RE: Stuttering
Jeff, I do not have the references, but you should to a search for Ron Webster' research. He is on the Faculty at Hollins University and runs a private stuttering clinic. His intervention is based on a delayed auditory feedback hypothesis. I hope this helps! Dennis Dennis M. Goff Dept. of Psychology Randolph-Macon Woman's College Lynchburg, VA 24503 > -Original Message- > From: [EMAIL PROTECTED] [SMTP:[EMAIL PROTECTED]] > Sent: Tuesday, February 09, 1999 11:15 AM > To: [EMAIL PROTECTED] > Subject: Stuttering > > I am trying to amass information on the causes of stuttering. I have come > across speculations that stuttering may be due to problems in > interhemispheric > communication involving the cortex, but little else so far. Does anyone on > the list have information on the causes of stuttering? > > Jeff Ricker > Scottsdale Community College > Scottsdale AZ > [EMAIL PROTECTED]
Re: Questions posed in class on the brain
Hi all.. Today in class I was talking about action inside a neuron. A student asked the following questions I could not answer and hope some of you know. 1. When the impulse travels down the axon to the axon terminals, are ALL the terminals affected? 2. Are neurons capable of releasing more than one kind of neurotransmitter? 3. Are the dendrites of a receiving neuron capable of receiving different kinds of neurotransmitters? Thanks in advance to those who reply! JL Edwards [EMAIL PROTECTED]
Re: GRE Blues
OH DO WE HAVE THIS PROBLEM!!! Well, we have taken a few feeble attempts to work on this: 1.) we've tried to work with the English department with only minimal success. 2.) we've tried to work with the Math department with only slightly greater than minimal success. 3.) we do, clearly, find that students who take prep courses do better and so we encourage these. 4.) we do find that they do great on the psych special test so we can console ourselves that as a whole we must be teaching our disciple well. 5.) our psych club sells a prep book as a fund-raiser and this seems to be at least a little helpful. 6.) we post all the prep-site websites because they offer lots of tips on how to take the test and the more motivated students check these. 7.) we tell our students the past history of our students so they know they have better get prepared and this has helped the last couple of years (coupled with them then taking a prep class) to do a little better. I anxiously await other replies. annette On Tue, 9 Feb 1999, Kathleen Morgan wrote: > > Hi Tipsters, > My department is currently in deep debate over what to do (if anything) > about the relatively poor performance on the GRE's of some of our best, > brightest students. I am wondering if there are others out there suffering > from the same difficulties, and what (if any) action your depts. or institutions > have taken to address the problem. > I am also wondering if anyone out there who has a graduate program can > tell me about how much GRE scores affect admissions decisions in your > program, and what (if anything) can counter relatively low scores in making > an applicant competitive for your program. > > Thanks! > --Kathy Morgan > Wheaton College > Norton, MA 02766 > [EMAIL PROTECTED] > / > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: GRE Blues
I can relate to this problem from personal experience. I was in my second year of my MS program and I was applying to Ph.D. programs. There aren't that many Animal Learning programs out there and so I was limited as to where I could apply. I had my first choice program picked and was actually invited for an interview in November, which is very early for interviews, so I thought the program was very interested in me. The interview went very well and I thought for sure that was the program I would be attending. As the months went by I kept in contact with the person with whom I would be working. When Februaury and March came, I started to feel a little nervous because i still had not heard anything. As it turned out I was rejected from their graduate program. They had actually told me that the department as a whole had accepted me, but the graduate school would not accept based on my GRE Math scores (I had high Verbal and Analytical scores). The graduate school was afraid that I would bring their acceptance scores down! I was shocked and extremely upset. I had a lot of research experience and had presented at two major conferences. This did not matter though because the graduate school was worried about their reputation! I am currently in a Ph.D. program and happy I accepted the invitation to come into this program. I'm not if this answered your question or not, but I thought I would contribute. Nina $$$ Nina L. Tarner$ Animal Learning/Physiological Psychology $ Kansas State University Department of Psychology $Manhattan, KS. 66506 539 Bluemont Hall $ (785) 532-6850 (msg) email: [EMAIL PROTECTED] $ (785) 532-7004 (fax) $$$
Re: Stuttering
Dr Ronald Webster at Hollins College in Roanoke Va is a world reknown expert on stuttering and its treatment. You may reach the Hollins Communication Institute at 540-362-6528 His basic discovery was that stutterers have a neuronal/ motoric delay in transmission of internal feedback from the vibration of the vocal chords to the inner ear. (That is why stutterers don't stutter when they listen to delayed feedback).He facilitates that transmission by an electronic device that sends the feedback faster plus teaches a technique of gradual onset of speech sounds. Gradual onset explains the curious finding that stutterers don't stutter when they sing. The training, based on empirical research and learning principles, takes 3 weeks and the combination of "device" plus training "cures" over 90% of clients. It is amazing. At 09:15 AM 2/9/99 -0700, [EMAIL PROTECTED] wrote: >I am trying to amass information on the causes of stuttering. I have come >across speculations that stuttering may be due to problems in interhemispheric >communication involving the cortex, but little else so far. Does anyone on >the list have information on the causes of stuttering? > >Jeff Ricker >Scottsdale Community College >Scottsdale AZ >[EMAIL PROTECTED] > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: discipline-specific undergrad stats
On 9 Feb 99, at 10:30, Gerald L. Peterson wrote: > > I am not aware of any research on the discipline-specific stats > course, but would also be interested in hearing of some. There is an article in ToP that deals with this issue, at least peripherally. Giesbrecht, N., Sell, Y., Scialfa, C., Sandals, L., & Ehlers, P. (1997). Essential topics in introductory statistics and methodology courses. Teaching of Psychology, 24, 242-246. The authors surveyed stat and research methods instructors from different content areas and compared responses. Without getting into the details here, they concluded that interdisciplinary courses in stat seem to be viable, but that interdisciplinary courses in research methods raise some problems. Dave -- == David E. Johnson Department of Psychology John Brown University Siloam Springs, AR 72761 501-524-7164 [EMAIL PROTECTED] [EMAIL PROTECTED]
Re: discipline-specific undergrad stats
I received my BA and MS from Shippensburg University of Pennsylvania and while I was and undergraduate the department required psych students to take RD&S I (Research Design & Stats) and RD&S II in order to graduate. Then in the MS program all students had to pass an entry exam before taking Advanced RD&S, which had to be taken by the beginning of the second year. I am currently in a Ph.D. program at Kansas State University and all first year students are required to take Quantitative Methods their first semester and Experimental Design their second semester, both of which are taught in the psych department. Other classes available in the department are: Advanced Design, Multivariate Statistics, Measurement, and a few others held periodically as special lectures. Nina $$$ Nina L. Tarner$ Animal Learning/Physiological Psychology $ Kansas State University Department of Psychology $Manhattan, KS. 66506 539 Bluemont Hall $ (785) 532-6850 (msg) email: [EMAIL PROTECTED] $ (785) 532-7004 (fax) $$$
Re: discipline-specific undergrad stats
We teach psychstats, but majors and transfers can also take a 4-credit stat course taught in the math department. The difference between those who take psychstats and mathstats is dramatic when it comes to performance in the research methods classes I teach. As an example, last year in a class of 18 only 2 had psychstats, this year of 18 only 2 had math stats. On the same review quiz given at the beginning of semester the class with psychstats scored 15 points higher on average. Now admittedly this is a small sample and time since taking stats plays a large role, but I think the use of psychology examples throughout the class really helps psych students understand and retain the material. On the other hand it does take resources, we used to teach psychstats only once a year and this created a bottleneck so now we are doing it each semester but of course lost another possible course. We thought the trade offs were worth it! Dawn At 08:22 AM 2/9/1999 -0500, you wrote: >Dear Tipsters, > >Our college is in the process of considering whether to replace our >undergrad stats class (currently taught in the math dept) with a biostats, >psychstats, businessstats, etc. > >I'm wondering whether any of you are familiar with outcome research >suggesting better student outcomes with discipline-specific stats courses >than with a general stats course. This will involve a lot of changes and I >want to make sure the outcomes would justify the effort and financial >resources allocated. > >Also, if you have a psych stats course in your own program, how do you like >it? How much do your majors seem to retain by the time they get to their >research methods course(s)? > >Thanks in advance! > >Esther > > > > >Esther Yoder Strahan, Ph.D. >Assistant Professor of Psychology >Heidelberg College >310 E. Market St. >Tiffin, OH 44883 >(419) 448-2238 >fax (419) 448-2236 >[EMAIL PROTECTED] > Dawn G. Blasko Ph.D. Assistant Professor of Experimental Psychology Penn State Erie, The Behrend College Station Road Erie, PA 16563-1501 phone: 814-898-6081 http://www.pserie.psu.edu/h&ss/psych/blasko.htm
Re: Announcement - WPA
Maybe tipsters who are attending could all put a little notation on their badges that they are indeed tipsters, so we can identify each other :-) annette On Tue, 9 Feb 1999 [EMAIL PROTECTED] wrote: > Hey folks: > > I am pleased to announce that I will be presenting a poster at the Western > Psychological Association meeting in Irvine on Saturday, May 1st. Of course, > every blessing is a mixed blessing and now I actually have to write the thing > up. > > I wanted to share my good news, and find out if any West Coast tipsters will > be at that meeting. I would certainly appreciate the chance to meet people > from this list. > > Nancy Melucci > Plethora U. > Garden Grove, CA > Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: GRE Blues
Kathleen Morgan wrote: > Hi Tipsters, > My department is currently in deep debate over what to do (if anything) > about the relatively poor performance on the GRE's of some of our best, > brightest students. I am wondering if there are others out there suffering > from the same difficulties, and what (if any) action your depts. or institutions > have taken to address the problem. > > Thanks! > --Kathy Morgan > Wheaton College > Norton, MA 02766 > [EMAIL PROTECTED] Kathleen, The first question I would ask would be, "Did these students in your department have prepared specifically for the GRE?" This is something we emphasize for our students who are considering grad school, even in the more distant future. Our career center also organizes and subsidizes some tutoring from the Kaplan people for those who want it, and it also provides a practice GRE session. I myself prepared for the GREs by spending at least two hours each day for a month working through GRE workbooks and brushing up on my math (which I had not seen since my freshman calculus) and vocabulary and reviewing intro psych. and history and systems texts for the Psych. subject exam (do they still have this?). I did not blow the lid off the test, but I know I would have done much worse had I not prepared adequately. This does not address other, more complex issues, but might be a good place to start. Eric Johnson Presbyterian College
Re: take away suggestion/placebo and what does that leave?
I am troubled by the suggestion that we should not "expose" ineffective treatments for fear of undermining the placebo effect. I have no trouble with the short-term implications. After all, if there really is no effective treatment for a problem, and if the ineffective treatment really does no harm and really does help some people to feel better, then there is certainly no problem I can see with using the placebo effect. Physicians have been doing for years, at least so I have been told. Yet what about the long-term implications of a policy of not publicizing that a treatment does not work. I assume the students would want the scientific community to continue testing and developing new treatments. After all, we all want treatments that work. But if the scientists find that a treatment does not work, what are the scientists to do? Keep it to themselves so that the information will not disrupt the placebo effect? Only share it with other scientists? How would that even be possible, in our modern, media-rich society? And would these scientists even be considered ethical if they kept the information to themselves? I do not think so. Another concern I have is the safety issue. How do we know that ineffective treatments are safe? Who is going to spend the resources to test a treatment for safety, once it is determined that it does not work? I believe that not uncovering ineffective treatments has very dangerous implications for all of society. Although I do not think the above is what I would have said to my class if I had received that question, before I had a chance to think about it, I believe I would say this now. Jeffrey Nagelbush Ferris State University [EMAIL PROTECTED] [EMAIL PROTECTED] __ Get Your Private, Free Email at http://www.hotmail.com
Re: take away suggestion/placebo and what does that leave?
On Tue, 9 Feb 1999, Pat Cabe wrote: > This comment reminds me, obliquely, of the ad that allegedly ran in the > National Enquirer several years ago. It offered a "herpes detection kit" for > about $10. The ad claimed that it"EVEN WORKS IN THE DARK." > > A friend of mine, who notices such things, suggested that what you probably got > for your ten bucks was a cheap flashlight and some pictures of herpes lesions. My personal favorite has always been diet plan testimonial ads ... on the radio. As far as facilitated communication goes, I'll start believing it the day one of the kids types in, "Get your freaking hand off my arm. Don't you know autistic people don't like to be touched?" --Robin *** Robin Pearce"She had a ragged, weary voice, as if she had been Boston University berating a roomful of imbeciles the night before." [EMAIL PROTECTED]--Scott Spencer ***
Re: changing eye color
It could be the fact that hazel eyes are multiple colors and various colors in clothes emphasize different colors. My eyes have brown, blue-gray, and green in them. Just like a scarf, earrings, or a tie can bring out a color in an outfit, maybe clothes can do the same to eyes. Deb Deborah S. Briihl, Ph.D. Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (912) 333-5994 You've got so many dreams that you don't know where to put them so you better turn a few of them loose. - Fire
Re: take away suggestion/placebo and what does that leave?
Rick wrote, in part:: > "I think that the people who make money off of such [desperate] people > are true bottom feeders making money off of the false hopes of dying > people. I can't really blame the parents and people in the situation > because that is all they may have to cling to . . . . This comment reminds me, obliquely, of the ad that allegedly ran in the National Enquirer several years ago. It offered a "herpes detection kit" for about $10. The ad claimed that it"EVEN WORKS IN THE DARK." A friend of mine, who notices such things, suggested that what you probably got for your ten bucks was a cheap flashlight and some pictures of herpes lesions. No false claim--the flashlight does in fact "work in the dark." But the appeal is at best to a very thin hope that users might avoid herpes infection by using it. My friend put this offer in the category of items he described as appealing to the "mooches," folks who want an easy (not to mention cheap) solution to a difficult, perhaps impossible-to-resolve, problem. Some diet plans, as someone earlier pointed out, seem to fall into this category, too. Pat Cabe ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 [EMAIL PROTECTED]
discipline-specific undergrad stats
Dear Tipsters, Our college is in the process of considering whether to replace our undergrad stats class (currently taught in the math dept) with a biostats, psychstats, businessstats, etc. I'm wondering whether any of you are familiar with outcome research suggesting better student outcomes with discipline-specific stats courses than with a general stats course. This will involve a lot of changes and I want to make sure the outcomes would justify the effort and financial resources allocated. Also, if you have a psych stats course in your own program, how do you like it? How much do your majors seem to retain by the time they get to their research methods course(s)? Thanks in advance! Esther Esther Yoder Strahan, Ph.D. Assistant Professor of Psychology Heidelberg College 310 E. Market St. Tiffin, OH 44883 (419) 448-2238 fax (419) 448-2236 [EMAIL PROTECTED]
Re: Cartoons and copyright
I may have missed something in this discussion, but ... If it is not illegal to cut out a cartoon or news report and post it on our door or bulletin board, would it be legal if we show it in the classroom using an opaque projector? Rick Froman wrote: > > Or how about this one. Our library subscribes to ProQuest Direct so > that we can get full text and graphics of some journal articles through > the internet (if you access the internet through the campus network). > They print out with a disclaimer on the bottom that says "Reproduced > with permission of the copyright owner. Further reproduction prohibited > without permission." I am not sure but I think the college is charged a > flat fee for this service that is not based on the number of searches or > files retrieved. (I know this is true for the CD_ROM copy of ProQuest in > the library). If so, it would be possible for me to send each of my > students to the computer lab to get a copy for themselves and that > would not violate copyright but my copying it for my students would. I > fail to see how either method has a differential impact on the market > demand for the material or any effect on how much money the copyright > holder will receive. The only entity making any money would be the > computer lab if they charge for paper. So, what do you think about this > situation? Feel free to send me your pro bono legal opinions off-list. > > Rick > > Dr. Rick Froman > Psychology Department > Box 3055 > John Brown University > Siloam Springs, AR 72761 > [EMAIL PROTECTED] > http://www.jbu.edu/sbs/psych > Office: (501)524-7295 > Fax: (501)524-9548 > > Thought for the day: > Intuition (n): an uncanny sixth sense which tells people > that they are right, whether they are or not. -- --==>> ô¿ô <<==-- John W. Nichols, M.A. Assistant Professor of Psychology & Computer Science Tulsa Community College 909 S. Boston Ave., Tulsa, OK 74119 (918) 595-7134 [EMAIL PROTECTED] Home: http://www.tulsa.oklahoma.net/~jnichols/home.html MegaPsych: http://www.tulsa.oklahoma.net/~jnichols/megapsych.html
