in class? Is the question worded clearly?) But rather than giving credit to everyone who got the question wrong, I give points across the board to everyone in the class. That's essentially a curve. I don't want to penalize those who did get the question (however esoteric) correct. Beth Benoit Granite State College Plymouth State University New Hampshire From: Shapiro, Susan J [mailto:[EMAIL PROTECTED] Sent: Monday, November 12, 2007 5:59 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Question about Exam Scores I tell my class that they don't want a curve because then I would have to give most people (68%) a C. What I do is go through an item analysis of the test. If I find a question that seems to be excessively difficult I ask myself if I presented the material well and wrote a fair question. I often can eliminate 2 to 3 questions on an exam because with further evaluation I can understand why the students got the question wrong. I then give everyone who got the question wrong, credit for the question. This raises a few grades, raises the class average, and helps the students to perceive me a fair in my grading, without giving students better grades just because many students did not do well. If the whining is too loud, I also remind them that by giving them a grade I am essentially certifying that they know the information in the course. If I do not do this responsibly my credibility and the credibility of the institution is damaged and their degree is worth nothing. (I am not sure that this impresses them much.) Suzi Susan J. Shapiro Associate Professor/Psychology Indiana University East 2325 Chester Blvd. Richmond, IN 47374 (765) 973-8284 [EMAIL PROTECTED] _ From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Monday, November 12, 2007 5:30 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Question about Exam Scores Dear Colleagues: I teach at the community college, and this semester my teaching load is four courses. Today, I administered the second exam in all of my courses and just scored each of them. The average for each class is as follows Class 1- N=27 70% average raw score Class 2- N=31 66% average raw score Class 3- N=29 67% average raw score Class 4- N=30 67% average raw score The exam consisted of 50 multiple choice items and scored on a 100% scale. My colleagues at my campus are divided, some say that they deserve the score they get, others will curve the exam scores. In fact several of my students asked if I would curve even before I handed out the answer forms and exam booklets. Each semester I do have a handful of students who do not test very well, however this semester I seem to have more of those that do not test well or are not studying adequately for my exam. In each class three students scored 90% or higher My question is as follows At what point does one scale or curve the results and are there any specific methods of doing so? Thanks Albert Bramante Department of Psychology/Sociology Union County College [EMAIL PROTECTED] _ See what's new at AOL.com http://www.aol.com?NCID=AOLCMP0030001170 and Make AOL Your http://www.aol.com/mksplash.adp?NCID=AOLCMP0030001169 Homepage. --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) ---
Re: [tips] question for tipsters
Police Officers Standards Training. Not psychobabble; worse. Friends don't let friends do DARE. [EMAIL PROTECTED] wrote: A colleague brought me a flyer today that she received from her daughter's school. The flyer is for parents to attend an informational meeting about Message in the music and juvenile drug trends It is a 3-hour seminar about weapons, music and the hidden messages (she wants to know, what hidden messages?), current drug trends, etc. etc. She wants to know if anyone knows anything about this as legitimate or more psychobabble. As his credentials, the presenter lists being a DARE certified instructor, which set off red flags, bells and whistles, and he is POST certified. She can't find out what POST is an acronyn for. Anyone have more info on this stuff? Thanks in advance. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- Robin Abrahams www.boston.com/missconduct Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. ---
Re: [tips] question for tipsters
POST stands for Peace Officer Standards and Training. (Don't be too impressed...I googled.) Here's a website: http://www.post.ca.gov/training/cptn/certified.asp I'd be as guarded as you. Messages in music sounds like that same old Satan is there if you listen to it backwards. And of course, we all know how valid the research on Hidden Persuaders is. Well, actually, maybe I should ask TIPSters their feelings about subliminal conditioning. I've always taught that it doesn't work, that a stimulus presented at, for example, 1/3000th of a second will not induce a drive-in audience to buy Coke or eat popcorn. YET, the Baron, Byrne and Branscombe Social Psych. texts claim that subliminal conditioning is valid. I have to say that I've always used Dave Myers' Social Psych. textbooks, but I inherited this class after it had already begun and students had already bought Baron et al. So this is a tangent - mea culpa - but if any want to respond to the metaphysics of the existence of subliminal conditioning, maybe it would be best to label the subject as such... Beth Benoit Granite State College Plymouth State University New Hampshire On Nov 8, 2007 12:53 PM, [EMAIL PROTECTED] wrote: A colleague brought me a flyer today that she received from her daughter's school. The flyer is for parents to attend an informational meeting about Message in the music and juvenile drug trends It is a 3-hour seminar about weapons, music and the hidden messages (she wants to know, what hidden messages?), current drug trends, etc. etc. She wants to know if anyone knows anything about this as legitimate or more psychobabble. As his credentials, the presenter lists being a DARE certified instructor, which set off red flags, bells and whistles, and he is POST certified. She can't find out what POST is an acronyn for. Anyone have more info on this stuff? Thanks in advance. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- ---
Re: [tips] question for tipsters
I'm sure that some of you are more up to date than I am about subliminal conditioning, but as I recall, the effects are real but small. That is, the ads can increase the likelihood of an existing behavior (make you slightly more likely to eat popcorn if you habitually do so) measurably ( but not necessarily significantly at the individual level) but not get you to do something you don't normally do (eat popcorn if you normally prefer pretzels). At 12:36 PM -0600 11/8/07, Beth Benoit wrote: POST stands for Peace Officer Standards and Training. (Don't be too impressed...I googled.) Here's a website: http://www.post.ca.gov/training/cptn/certified.asphttp://www.post.ca.gov/training/cptn/certified.asp I'd be as guarded as you. Messages in music sounds like that same old Satan is there if you listen to it backwards. And of course, we all know how valid the research on Hidden Persuaders is. Well, actually, maybe I should ask TIPSters their feelings about subliminal conditioning. I've always taught that it doesn't work, that a stimulus presented at, for example, 1/3000th of a second will not induce a drive-in audience to buy Coke or eat popcorn. YET, the Baron, Byrne and Branscombe Social Psych. texts claim that subliminal conditioning is valid. I have to say that I've always used Dave Myers' Social Psych. textbooks, but I inherited this class after it had already begun and students had already bought Baron et al. So this is a tangent - mea culpa - but if any want to respond to the metaphysics of the existence of subliminal conditioning, maybe it would be best to label the subject as such... Beth Benoit Granite State College Plymouth State University New Hampshire On Nov 8, 2007 12:53 PM, mailto:[EMAIL PROTECTED][EMAIL PROTECTED] wrote: A colleague brought me a flyer today that she received from her daughter's school. The flyer is for parents to attend an informational meeting about Message in the music and juvenile drug trends It is a 3-hour seminar about weapons, music and the hidden messages (she wants to know, what hidden messages?), current drug trends, etc. etc. She wants to know if anyone knows anything about this as legitimate or more psychobabble. As his credentials, the presenter lists being a DARE certified instructor, which set off red flags, bells and whistles, and he is POST certified. She can't find out what POST is an acronyn for. Anyone have more info on this stuff? Thanks in advance. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 mailto:[EMAIL PROTECTED][EMAIL PROTECTED] --- --- To make changes to your subscription contact: Bill Southerly ([EMAIL PROTECTED]) -- The best argument against Intelligent Design is that fact that people believe in it. * PAUL K. BRANDON[EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * * http://krypton.mnsu.edu/~pkbrando/* ---
Re: [tips] question for tipsters
At 1:26 PM -0600 11/8/07, Jeff Bartel wrote: Although I wouldn't put anything past some of these presenters, I'm wondering if the hidden messages aren't necessarily subliminal in the sense that psychologists use the term And, of course, from a TSD (Signal Detection Theory) perspective the whole concept of 'subliminal' loses its significance relative to continuous changes in the conditional probabilities of various behaviors. -- The best argument against Intelligent Design is that fact that people believe in it. * PAUL K. BRANDON[EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * * http://krypton.mnsu.edu/~pkbrando/* ---
RE: [tips] question for tipsters
We are all aware of the lack of empirical support for the effectiveness of DARE programs so I wouldn't put a lot of stock in that certification. On the other hand, I always told my Adolescent Psych students when we discussed music that it is ridiculous to look for hidden messages in popular music when today's popular music contains so many obvious positive references to sex, sexism, drugs and violence. Searching for deep meanings in these lyrics would be like panning for sand -- it is all there on the surface. I don't believe in the effectiveness of so-called subliminal persuasion but today's messages are very supraliminal. My guess is that, in this case, hidden messages refer to messages not obvious to parents who seldom listen to the lyrics of their kids' music. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Box 3055 x7295 [EMAIL PROTECTED] http://www.jbu.edu/academics/hss/faculty/rfroman.asp Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Thursday, November 08, 2007 11:54 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] question for tipsters A colleague brought me a flyer today that she received from her daughter's school. The flyer is for parents to attend an informational meeting about Message in the music and juvenile drug trends It is a 3-hour seminar about weapons, music and the hidden messages (she wants to know, what hidden messages?), current drug trends, etc. etc. She wants to know if anyone knows anything about this as legitimate or more psychobabble. As his credentials, the presenter lists being a DARE certified instructor, which set off red flags, bells and whistles, and he is POST certified. She can't find out what POST is an acronyn for. Anyone have more info on this stuff? Thanks in advance. Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] --- ---
Re: [tips] question for tipsters
Although I wouldn't put anything past some of these presenters, I'm wondering if the hidden messages aren't necessarily subliminal in the sense that psychologists use the term but, instead, more along the lines of messages of the music/video that aren't obvious or even intended. For example, when talking about Disney movies, feminist scholars discuss sexism and how Disney's heroines convey stereotypes. The Little Mermaid (I know, now a Disney original, but it's how most kids learn the story) gives up her voice--literally--and her family in order to land a man (pardon the pun). Snow White and Sleeping Beauty both require men to come to their rescue and kiss them (the Grimm versions are even worse, of course). I could go on, but you can see the point. The main message in the story isn't women should be submissive, but you might find that as a hidden message. Perhaps, then, the hidden messages in music relate to themes of drug/alcohol use, smoking, sexism, or other themes of which viewers may not be immediately aware. Given the DARE certification, I might expect the presenter to discuss the way that many videos/movies make the implicit statement that drug use is normative and, maybe, how weapons as a symbol of power may not be the best message to send to kids. Jeff on 11/8/2007 1:36 PM Beth Benoit said the following: I'd be as guarded as you. Messages in music sounds like that same old Satan is there if you listen to it backwards. And of course, we all know how valid the research on Hidden Persuaders is. On Nov 8, 2007 12:53 PM, [EMAIL PROTECTED] mailto:[EMAIL PROTECTED] wrote: A colleague brought me a flyer today that she received from her daughter's school. The flyer is for parents to attend an informational meeting about Message in the music and juvenile drug trends It is a 3-hour seminar about weapons, music and the hidden messages (she wants to know, what hidden messages?), current drug trends, etc. etc. -- Jeffrey S. Bartel, Ph.D. Assistant Professor, Psychology Washington and Jefferson College Dieter-Porter 306B 724.503.1001 x6228 ---
