RE: rites of passage
Dani' Raap wrote: > Hi Deb - I don't know of any others that aren't included on > your list - I hope you will share any off-list responses you get. The one thing I > do stress in this section is the difference between adolescence and > "rites of passage;" emphasizing that "adolescence" is a culture-bound > phenomenon - many cultures don't experience this stage and their > language doesn't even have a word for it, indicating the > significance of the ceremonial celebration of going from child --> adult. What makes this topic interesting for me (when I teach developmental) is asking the _students_ to talk about rites of passage in their own families. Some are common to specific cultures, while others are unique to one family. I'm very averse to making assumptions about culture, and much prefer to let the rites emerge student-by-student. Paul Smith Alverno College Milwaukee
Intro Psychology Instructor's Manual Needed
I am trying to locate a copy of the Instructor's Manual to accompany the following textbook by Chris Peterson: Instructor's Manual to Accompany Psychology: A Biopsychosocial Approach (2nd ed). It was published in 1997 by Addison-Wesley Longman. PLEASE e-mail me if you have a copy that you would be willing to give to me or allow me to borrow. I will gladly pay for postage. Thank you so much. Todd Zakrajsek [EMAIL PROTECTED] Southern Oregon University Ashland OR
Psychology Lab
Our psychology lab is nearly done. My colleagues and I are trying to determine what to add. We will have 10 computers with standard software. We are attempting to write a grant proposal to get further equipment. So, what should a basic psychology lab have? I believe this question has been asked before on TIPS. If someone can direct to its location in the archives, I would appreciate. Or if there is a good website, please let me know. Stephen Truhon Dept. of Social Sciences Winston-Salem State University Winston-Salem, NC 27110
[Fwd: Harleys]
-- Tasha R. Howe, Ph.D. Assistant Professor of Psychology Transylvania University 300 N. Broadway Lexington, KY 40508 (606) 233-8144 FAX (606) 233-8797 You have some good points there but the majority of "real" bikers build their own bikes from frames they've purchased. In fact, they view RUBS very negatively and think that you should only be privileged to ride a Harley if you can build it from the ground up and work on it yourself. The more leather-clad, blue collar, and working poor bikers I interviewed for the article had a lot of money in their bikes, but it occurred very gradually and most bought the frame and built upon it. There's also quite a bartering system where "I'll trade you a tank paint job for a carburetor re-build", etc. The whole biker culture is very into doing things on their bikes as a hobby. Customizing is not only big business, but it can also be done for a reasonable price if you have friends and/or know how to do it yourself. Rick Adams wrote: > Tasha wrote: > > > Having just written a popular article on the History of Harleys and > > Indians, I think that the actual most prevalent myth is that bikers ARE > > outlaws and criminals. In reality, bikers are exactly like us. Yes, > > there are RUBs (Rich Urban Bikers), yes there are criminals, yes there > > are gardeners and plumbers. The average Harley owner is the average > > American citizen. But many charity runs, like the one in LA for Muscular > > Dystrophy, which occurs every year, are full of movie stars and RUBS, so > > people may see this on TV and get that idea. > > Good points, Tasha. > > Given the high prices commanded by Harleys (or Gold Wings, for that > matter), coupled with the obvious fact that most bikers also own an > automobile or truck (often a SUV) for use in when a bike isn't appropriate > (bad weather, shopping, transporting family, etc.), I would suspect that > economically the average owner would be somewhat above the national average > in terms of income. A single gardener may have a bike, but the married > gardener is unlikely to have one--or at least a good one--unless he owns his > own gardening firm. A professional, on the other hand, can easily afford > such purchases (and has the credit to finance a bike), and--in addition--can > take the time off from work for the runs (which may not be an option to the > working class owner). If that's the case, I'd be surprised if the > professionals _weren't_ over-represented among Harley owners. > > Just a few thoughts. > > Rick <--former Harley owner > > -- > > Rick Adams > [EMAIL PROTECTED] > [EMAIL PROTECTED] > Department of Social Sciences > Jackson Community College, Jackson, MI > > "... and the only measure of your worth and your deeds > will be the love you leave behind when you're gone." > > Fred Small, J.D., "Everything Possible" -- Tasha R. Howe, Ph.D. Assistant Professor of Psychology Transylvania University 300 N. Broadway Lexington, KY 40508 (606) 233-8144 FAX (606) 233-8797
Re: activities,demos,group work (long)
Jennifer Post wrote,in part,: > > I have found that small group work is only appropriate and effective in > certain >contexts. In other words, I have to ask myself, "Would my > objective be best >attained by small group work?" One of the objectives of our new general education plan is to help students learn how to work collaboratively in teams. Here the objective is small group work and we're looking for the right context to teach it. It seems to be the complement of your question. This competency is, in part, suggested by surveys by our College of Management that suggest employers are looking for employees who are skilled in working in groups. > I have found that my students first need much guidance > in HOW to engage in small group work. Many of them lack the skills to > work >collaboratively, engage in group strategizing and decision-maiking, > etc. > Given that my problem turns this around, what are strategies for teaching students to work collaboratively, i.e., more than simply practice with group problems? Assuming that skills for working in groups are teachable/learnable, what sort of context is appropriate for such learning? What sorts of behavior are monitored to guage success? How does one assess skills of collaboration? -dennis -- dennis l. byrnes Psychology Department University of Massachusetts at Boston Boston, MA 02125-3393 [EMAIL PROTECTED] Office: (617)287-6380 FAX: (617)287-6336
RE: Harleys
At 1:22 PM -0500 3/6/00, Rick Adams wrote: > Given the high prices commanded by Harleys (or Gold Wings, for that >matter), coupled with the obvious fact that most bikers also own an >automobile or truck (often a SUV) for use in when a bike isn't appropriate >(bad weather, shopping, transporting family, etc.), I would suspect that >economically the average owner would be somewhat above the national average >in terms of income. A single gardener may have a bike, but the married >gardener is unlikely to have one--or at least a good one--unless he owns his >own gardening firm. A professional, on the other hand, can easily afford >such purchases (and has the credit to finance a bike), and--in addition--can >take the time off from work for the runs (which may not be an option to the >working class owner). If that's the case, I'd be surprised if the >professionals _weren't_ over-represented among Harley owners. Of course, neither the bikes nor the trucks are always bought new. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Re: rites of passage
Hi Deb - I don't know of any others that aren't included on your list - I hope you will share any off-list responses you get. The one thing I do stress in this section is the difference between adolescence and "rites of passage;" emphasizing that "adolescence" is a culture-bound phenomenon - many cultures don't experience this stage and their language doesn't even have a word for it, indicating the significance of the ceremonial celebration of going from child --> adult. Looking forward to hearing about other passages, Dani' Dani' K. Raap, Ph.D. http://www.uaf.edu/psych/ Department of Psychology University of Alaska Fairbanks P.O. Box 756480 Fairbanks, AK 99775-6480 (907)474-6514 fax (907)474-5781 [EMAIL PROTECTED] Deb Briihl wrote: > > I am looking for information different types of rites of passage from > child-adolescence-adulthood. I am doing this project as part of an intro to > psychology class. I have a few, but I wanted to give my students the actual > name of the rite and then their job will be to look up what occurs in the > process. They are to focus on the transition stage - what challenges The > ones that I have found include: > Jewish - bar or bat mitzvah > Catholic - confirmation > Other Christian Churchs use baptism > Wiccan - entry into adolescene/coming of age (spec. name?) > Buddism - The name I got from a site was Induction to Sangha, but I can't > find anything else. > Hinduism - The name I got was 10th Samskara (is this right?) > Does Islam have a version? > Other cultures > Aboriginal - Burr-Nong > Native American - Vision Quest, Sun Dance, the first menstruation (again, > name?) > I know that there are various African rites of passage, but I couldn't find > the names. I also read a bit about the African-American rites of passage > that have started in the U.S. Again, I don't know the name. > Medieval - page-squire-knight > U.S. - driver's license (that was the one that actually had steps). > > Deb > > Deborah S. Briihl There are as many > Dept. of Psychology and Counseling ways to live as > Valdosta State University there are people in > Valdosta, GA 31698-0100 this world and each > [EMAIL PROTECTED]deserve a closer > Now in new Assoc. size! look.. > http://chiron.valdosta.edu/dbriihl > > You got so many dreams you don't know where to put them, so you better turn > a few of them loose... Fire
activities,demos,group work (long)
I'm glad to see that the discussion is shifting back to teaching. I find the issue of substantive activities/demos/group work quite "ripe" for serious discussion. I'd just like to reflect on some of my experiences and insights. I'd love to hear other perspectives and comments from you TIPSTERS. In addition to teaching psychology courses to undergrads, I also work as an evaluator for two school reform initiatives (one in science, one in technology). Both of these projects attempt to enhance teachers' abilities to engage students' in hands-on (physically and mentally)and authentic, project-based tasks. Classroom observations that I conducted revealed quite clearly that these teachers were letting the activity become the goal of the lesson (i.e. "Students will be able to complete the magnet experiment by the end of the period") INSTEAD of keeping the concepts or process skills as the focal point (i.e., "Student will understand the properties of the objects that cause magnets attract."). The "reflection time" after an activity/demo/group discussion is crucial in making connections to the concept(s) at issue. We frequently run out of time and omit the "reflection time". This is what often prevents activites, etc. from truly influencing students' thinking and understanding. Instead, we end up with "Activity for activity's sake." In my own teaching, I often use cases or descriptive examples to set the stage for a topic. I have students comment on the case before I begin teaching the related concepts. I then refer back to the example/case throughout the lecture/discussion. I use this strategy fairly frequently and the students seem to both enjoy it and develop a deeper understanding of the ideas. Additionally, I frequently find in students' initial comments on the case that the majority of my class is familiar with "the basics" and so I can move on to more complex relationships among the concepts (Vygotsky's ZPD at work??) I struggle with small group work. I have found that small group work is only appropriate and effective in certain contexts. In other words, I have to ask myself, "Would my objective be best attained by small group work?" Sounds simple, I know, but too often, I have found myself developing a group activity that is "Group work for group work's sake" rather than being truly best suited to group activities. I am still struggling to find SUBSTANTIVE and EFFECTIVE small group activities. I have found that my students first need much guidance in HOW to engage in small group work. Many of them lack the skills to work collaboratively, engage in group strategizing and decision-maiking, etc. What I can summarize from my experiences is that if I can engage my students in dialogue (whole class, small group, interpersonal, or intrapersonal) by any means (in class discussions, activities, demos, out of class discussions, email, telephone, etc...)it makes ALL of the other strategies I use more effective. So, I focus my efforts on engaging the students in dialogue with themselves, with me, with classmates, etc. My background in evaluation also prompts me to ask students for formal/anonymous feedback periodically on how much each activity/demo/group activity contributed to their overall understanding of the material and how "fun" each was. Students are suprisingly adept at distinguishing between activities that are just fun and those that actually have substance. I encourage the use of student surveys periodically throughout the term to attain valuable data that can guide instructional practices for the remainder of the term. Thus, I do not see the issue as EITHER/OR (you either use activities & demos OR you don't) but whether you use them appropriately and effectively. A demo that appears worthless as implemented in one class can be the "glue" that binds another lecture together. Additionally, one must weigh the value of content knowledge and interest in learning. If one teacher is highly effective at increasing student interest in learning but has not enhanced content knowledge, does that mean the teacher has failed? If another teacher has increased student content knowledge but has inhibited students' desire to inquire, does that mean the teacher has failed? My suspicion is that both of these teachers have not met the true ideals of thier profession. Thanks for listening, Jennifer Get your own FREE, personal Netscape WebMail account today at http://webmail.netscape.com.
RE: Harleys
Tasha wrote: > Having just written a popular article on the History of Harleys and > Indians, I think that the actual most prevalent myth is that bikers ARE > outlaws and criminals. In reality, bikers are exactly like us. Yes, > there are RUBs (Rich Urban Bikers), yes there are criminals, yes there > are gardeners and plumbers. The average Harley owner is the average > American citizen. But many charity runs, like the one in LA for Muscular > Dystrophy, which occurs every year, are full of movie stars and RUBS, so > people may see this on TV and get that idea. Good points, Tasha. Given the high prices commanded by Harleys (or Gold Wings, for that matter), coupled with the obvious fact that most bikers also own an automobile or truck (often a SUV) for use in when a bike isn't appropriate (bad weather, shopping, transporting family, etc.), I would suspect that economically the average owner would be somewhat above the national average in terms of income. A single gardener may have a bike, but the married gardener is unlikely to have one--or at least a good one--unless he owns his own gardening firm. A professional, on the other hand, can easily afford such purchases (and has the credit to finance a bike), and--in addition--can take the time off from work for the runs (which may not be an option to the working class owner). If that's the case, I'd be surprised if the professionals _weren't_ over-represented among Harley owners. Just a few thoughts. Rick <--former Harley owner -- Rick Adams [EMAIL PROTECTED] [EMAIL PROTECTED] Department of Social Sciences Jackson Community College, Jackson, MI "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone." Fred Small, J.D., "Everything Possible"
rites of passage
I am looking for information different types of rites of passage from child-adolescence-adulthood. I am doing this project as part of an intro to psychology class. I have a few, but I wanted to give my students the actual name of the rite and then their job will be to look up what occurs in the process. They are to focus on the transition stage - what challenges The ones that I have found include: Jewish - bar or bat mitzvah Catholic - confirmation Other Christian Churchs use baptism Wiccan - entry into adolescene/coming of age (spec. name?) Buddism - The name I got from a site was Induction to Sangha, but I can't find anything else. Hinduism - The name I got was 10th Samskara (is this right?) Does Islam have a version? Other cultures Aboriginal - Burr-Nong Native American - Vision Quest, Sun Dance, the first menstruation (again, name?) I know that there are various African rites of passage, but I couldn't find the names. I also read a bit about the African-American rites of passage that have started in the U.S. Again, I don't know the name. Medieval - page-squire-knight U.S. - driver's license (that was the one that actually had steps). Deb Deborah S. Briihl There are as many Dept. of Psychology and Counseling ways to live as Valdosta State University there are people in Valdosta, GA 31698-0100 this world and each [EMAIL PROTECTED]deserve a closer Now in new Assoc. size! look.. http://chiron.valdosta.edu/dbriihl You got so many dreams you don't know where to put them, so you better turn a few of them loose... Fire
Re: TS (silly aside)
On Mon, 06 Mar 2000 09:45:38 -0500 "Michael J. Kane" <[EMAIL PROTECTED]> wrote: > > "Coprolalia," or the impulsive/compulsive vocal tics > characterized by inappropriate speech, is a rather uncommon > symptom of Tourette's Syndrome. Isn't there a tendency for some psychology faculty to suffer from palilalia? Ken -- Kenneth M. Steele[EMAIL PROTECTED] Associate Professor Dept. of Psychology Appalachian State University Boone, NC 28608 USA
Re: a distraction (Brown-Peterson, that is)
Actually, I student I mentored for her honors thesis investigated the effectiveness of various distractor tasks in memory paradigms. She found that most math based tasks, indeed, do not distract very much--that the verbal memory task and the mathematical distractor seem to be performed _somewhat_ independently. We hope to get these data published soon, but in the meantime we found that the most distracting distractor task is a verbal task created very, very carefully to not produce interference effects. You may want to rerun your task with something like a generating opposites task in which you provide your participants with an ongoing list of words (hot, up, inside, white, etc.) and their task is to provide the first opposite that comes to mind. Make the words come fairly quickly if you can so there is no time in between thinking of words to provide an opportunity for rehearsal. This should work fo the B-P task since it is a fairly simple task involving CCCs. annette On Sun, 5 Mar 2000, Michael Ofsowitz wrote: > For a class project I had students look for release from proactive > interference in STM. They used the Brown-Peterson-Peterson > distraction technique of counting backwards by 3's starting with > 3-digit numbers like 482 to prevent rehearsal. One student reported > the following: > > >Some subjects reported that when the numbers that started off as > >easy calculations ie multiples of 3 or the number 0 they had less > >trouble remembering the words than when the starting number was not > >an easy calculation ie the numbers 1, 2, 4, 5, etc. > > Another student said that at debriefing one of her subjects said he > was trying extra hard to remember the words while counting backwards. > > Is this common? Does B-P not distract rehearsal sufficiently in some > instances (e.g., where the initial subtractions are more easily > calculated)? > > --> Mike O. > -- > ___ > > Michael S. Ofsowitz >University of Maryland - European Division > http://faculty.ed.umuc.edu/~mofsowit > ___ > > 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: TS (was "behavior, call for help, physical")
Michael J. Kane wrote: > >Paul Brandon wrote: > >Maybe we've discovered a new category: CyberTourette's ;-) > > I strongly believe in having a sense of humor about such things, > so please don't take my comment as my having been offended. > But, after living with Tourette Syndrome since I was a kid, I try > to correct misinfo when I see it (which is OFTEN, even among > psychologists). So we get a good belly laugh (I did, anyway), and learn something at the same time (I'm one of the misinformed psychologists who now stands corrected). TIPS at its best. Paul Smith Alverno College Milwaukee
Re: recent TIPs behaviour (long)
On Sat, 4 Mar 2000, Cheryl Schwartz wrote: > Dear Fellow TIPsters: > Why is everyone so upset? Is it because he used forbidden 4-letter words? > Is it because he was not "PC" in noting that certain cultural groups at his > school seem to be over represented as cheaters? (I've heard stories like In a follow up post he also made derogatory ethnic comments about list members. That is beyond PC annette > > --Cheryl > > > > Cheryl Schwartz, Ph.D. > > [EMAIL PROTECTED] >OR > [EMAIL PROTECTED] > -- > If logic is in the eye of the logician, > then is wit in the eye of the wittician? > > > __ > Get Your Private, Free Email at http://www.hotmail.com > > 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: Brain Twister
David Likely wrote: > Very nice puzzle! I've never seen it with four people before, > but the three person scenario has been around for a long > time. I think it's traditionally a two-eyed man, a one-eyed man > (just to differentiate the two sighted characters) and a blind > man. The hats are red or white. The two-eyed man says he > can't tell, the one-eyed man ditto, and the blind man says > > "Though I have lost my use of sight, > >From what my friends with eyes have said, > I plainly see my hat is _" Yes, it's a fun puzzle. Using my example, C comes up with the answer. C knows that D is in back, and _if_ B and C were wearing the same color, D should have the answer. But D must be silent because he sees a white and a black in front of him. The silence of D leads C to conclude he and B must be wearing different hats. Since B is Black, C knows he is White. As David correctly noted, this has a "theory of mind" component to it. -- --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "The only rational way of educating is to be an example - if one can't help it, a warning example." A. Einstein, 1934.
Re: TS (was "behavior, call for help, physical")
>Paul Brandon wrote: >Maybe we've discovered a new category: CyberTourette's ;-) I strongly believe in having a sense of humor about such things, so please don't take my comment as my having been offended. But, after living with Tourette Syndrome since I was a kid, I try to correct misinfo when I see it (which is OFTEN, even among psychologists). "Coprolalia," or the impulsive/compulsive vocal tics characterized by inappropriate speech, is a rather uncommon symptom of Tourette's Syndrome. Most estimates I've seen lately put the lifetime prevalance of this symptom at only about 10-20% of TS folks (most people with TS don't keep any one tic forever; symptoms tend to cycle both in character and intensity across years, months, and even days). Apropros my last post about media bias and road rage, Hollywood has understandably latched onto coprolalia in dramatic portrayals of TS sufferers, and so most of us think of TS as "the cussing disease." Not really so. -Mike * Michael J. Kane Psychology Department Georgia State University University Plaza Atlanta, GA 30303-3083 phone: 404-651-0704 fax: 404-651-0753 email: [EMAIL PROTECTED] "It is morally as bad not to care whether a thing is true or not, so long as it makes you feel good, as it is not to care how you got your money as long as you have it." -- E.W. Teale
Road rage?
I'm not an expert on road rage, by any means. But I'd point those interested to a neat little book by sociologist Barry Glassner called "Culture of Fear: Why Americans are Afraid of the Wrong Things" (not to be confused with the also interesting book by Frank Furedi, "Culture of Fear: Risk- Taking and the Morality of Low Expectation"). Much of Glassner's book focuses on the ways in which Americans' beliefs, fears, and policy decisions are misguided as a result of media influence (psychological concepts like availablility and representativeness loom large here). That is, the "if it bleeds it leads" mentality of the media (particularly local TV news) leads us to believe that some crimes, accidents, diseases, etc., are much more common than they really are (see also Stanovich's "How To Think Straight About Psychology"). Road rage comes up as a prime example in Glassner's Chapter 1. According to Glassner, incidents of road rage in this country are extremely rare (at least, insofar as road rage is defined by highway deaths or other overtly violent incidents). For example, Glassner cites a report that of 250,000 people killed on U.S. roads from 1990 to 1997, only 218 (.087%) of those deaths were attributed to angry drivers by the AAA. And, of 20 million injured motorists during that period, less than 1 percent of those injuries were attributed to aggressive driving. Meanwhile, the folks at MADD can't get as much press, and they're fighting the REAL menaces on the road. I think that one could argue that road rage as violent behavior may be a different animal than road rage as increased blood pressure and discourtesy...I'll let someone more knowledgeable make that case. (But, given the tremendous number of TIPS messages posted every year, and the extremely small number of discourteous/flaming posts, perhaps there IS a parallel here?) -Mike * Michael J. Kane Psychology Department Georgia State University University Plaza Atlanta, GA 30303-3083 phone: 404-651-0704 fax: 404-651-0753 email: [EMAIL PROTECTED] "It is morally as bad not to care whether a thing is true or not, so long as it makes you feel good, as it is not to care how you got your money as long as you have it." -- E.W. Teale
Re: Brain Twister
Very nice puzzle! I've never seen it with four people before, but the three person scenario has been around for a long time. I think it's traditionally a two-eyed man, a one-eyed man (just to differentiate the two sighted characters) and a blind man. The hats are red or white. The two-eyed man says he can't tell, the one-eyed man ditto, and the blind man says "Though I have lost my use of sight, >From what my friends with eyes have said, I plainly see my hat is _" (Either 'white' or 'red' makes the rhyme. I think I've seen the whole puzzle in verse. Probably in one of Martin Gardiner's "Aha! Insight!" puzzle books.) -David John W. Kulig wrote: > There are 4 men. Two are wearing black hats, two white hats ...snip... === David G. Likely, Department of Psychology, University of New Brunswick Fredericton, N. B., E3B 5A3 Canada History of Psychology: http://www.unb.ca/web/psychology/likely/psyc4053.htm ===
Harleys
Having just written a popular article on the History of Harleys and Indians, I think that the actual most prevalent myth is that bikers ARE outlaws and criminals. In reality, bikers are exactly like us. Yes, there are RUBs (Rich Urban Bikers), yes there are criminals, yes there are gardeners and plumbers. The average Harley owner is the average American citizen. But many charity runs, like the one in LA for Muscular Dystrophy, which occurs every year, are full of movie stars and RUBS, so people may see this on TV and get that idea. -- Tasha R. Howe, Ph.D. Assistant Professor of Psychology Transylvania University 300 N. Broadway Lexington, KY 40508 (606) 233-8144 FAX (606) 233-8797
