student question: texture of food
Can some Jungian/Freudian Tipster (or maybe some other type?) help me out with this one? I know I heard something pretty interesting about this topic many, many years ago, but I can't quite bring it above threshold, nor can I find anything relevant. What might it indicate about someone's personality if she/he has a strong preference for soft, moist foods, as opposed to hard, dry foods? From my own observations, whichever the direction, this preference does indeed seem to be very pronounced and stable in most people. Larry Dickerson (a soft and gooey type) Selkirk College Castlegar, BC Canada
Re: Stuttering
On Tue, 9 Feb 1999 [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] Pet scans reveal that both hemispheres are equally activitated in stutters while in non- stutters only the left hemisphere is activated. The problem of sychronious balance for this function is complicated due to the fact that the sounds a person makes is congruent with what they hear but out of phase. This problem can be easily solved with a hearing aid that raises all sound heard by one octave and 90% of stuttering is eliminated immediately with no training. "7. Discorrelation: What happens when habituation, integration, or paradoxical integration fails? Discorrelation. Discorrelation may be due to genetic causes, brain damage, traumatic experiences, wavelet constructive interference or wavelet destructive interference. The pathology of stuttering may be used to illustrate the concept. Marek Roland-Mieszkowski (1994) has developed an electronic device to prevent discorrelation that is 90% effective in stopping stuttering with no training. Stutters who sing with a group do not stutter. Stutters who become deaf do not stutter. Ear plugs help reduce stuttering. It is likely that wavelet constructive interference, due to feedback loops to the speech centers, cause chaos in the speech processing systems. Jamming, blocking, or modifying feedback will reduce discorrelation." ref: Roland-Mieszkowski, Marek (1994, August 8-12). DSA (Digital Speech Aid) - A New Device to Decrease or Eliminate Stuttering. 1-st World Congress on Fluency Disorders. Blue and Blue (1998, November). Correlational Opponent Processing, The Noetic Journal
Re: e-prime web address needed
Hi Mike- indeed, e-prime is the new-and-improved MEL. I have only seen it demonstrated at Psychonomics, but it is indeed different and improved. check out http://www.pstnet.com Patrick At 01:59 PM 2/9/99 -0600, Michael Hulsizer wrote: Tipsters, I was wondering if anyone had the web site information (if available) for the e-prime program. I understand it is the newest *version* of mel-lab. Thanks! Mike Hulsizer -- Michael Hulsizer Webster University mailto:[EMAIL PROTECTED] Patrick O. DolanVoice: 314-935-8731 Department of PsychologyFax:314-935-7588 Washington University Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 mailto:[EMAIL PROTECTED]
A BIG THANK YOU
TIPSters, I am in the process of completing my application for promotion and I wanted to publically thank each of you who took the time to write letters of support. I was touched by the wonderful things each of you said both about the role TIPS has played in your teaching and about my management of TIPS. THANK YOU!! Best wishes, Bill ** ** ** * TIPS LISTOWNER - CONTACT DIRECTLY IF YOU HAVE PROBLEMS * * BILL SOUTHERLY INTERNET: [EMAIL PROTECTED] * * DEPT. OF PSYCHOLOGY[EMAIL PROTECTED] * * FROSTBURG STATE UNIVERSITY [EMAIL PROTECTED] * * FROSTBURG, MARYLAND USA 21532 PHONE : (301) 687-4778 * ** **
Re: Adjunct Faculty
Watching the film "Hoffa" made me think of the adjuncts. In many ways, their situation is very similar to the truckers of the 1930s, no security, slave wages, no clout. It's time you people unionized. I would suggest that you lobby the major teaching unions, NEA, AAUP, etc. Although as a union member of one of the above, I think that you would do better with the Teamsters. Rip __ Get Your Private, Free Email at http://www.hotmail.com
Re: Stuttering
On Tue, 9 Feb 1999, Dr. Joyce Johnson wrote: 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. Whereas this technique can create speech fluency,they do little to help the stutterer manage stuttering when it surprises the speaker. I favor the approach of modifying stuttering behavior as it happens. The Hollins and other fluency shaping devices seem to concentrate on creating a new speech pattern for the stutterer,which may have the effect of reinforcing "there is something wrong with my speech". I believe that there is nothing wrong with the stutterer's speech mechanism.I consider stuttering simply as speech blocking behavior. Therapy should be directed at managing blocks, not shaping speech fluency. Israel Goldiamond used the DAF(Delayed Auditory Feedback) to establish fluency,but this approach was not too successful. I do not buy the hemispheric and the physiological stuff. Michael Sylvester
Re: Stuttering
On Tue, 9 Feb 1999 [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] Jeff: you are way up my alley. I consider myself a recovered stutterer. As a matter of fact, stuttering in adults and the management of stuttering are my reseach interests. There are a number of listserves devoted to stuttering: at Temple U, Western Illinois,and at Arizona State at Tempe. My personal feeling is that stuttering can emanate from a number of contributive factors.But the maintenance of stuttering behavior can be understood from the classical and operant conditioning paradigm. Michael Sylvester Daytona Beach,Florida
RE: discipline-specific undergrad stats
Esther Strahan wrote: 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. (snip) 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)? I used to teach a stats course that was cross-listed in Psychology, Social Science, Business/Management, and Mathematics. The math students were clearly out of place, as I aimed it strictly towards applications. The course was split several years ago into separate Math, Business, and Psychology/Social Science courses. I teach the psych/soc. version. I believe it is a far better course than it was. As the teacher of the Experimental Psychology course, I felt that students retained a fair amount - less than I'd like, but far more than nothing. A couple of weeks ago, the head of the Business/Management department asked if he could pick my brain about how much stats (and what topics) should be taught in his department, as the two full-time faculty currently teaching the course there have wildly different opinions. I'm willing to talk about it, but I don't believe that a person outside of the department (myself, in this case) is likely to have a useful opinion. I guess that implies that I strongly believe that the psychology students should take stats from a psychology teacher. Paul Smith Alverno College
e-prime web address needed
Tipsters, I was wondering if anyone had the web site information (if available) for the e-prime program. I understand it is the newest *version* of mel-lab. Thanks! Mike Hulsizer -- Michael Hulsizer Webster University mailto:[EMAIL PROTECTED]
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: discipline-specific undergrad stats
I am not aware of any research on the discipline-specific stats course, but would also be interested in hearing of some. We have a psych stats class that is one of the more popular on campus. We argue that stat should be taught to our students with relevance to psychological research methods. There are basic math and algebra requirements for all the stat courses on campus--altho individual faculty seem to vary in checking on this. We do not focus on explaining the underlying arithmetic, but on the uses and conceptual ideas of means, std. deviations, t-tests, ANOVAs, etc. We have recently incorporated a SAS lab component as part of the class due to us having a wonderful SAS expert who has prepared some user-friendly texts on the SAS system for us. We have a popular stats teacher who seems to minimize the usual anxiety associated with such a class. Note, that nowhere have I said that the class is effective. We are in the (never-ending?)process of developing assessment goals and criteria for our curriculum, and I will post if and when we learn anything from this ;-) OUR PROBLEMS: Our stat teacher is getting tired of stats, few of the faculty want to tackle the class as we all are involved with other things, other depts want us to teach THEIR students (even grad students) stat, few of our new faculty are really (another post this?) prepared to teach stats. Most of us old-timers think stats in psych is important to the psych curriculum and we have found stats from other departments (biostats, soc-stats) to be irrelevant to our research or lacking in coverage. Students here are supposed to take Experimental psych (research methods) after stats and then they may take their two required labs (one from core A--physio, comparative, learning, sensation-perception; or core B--personality, social, motivation). Let's just say I have not been singing in the hallways over the performance of our students in the labs, even when they just finished with the stat and experimental sequence. But I have no formal evidence, I suspect they do better than if they had stats someplace else, and the purpose of our labs is to give them that hands-on practice in implementing their knowledge. One further note: presently stats classes can be taken to satisfy our university general educ. requirements. We have to decide whether we want to continue this. It does put strain on our stat offerrings--we presently offer stat each semester with two SAS labs. Will stat go the way of animal labs? We have a fine animal lab too! Just one rambling viewpoint, Gary Peterson Gerald L. (Gary) Peterson, Ph.D. Department of Psychology Saginaw Valley State University University Centre, MICH 48710 Phone: 517-790-4491 e-mail: [EMAIL PROTECTED] fax: 517-790-7656 On Tue, 9 Feb 1999, Esther Strahan 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]
Re: savant syndrome
If you are interested in the Savant Syndrome I would suggest you check out the following: Miller, L.K. (1999). The Savant Syndrome: Intellectual Impairment and Exceptional Skill. Psychological Bulletin, 125, 31-46. Date: Mon, 8 Feb 1999 16:21:29 -0500 (EST) From: Michael Sylvester [EMAIL PROTECTED] Reply-To: Michael Sylvester [EMAIL PROTECTED] To: TIPS [EMAIL PROTECTED] Subject: idiot savant it is assumed that some of those individuals have brain parts that are overdevelopped (hence their mathematical ingenuity) and other parts underdevelopped. How true is this? Is there a way to explain how they do it? Btw,why are most of these reported idiots savants appear to be male? Michael Sylvester Daytona Beach,Florida __ Get Your Private, Free Email at http://www.hotmail.com
words from Erma Bombeck
EnJoyce IF I HAD MY LIFE TO LIVE OVER by Erma Bombeck I would have talked less and listened more. I would have invited friends over to dinner even if the carpet was stained and the sofa faded. I would have eaten the popcorn in the 'good' living room and worried much less about the dirt when someone wanted to light a fire in the fireplace. I would have taken the time to listen to my grandfather ramble about his youth. I would never have insisted the car windows be rolled up on a summer day because my hair had just been teased and sprayed. I would have burned the pink candle sculpted like a rose before it melted in storage. worried about grass stains. I would have cried and laughed less while watching television - and more while watching life. I would have shared more of the responsibility carried by my husband. pretending the earth would go into a holding pattern if I weren't there for the day. I would never have bought anything just because it was practical, wouldn't show soil or was guaranteed to last a lifetime. Instead of wishing away nine months of pregnancy, I'd have cherished every moment and realized that the wonderment growing inside me was the only chance in life to assist God in a miracle. "Later. Now go " """I'm " I would seize every minute...look at it and really see it... live it...and never give it back. --In memory of Erma Bombeck who lost her fight with cancer. * . (\ *** /) * . * * (\ (_) /) * Guardian Angel * \_) . * . /___\ * .. * Here is an angel sent to watch over you...Pass this on to the people you want watched over Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Chickens playing Tic-Tac-Toe
Calvin Trillin has a wonderful piece in this week's issue of The New Yorker about a chicken that plays tic-tac-toe in a an arcade game. He talks about the training of the chicken(s) for these games, originally by the Brelands and later by the Baileys. He also mentions that he once saw a video of B. F. Skinner playing tic-tac-toe with one of these chickens. Since the game is set up so the chicken always goes first and, I assume, response choice is directed by a simple computer program, the chicken almost invariably wins. (Trillin notes that Skinner once managed to eke out a draw from the chicken.) My question is: Has anybody seen this video or know of its whereabouts? I would love to obtain a copy. Claudia ___ Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751
Position Announcement
ASSISTANT ASSOCIATE PROFESSOR OF PSYCHOLOGY HEALTH PSYCHOLOGY/BEHAVIORAL MEDICINE The University of West Florida seeks to fill a tenure-track position, beginning August 1999, for a psychologist in the area of healthpsychology/behavioral medicine to complement Department's developing focus in that area. Doctorate in Psychology and demonstrated research record required; preferred criteria are experience in teaching and in supervision of clinical work and/or research; and license or license eligibility in Florida. Incorporation of multicultural issues into teaching and research and ability to mentor minority students are encouraged. Duties include: (1) graduate and undergraduate instruction; (2) conduct of active research program, preferably involving students; (3) supervision of practica, internships, and/or theses; and (4) professional service. The Psychology Department has 14 full-time faculty members and strong M.A. programs in Counseling, I/O, and General (Experimental) Psychology and has recently occupied a modern facility with excellent research space, including a Behavioral Medicine Laboratory. We are an EEO/AA employer and applications from under-represented groups are especially encouraged. Salary commensurate with rank and experience. Send letter of intent, vita, samples of research, and names of three referees to Chair, Search Committee H, Department of Psychology, The University of West Florida, 11000 University Parkway, Pensacola, FL 32514-5751. Review of applications will begin March 22 and continue until the position is filled. ___ Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751
Re: Chickens playing Tic-Tac-Toe
Sorry that I don't know where to obtain the video, but I just wanted to mentionn that I have played tic-tac-toe with a chicken myself. Our local amusement park, Valley Fair, used to have such a game. Since you could not see the chicken's side of the board, I have always assumed that a computer chip lighted the desired move for the chicken, and the chicken was trained to peck the lighted square, a real no-brainer and entirely appropriate for a chicken. It is quite easy to write a program that plays tic-tac-toe without losing. I did that once for a project in grad school. At 9:28 AM -0600 2/10/99, Claudia Stanny wrote: Calvin Trillin has a wonderful piece in this week's issue of The New Yorker about a chicken that plays tic-tac-toe in a an arcade game. He talks about the training of the chicken(s) for these games, originally by the Brelands and later by the Baileys. He also mentions that he once saw a video of B. F. Skinner playing tic-tac-toe with one of these chickens. Since the game is set up so the chicken always goes first and, I assume, response choice is directed by a simple computer program, the chicken almost invariably wins. (Trillin notes that Skinner once managed to eke out a draw from the chicken.) My question is: Has anybody seen this video or know of its whereabouts? I would love to obtain a copy. Claudia ___ Claudia J. Stanny, Ph.D. e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 Doug Wallen Email: [EMAIL PROTECTED] Psychology Department Phone: (507) 389-5818 Minnesota State University, Mankato Fax: (507) 389-5831 Mankato, MN 56002
Falwell suspects Teletubby is gay
A friend says "If I had tried to make this up you wouldn't have believed me. Check it out!" http://www.msnbc.com/news/239986.asp -- --== 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
RE: Chickens playing Tic-Tac-Toe
Hi Claudia, Marian Breland-Bailey and her husband Bob Bailey are online. They also give seminars on training chickens. My guess is Bob has a copy of the video you seek. They have a website at http://www.hsnp.com/home/behavior/index.html Take care, Dr. P - Mark Plonsky, Ph.D. 715-346-3961 wk- - Psychology Dept.715-346-2778 fx- - University of Wisconsin 715-344-0023 hm- - Stevens Point, WI 54481[EMAIL PROTECTED] - - http://www.uwsp.edu/acad/psych/mphome.htm - -Original Message- From: Claudia Stanny [mailto:[EMAIL PROTECTED]] Sent: Wednesday, February 10, 1999 9:29 AM To: [EMAIL PROTECTED] Subject: Chickens playing Tic-Tac-Toe Calvin Trillin has a wonderful piece in this week's issue of The New Yorker about a chicken that plays tic-tac-toe in a an arcade game. He talks about the training of the chicken(s) for these games, originally by the Brelands and later by the Baileys. He also mentions that he once saw a video of B. F. Skinner playing tic-tac-toe with one of these chickens. Since the game is set up so the chicken always goes first and, I assume, response choice is directed by a simple computer program, the chicken almost invariably wins. (Trillin notes that Skinner once managed to eke out a draw from the chicken.) My question is: Has anybody seen this video or know of its whereabouts? I would love to obtain a copy. Claudia ___ Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751
LIttle Albert
The students told me that their Weiten text says that Watson Raynor did not reverse the CER with Little Albert, that they lost track of him and never knew what happened to the little guy. I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. Fact or fiction? What REALLY happened? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
RE: Falwell suspects Teletubby is gay
John W. Nichols, M.A. wrote: Subject: Falwell suspects Teletubby is gay A friend says "If I had tried to make this up you wouldn't have believed me. Check it out!" Between this and the "Antichrist is alive today" bit, I'd like tomorrow's headline to read "Paul Smith suspects Jerry Falwell has completely flipped". I'd like to see the media do Falwell and the rest of us a favor, and stop paying any attention at all to him. On the other hand, at least he's not giving seminars on how to teach chickens to play tic-tac-toe... :) Paul Smith Alverno College
'98 Dubious Data Awards
The "The 1998 Dubious Data Awards" are out. http://www.stats.org/awards/dubious98.htm (If you cannot relate at least one to TIPSterville, you are a sad case indeed.) -- --== 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
Re: LIttle Albert
There was an American Psychologist article a few years back entitled "What really happenned to Little Albert" which documents numerous misconceptions about the experiment - many of which are reported in leading psychology texts. I can't remember all the details, and I don't have the reference handy, but the general message was "be wary of what you read in gen psych texts..." -- Jim Dougan On Wed, 10 Feb 1999, Dr. Joyce Johnson wrote: The students told me that their Weiten text says that Watson Raynor did not reverse the CER with Little Albert, that they lost track of him and never knew what happened to the little guy. I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. Fact or fiction? What REALLY happened? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: LIttle Albert
At 1:24 PM -0600 2/10/99, Dr. Joyce Johnson wrote: The students told me that their Weiten text says that Watson Raynor did not reverse the CER with Little Albert, that they lost track of him and never knew what happened to the little guy. I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. Fact or fiction? What REALLY happened? Weiten is correct. 'Little Albert' was withdrawn from the program before a planned deconditioning procedure could take place. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Department507-389-6217 * * "The University formerly known as Mankato State" * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Piaget help
Hello out there-- This is bound to offend some of you out there, but I dislike lecturing about Piaget in my intro class. I'm a social psychologist, and for whatever reason, I just hate lecturing about his theory of cog. development. It got so bad today that between classes I ran over to our library and found a video to show instead of my usual lecture. I realize that Piaget is important, and I can even (for a short time) sort of get into the ideas about how schemas develop and change, etc. In short, I want my students to know this stuff, I just have a hard time presenting it. I'm looking for any suggestions to beef it up, or make it more student-friendly, or perhaps a good film that covers Piaget (the one I showed was viable at best). I prefer suggestions that you actually use rather than hypothetical suggestions. I will happily summarize all the responses I get that are not also sent to the entire list. Matt Winslow [EMAIL PROTECTED] Eastern Kentucky University
Little Albert
Re: I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. This example actually concerns another child (Little Peter - a 3-year-old) and another co-author Mary Cover Jones who used systematic desensitization to "cure" Peter of his fear of animals, furry objects and mechanical toys using the technique you described. For reference see: Jones, M.C. (1924). A laboratory study of fear: The case of Peter. Pedagogical Seminary, 31, 308-315. Hergenhahn's Introduction to the History of Psychology also contains a description of the event. :) Brad ** Brad Caskey, Ph. D. Professor of Psychology Psychology Department 410 South 3rd University of Wisconsin - River Falls River Falls, WI 54022 (715)-425-3306 e-mail: [EMAIL PROTECTED] ** Great Spirits have always encountered violent opposition from mediocre minds -Albert Einstein
Re: LIttle Albert
Hi On Wed, 10 Feb 1999, Dr. Joyce Johnson wrote: The students told me that their Weiten text says that Watson Raynor did not reverse the CER with Little Albert, that they lost track of him and never knew what happened to the little guy. I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. Fact or fiction? What REALLY happened? My recollection is that indeed Little Albert was never deconditioned. I believe that he might have been the son of some staff person who moved away before the change could be implemented. I always imagined some old man in a nursing home who is still terrified of Santa's beard! Raynor, however, did go on to do further work on the extinction of acquired fears. So it is probably that the two lines of research got merged at some point. Best wishes Jim James M. Clark (204) 786-9313 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L02A Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark
Re: changing eye color
Miguel may be on to an important piece of missing info in the original question. What color were the daughter's eyes. My own hazel/green do seem to change color as do my the eyes of my sisters who are also hazel/green. But I haven't noticed apparent changes in my son and other sisters who have brown eyes or my husband and daughter who have blue. Perhaps the apparent change is due to pupil size in people whose eye color is lighter nearer the pupil. Also don't intense moods change pupil size? Just speculating on a sample of 9. Miguel Roig wrote )? It's just that uhm ... I hate to admit it but, my 4-year old daughter's hazel-greenish eyes do _appear_ (I SAID APPEAR, ok?) lighter on some days. I realize that, as Stephen suggests, the pigment itself is unlikely to change in a short time, but ... her eyes do look lighter on some days. It has to be due to variations in viewing conditions. It has to! Ann Calhoun-Sauls Psychology Department Belmont Abbey College Belmont, NC 28012 [EMAIL PROTECTED]
Re: Chickens playing Tic-Tac-Toe
I don't know of the video, but I had to comment on to things. First, at least 1/2 of the Brelands (Marian) is the same as the Baileys. Marian Breland Bailey's husband (Keller) died, and she remairred Bob Bailey. Secondly, Marian earned her Ph.D. from the Univesity of Arkansas, and was chosen as our very first "Alum of the Year" because of her contributions to the field. Joel Joel S. Freund Phone: 501/575-4256 Department of PsychologyFAX:501/575-3219 216 Memorial Hall Internet: [EMAIL PROTECTED] Fayetteville, AR 72701-1201 On Wed, 10 Feb 1999, Claudia Stanny wrote: :-) Calvin Trillin has a wonderful piece in this week's issue of The New Yorker :-) about a chicken that plays tic-tac-toe in a an arcade game. He talks about :-) the training of the chicken(s) for these games, originally by the Brelands :-) and later by the Baileys. He also mentions that he once saw a video of B. :-) F. Skinner playing tic-tac-toe with one of these chickens. Since the game :-) is set up so the chicken always goes first and, I assume, response choice :-) is directed by a simple computer program, the chicken almost invariably :-) wins. (Trillin notes that Skinner once managed to eke out a draw from the :-) chicken.) :-) :-) My question is: Has anybody seen this video or know of its whereabouts? I :-) would love to obtain a copy. :-) :-) Claudia :-) :-) ___ :-) Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] :-) Department of PsychologyPhone: (850) 474 - 3163 :-) University of West Florida FAX:(850) 857 - 6060 :-) Pensacola, FL 32514 - 5751 :-)
Re: color psychology
Yes, there is some lit. out there that has demonstrated that colors can seem to manipulate mood, etc. HOWEVER, a sheet of paper probably won't work - you need to have all of the walls painted this color for any noticable difference. This is an easy to do experiment. Some of my students did something very similar for my Sens and Perc class a few years ago. A few of them photocopied their dependent measure on different colored paper (something like a crossword puzzle or a logic problem - you get the idea) then they examined for difference. Shockingly (I'm sure :), no difference was found. Of course, no one was sitting paper, but, if your school is like mine, the seats are different colors and you may be able to use that as the variable. At 09:55 AM 2/10/99 -0400, you wrote: TIPSters... I recently came across an article in a local newspaper that talked about the use of "color psychology" to manipulate people. The article made many claims, including the notion that "sitting on a piece of yellow construction paper while you're studying" can allow one to "receive [the color's] frequency," which, in turn, seems to allow one to focus better. I AM NOT making this up! I'm curious, however, if anyone is aware of any research on this topic; this seems to be a good topic to explore in a parapsychology course that I'm developing, which is looking at paranormal phenomenon from a skeptical perspective. Any help would be appreciated! Cheers, Lou - Dr. Louis Manzaphone: (717) 867-6193 Assistant Professor of Psychology fax: (717) 867-6075 Lebanon Valley College E-mail: [EMAIL PROTECTED] Annville, PA 17003 "Living in the limelight, the universal dream...for those who wish to seem. Those who wish to be...must put aside the alienation, get on with the fascination, the real relation, the underlying theme." Rush, "Limelight" (lyrics, N. Peart) - 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
Little Albert
Watson and Rayner (1920) stated, "Unfortunately Albert was taken from the hospital the day the above tests were made. Hence the opportunity of building up an experimental technique by means of which we could remove the conditioned emotional responses was denied us." See: http://www.yorku.ca/dept/psych/classics/Watson/emotion.htm Christopher Green's excellent _Classics in the History of Psychology_ website at York University. Jacque Jacquelyn Gore Mercer North Carolina State University
Re: Piaget help
On Wed, 10 Feb 1999, Matthew P. Winslow wrote: Hello out there-- This is bound to offend some of you out there, but I dislike lecturing about Piaget in my intro class. I'm a social psychologist, and for whatever reason, I just hate lecturing about his theory of cog. development. Why? It got so bad today that between classes I ran over to our library and found a video to show instead of my usual lecture. I realize that Piaget is important, and I can even (for a short time) sort of get into the ideas about how schemas develop and change, etc. In short, I want my students to know this stuff, I just have a hard time presenting it. I always tell the students two things: (1) hard is not the same as impossible; (2) being hard is what makes it important. If it was easy, they wouldn't be challenged and grow. ^I'm looking for any suggestions to beef it up, or make it more student-friendly, or perhaps a good film that covers Piaget (the one I showed was viable at best). I prefer suggestions that you actually use rather than hypothetical suggestions. I will happily summarize all the responses I get that are not also sent to the entire list. Matt Winslow [EMAIL PROTECTED] Eastern Kentucky University Make it a good day. --Louis-- Louis Schmier [EMAIL PROTECTED] Department of History http://www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, GA 31698 /~\/\ /\ 912-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" -\
Stuttering
Joyce Johnson wrote: "Dr Ronald Webster at Hollins College in Roanoke Va is a world reknown expert on stuttering and its treatment. ..His basic discovery was that stutterers have a neuronal/ motoric delay in transmission of internal feedback from the vibration of the vocal chords tothe 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." Funny you should mention Webster. I was on our University's Tenure Promo committee when a fellow from our Speech Pathology Dept. came up for promotion. This fellow was a co-investigator with Webster, assessing the efficacy of Webster's device. He and Webster had given collquia all over the country on the technique. Unfortunately, when we asked to see evidence of peer-reviewed articles on the clinical trials we were told that the results had not been submitrted because of patent issues. This was 3-4 years ago so maybe something has been published thus far but until I see peer reviewed articles and replications, I will remain skeptical. I'm old enough to remember all the hoopla on the Feingold Diet for ADHD, then the "too much sugar hypothesis." I remember when people were hailing the finding that flourescent lights caused ADHD. I even remember the "tight underwear" hypothesis. Stutteruing research seems to be similar in that someone "finds the cause/treatment" about once every five years. I don't mean to pick on ADHD or stuttering researchers. This happens with darn near every common problematic condition. This week it's vitamins. Next week its Eye Movement Desensitzation, Assisted Communication or primal scream. I think it was Martin Gross in "The Psychological Society" who said that "no new therapy is ever introduced without wild claims of fabulous successes and no therapy is ever withdrawn because it failed to live up to those claims." An overstatement, to be sure. But not completely off base. As for Webster's anti-stuttering device, I'll wait for the peer-reviewed controlled clinical trials. BTW, the fellow who was involved in this research DID get promoted but it was least more because of his outstanding contributions in other areas. I do not in any way mean to demean a valued and respected colleague and I do understand patent problems, etc. But it would be nice if they had better proof. ~~ Edward I. Pollak, Ph.D. Office (610)436-2945 Professor and Chairperson Home (610)363-1939 Department of Psychology FAX (610)436-2846 West Chester University[EMAIL PROTECTED] West Chester, PA 19383 www.wcupa.edu ~~~ Husband, father, biopsychologist and bluegrass fiddler... not necessarily in order of importance. AAFOUF#0064
