Re: various questions
On Tue, 3 Oct 2000, Nina Tarner wrote: > > Last week we were discussing various disorders and the book defines > schizophrenia as a "...serious mental disorder that lasts for about six > months and includes..." A student asked why the disorder only lasts for > six months and what happens after that period of time? My best guess is that it lasts at least 6 months before being considered the "chronic" form of the disorder and if less than 6 months is considered the "acute" form. We used to teach about these as type I and type II (acute/chronic respectively) and that the acute had a better prognosis. Any clinicians out there with direct experience who can clarify would be appreciated! annettte 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: Cross-Cultural Psy:/ preconditions
In response to RicK: I find some of your analogies way out of line. It is possible that someone who has lived a certain type of experience and goes on to get a Ph.D can be a powerful force in understanding and communicating that experience. Btw,is there such a thing as a Scientific personality? Michael Sylvester,Ph.D Daytona Beach,Florida "Where have all the emotions gone?"
Re: Cross-Cultural Psy:/ preconditions
On Tue, 3 Oct 2000, John W. Kulig wrote: > > . Call me a pessimist, but I have difficulty believing one can escape one's > cultural world-view this easily. It's easy accepting other cultures that are >similiar to ours. > We also "accept" others that are quaint - so long as they pose no threat to ours. >But how does > one embrace the polygamy of certain Middle Eastern cultures? The cultures that >prevent women > from voting? The cultures that do not believe in secular government? The culture >that puts an > assination contract on Rushdie? Cultural diversity - in the trenches - is a tough >kernel to > digest. > Australia ranks high on the male chauvinistic scale. The CIA tried to assassinate Castro and got rid of Salvador Allende. How about the Crusades and the Spanish Inquisition? With all its emphasis on Technological advancement,the U.S has the highest rate of virtually all crimes:pedophilia,rape, murders and so on. Democratic appraches may not be the best fit. You are committing the fallacy of "One size fits all." > Michael Sylvester Daytona Beach,Florida
Re: various questions
Nina, As a student in a clinical psychology program, I am very aware of the major clinical diagnoses. In response to your student's question regarding schizophrenia, the textbook you are using appears to be wrong. According to readings I have done and the DSM-IV, we know that Schizophrenia rarely goes into remission. Rather it is a mental disorder that an individual will have for the duration of their lifetime. According to the DSM-IV (1994), "By definition, Schizophrenia differs from Schizophreniform Disorder on the basis of duration. Schizophrenia involves the presence of symptoms (including prodromal or residual symptoms) for at least 6 months [emphasis added], whereas the total duration of symptoms in Schizophreniform Disorder must be at least 1 month but less than 6 months [emphasis added]" (p. 284). I hope that this helps clear up confusion! Noel Kinder ++ Noel E. Kinder Clinical Psychology Program University of Maryland at College Park [EMAIL PROTECTED] >>> Nina Tarner <[EMAIL PROTECTED]> 10/03/00 11:42AM >>> A student asked me what the difference is between schemas and stereotypes? Last week we were discussing various disorders and the book defines schizophrenia as a "...serious mental disorder that lasts for about six months and includes..." A student asked why the disorder only lasts for six months and what happens after that period of time? Thanks, Nina $$$ Nina L. Tarner$ http://www-personal.ksu.edu/~ninat Graduate Student in Animal Learning $ Kansas State University Department of Psychology $Manhattan, KS. 66506 539 Bluemont Hall $ (785) 532-6850 (msg) email: [EMAIL PROTECTED] $ (785) 532-7004 (fax) $$$
RE: neurotransmitters and food student question
Kitty, I can tell you something about three of the transmitters in your list. Tyrosine is the essential amino acid for dopamine and norepinephrine. This amino acid is available in many sources of protein. Tryptophan is the essential amino acid for serotonin and it is available from dairy products, bananas, and corn among others. The story is not as simple as ingest these foods and increase the levels of these transmitters. The amount of transmitter produced in each cell is limited by the availability of these essential building blocks and other enzymes. More importantly, the amount of the essential amino acid that cross the blood brain barrier is determined by the amount that is present in the blood stream and other nutritional factors. For example, I remember that the amount of tryptophan that crosses is in part dependent on the carbohydrate load in the blood stream at the time. I hope this is helpful. Dennis Dennis M. Goff Dept. of Psychology Randolph-Macon Woman's College Lynchburg, VA 24503 -Original Message- From: K Jung [mailto:[EMAIL PROTECTED]] Sent: Tuesday, October 03, 2000 6:09 PM To: [EMAIL PROTECTED] Subject: neurotransmitters and food student question Might anyone know which foods affect which neurotransmitters, esp. the "popular" neurotransmitters, ie, serotonin, dopamine, acetylcholine, endorphins, norepinephrine? I vaguely remember dairy and acetylcholine going together. A student stumped me on this one and a search on my part has turned up nothing remarkable. peace, K Kitty K. Jung, MA Lecturer Truckee Meadows Community College Reno, Nevada [EMAIL PROTECTED] 775.673.7098 _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
RE: neurotransmitters and food student question
>= Original Message From "K Jung" <[EMAIL PROTECTED]> = >Might anyone know which foods affect which neurotransmitters, esp. the >"popular" neurotransmitters, ie, serotonin, dopamine, acetylcholine, >endorphins, norepinephrine? TIPsters - Correct me if I'm wrong, but I remember that L-tryptophan (a component of milk and turkey) is a precursor to serotonin. Large doses of L-tryptophan (e.g., warm milk at bedtime, turkey dinner) have been linked to onset of sleep. Kirsten Kirsten L. Rewey Department of Psychology St. Mary's University of Minnesota 700 Terrace Heights, Box 1464 Winona, Minnesota 55987 Office: (507) 457-6991 Fax: (507) 457-1633
Re: The value of final exams?
At 1:56 PM -0500 10/3/00, Hatcher, Joe wrote: >Hi Sue and Tipsters, > I have seen a number of testing plans that allow students under some >conditions to not take a final exam on the course. I, on the other hand, >consider the final exam to be the most important one in the course, as it >gives an opportunity to summarize (and often relearn) the main points of the >semester one more time before the students exit the class. So I would never >design a class to leave out the final. > Obviously, there are different opinions on this; I'd like to hear >what others think. Personally, I've always thought that final exams are a good test of short term memory ;-) * 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: various questions
At 10:11 AM -0400 10/4/00, Noel Kinder wrote: >According to readings I have done and the DSM-IV, we know that >Schizophrenia rarely goes into remission. Rather it is a mental disorder >that an individual will have for the duration of their lifetime. These two statements are not in conflict. remission Medicine: a. Abatement or subsiding of the symptoms of a disease. b. The period during which the symptoms of a disease abate or subside. Remission does not imply cure or disappearance. * 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: various questions
> A student asked me what the difference is between schemas and stereotypes? The way I explained it to my students is as follows: A schema is a mental categorization of information and often helps us screen relevant info for our purpose out of all potential info/input (e.g., an architect looking at a house may particularly attend to both aesthetic and structural components of the house, a burglar would be likely to ignore both (particularly the aesthetic) and focus, instead, on security aspects (locks, security systems, light, etc.)). Stereotypes would be one form of a social schema. Social schemas often help us categorize people and/or attend to important information. (Example of the former: indications that someone is shy vs. outgoing; example of the latter: attending to intelligence, class attendance, and comprehension of abstract material when looking for a study partner (the "study buddy" schema) vs. attending to spontaneity, energy, extroversion, humor and perhaps creativity for a friend to have fun with (perhaps, instead, the "drinking buddy" schema)). Stereotypes could be conceptualized as a form of a social schema used to easily categorize people and provide default information. In some contexts, they may be true (expecting athletes to be strong/healthy, professors to be intelligent, salesman to be gregarious, etc.), though you can mistakenly assume too much about a person dependent upon their category. I think the true sensitivity and controversy occurs when people use stereotypes in a negative way (e.g., assuming African-Americans are less intelligent, Asian Americans are not socially skilled, any member of a fraternity is an alcoholic, etc.). I think most people think of these negative situations when considering the idea of "stereotypes," but I could also see how they could be quite useful mental shortcuts in other situations (e.g., assuming that, since a person is a graduate student, they are likely sleep-deprived and have excessive amounts of work :-) ). > Last week we were discussing various disorders and the book defines > schizophrenia as a "...serious mental disorder that lasts for about six > months and includes..." A student asked why the disorder only lasts for > six months and what happens after that period of time? The symptoms for schizophrenia must exist for six months before the actual diagnosis can be given. Similar symptoms lasting from 1 to 6 months constitute a diagnosis of Schizophreniform Disorder, from 1 day to 1 month constitute a diagnosis of Brief Psychotic Disorder (there are other differences between these diagnoses than just duration, however, including much less social/occupation impairment, if any). In the United States, in my understanding, Schizophrenia is typically a chronic condition (one that can be treated, but not cured). In other parts of the world, however (particularly Asia), it more often dissipates with time. Whether this is due to some difference in the diagnosis and interpretation of symptoms, cultural differences in views about psychotic experiences (e.g., it's much more socially acceptable in some cultures as it denotes a link to spirits, and can therefore be beneficial at times), some actual genetic/biological differences in how individuals in the States and Europe vs. other parts of the world experience the disorder remains a bit unclear to me, though. Hope this helps. Please feel free to let me know if you have further questions, as I'm actually working in a practicum with an expert in Schizophrenia at this time (David Penn). TAke Care, Matt
Roommate test
Does anyone know of an instrument that is used to measure the compatibility of roommates. A masters student is looking for such a measure and I have been able to find nothing. Thanks in advance for the help. Jeff Nagelbush Ferris State University [EMAIL PROTECTED] _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
Re: The value of final exams?
On Wed, 4 Oct 2000, Paul Brandon wrote: > > Personally, I've always thought that final exams are a good test of short > term memory ;-) Now I have always thought the opposite, especially for a cumulative final exam--the material was once studied well enough to be tested over and then at some later time restudied well enough to be tested over and _should_ be available for a longer term. If the final is just one of several midterms where once it is studied it is never gone back to, then I agree, it is a good test of relatively short LTM--all of this is really quite mucky even to memory researchers, i believe. annette 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: Roommate test
How about the Myers-Briggs? This has been used in industry to determine the compatibility of workers. -Original Message- From: Jeffrey Nagelbush [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 04, 2000 12:50 PM To: [EMAIL PROTECTED] Subject: Roommate test Does anyone know of an instrument that is used to measure the compatibility of roommates. A masters student is looking for such a measure and I have been able to find nothing. Thanks in advance for the help. Jeff Nagelbush Ferris State University [EMAIL PROTECTED] _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
RE: neurotransmitters and food student question
When discussing neurotransmitters, I usually mention these: acetylcholine - foods high in choline (enhance memory), esp. fish meat, eggs serotonin - warm milk, turkey, foods high in tryptophan I too would be interested in additional information on this subject. -Original Message- From: K Jung [mailto:[EMAIL PROTECTED]] Sent: Tuesday, October 03, 2000 6:09 PM To: [EMAIL PROTECTED] Subject: neurotransmitters and food student question Might anyone know which foods affect which neurotransmitters, esp. the "popular" neurotransmitters, ie, serotonin, dopamine, acetylcholine, endorphins, norepinephrine? I vaguely remember dairy and acetylcholine going together. A student stumped me on this one and a search on my part has turned up nothing remarkable. peace, K Kitty K. Jung, MA Lecturer Truckee Meadows Community College Reno, Nevada [EMAIL PROTECTED] 775.673.7098 _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
Millennium Schizophrenic symptoms
Apparently,there i relationship between the symptoms of schizophrenia and the zeigeistical inventions and gizmos of that period. For example,when radio was the only media,some schizophrenics heard voices from the radio.And similarly,they heard voices from the TV and the microwave and some expressed paranoia about those inventions. I am just curious as to the changing symptoms and correlational symptoms with this high tech and millennium interfaces. Michael Sylvester,PhD Daytona Beach,Florida
Re: The value of final exams?
At 10:20 AM -0700 10/4/00, Annette Taylor wrote: >On Wed, 4 Oct 2000, Paul Brandon wrote: >> >> Personally, I've always thought that final exams are a good test of short >> term memory ;-) > >Now I have always thought the opposite, especially for a cumulative final >exam--the material was once studied well enough to be tested over and >then at some later time restudied well enough to be tested over and >_should_ be available for a longer term. > >If the final is just one of several midterms where once it is studied >it is never gone back to, then I agree, it is a good test of relatively >short LTM--all of this is really quite mucky even to memory researchers, >i believe. Empirically, how much evidence do you see of transfer from earlier related courses? Particularly, do you see much transfer from Intro to more advanced courses? The question is testable! * 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: "Significant" is not "reliable"
On 28 Sep 2000, Karl L. Wuensch went: > Furthermore, given typical sample sizes, and typical effect sizes, > when we do find an effect to be significant, it is largely a matter > of good luck, of getting a sample in which the apparent size of the > effect is larger than it is in the population. With a sample more > representative of the population the effect would not be > statistically significant. I've been rolling this around in my head for days. Karl, it seems to me you're positing a situation where: 1) the null hypothesis is true, and 2) through some fluke (or "good luck"), we've studied a sample in which the null hypothesis seems false. You seem to be saying that this happens a _lot_. But when we do a test of statistical significance, we're making the pessimistic assumption that the null hypothesis is true, and then we're estimating the likelihood of exactly the sort of fluke you describe. At the usual alpha level, such a fluke should occur with no more than 5% of all true null hypotheses we test. Someone will probably argue that this is complicated by publication bias or by the capitalization on chance that occurs with multiple tests of significance, but I don't think those are relevant here. I'm presuming that we're talking about any one study (published or not) and one test of statistical significance. So what am I missing? Why is it "LARGELY a matter of good luck" rather than less than a 5% probability of good luck? --David Epstein [EMAIL PROTECTED]
Re: The value of final exams?
On Wed, 4 Oct 2000, Paul Brandon wrote: >> Personally, I've always thought that final exams are a good test of short >> term memory ;-) And at 10:20 AM 10/4/00 -0700, Annette Taylor wrote: >Now I have always thought the opposite, especially for a cumulative final >exam--the material was once studied well enough to be tested over and >then at some later time restudied well enough to be tested over and >_should_ be available for a longer term. In theory I would agree with Annette. The material _should_ be available for a longer term. But based on experience I have to go with Paul. Of course, I still give the comprehensive final... I'm wondering if there have been any studies that have looked at (or simply asked) whether students study with short-term or long-term retention in mind. What appears to be happening here is that students study enough to get the material into memory long enough for the test, then they forget it. The only difference between a test during the semester and a comprehensive final is the amount of material they have to study for the next day. (Also, they pick up the material for the final faster than for the regular tests because of prior exposure.) It seems to me that the tests don't require long-term retention of the material, and as a result most of what students appear to learn in one course is frequently forgotten by the next semester... if tests are the only measure of knowledge gained. I feel that projects and hands-on activities often lead to better retention long-term than simply relying on tests for this reason. I'm sure that repeated exposure is also an issue... the more times a student has to be exposed to material, the more likely they are to remember it... hmmm, perhaps a new testing strategy... each test is cummulative throughout the semester. So, if you give 4 tests, some material on the 4th exam has already been covered on 3 other exams... but it could give the impression that some material is more important... Okay, I just got finished teaching about selecting subjects for studies to a rather unresponsive group so I'm rambling... though I'm not sure if the two are really related... - Marc G. Marc Turner, MEd Lecturer & Head of Computer Operations Department of Psychology Southwest Texas State University San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED]
Re: The value of final exams?
Hi On Wed, 4 Oct 2000, Paul Brandon wrote: > Empirically, how much evidence do you see of transfer from earlier related > courses? > Particularly, do you see much transfer from Intro to more advanced courses? > The question is testable! The problem would be the lack of a comparison group, unless we start admitting students into upper level courses without Introductory Psych. It is difficult to draw comparisons from what might seem like minimal learning/retention/generalization in enrolled students. Best wishes Jim James M. Clark (204) 786-9757 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark
2 position notices
These notices also appear in the Monitor and the Observer. Albion College: The Psychology Department invites applications for a tenure-track position in developmental psychology to begin in August, 2001. The successful candidate must provide documentation that his or her Ph.D. will be completed by 8/1/01, possess substantial teaching experience, and present evidence of or potential for establishing a program of research and scholarship involving undergraduates. Teaching responsibilities include three courses/semester (usually two preps), including Developmental (with and without a laboratory), Intro, Research Design and Analysis and other courses in one's specialty area. The department consists of six full-time faculty representing a range of specialties and is housed in a spacious, well-equipped facility. Albion College is a selective liberal arts college located in south central Michigan. Applicants should send a current CV, a statement of research interests and teaching philosophy, qualitative and quantitative teaching evaluations and syllabi, copies of graduate transcripts, and three letters of recommendation to Barbara J. Keyes, Ph.D., Chair, Developmental Search Committee, Department of Psychology, KC 4861, Albion College, Albion, MI 49224. Review of completed applications will begin November 15 and continue until the position has been filled. For additional information, visit our web page at Albion College is an Equal Opportunity Employer. Albion College: The Psychology Department invites applications for a tenure-track position in experimental psychology with an emphasis in either health or I/O psychology to begin in August, 2001. The successful candidate must provide documentation that his or her Ph.D. will be completed by 8/1/01, possess substantial teaching experience, and present evidence of or potential for establishing a program of research and scholarship involving undergraduates. Teaching responsibilities include three courses/semester (usually two preps), including Intro, Research Design and Analysis and courses in one's specialty area. The department consists of six full-time faculty representing a range of specialties and is housed in a spacious, well-equipped facility. Albion College is a selective liberal arts college located in south central Michigan. Applicants should send a current CV, a statement of research interests and teaching philosophy, qualitative and quantitative teaching evaluations and syllabi, copies of graduate transcripts, and three letters of recommendation to Barbara J. Keyes, Ph.D., Chair, Health-I/O Search Committee, Department of Psychology, KC 4861, Albion College, Albion, MI 49224. Review of completed applications will begin December 15 and continue until the position has been filled. For additional information, visit our web page at Albion College is an Equal Opportunity Employer
Re: Millennium Schizophrenic symptoms
No kidding, I did see and adolescent schizophrenic who believed that Pokemons were part of a conspiracy of some sort. While I think that is true, I think we were on different wave lengths about that one. I also saw, and I am serious, a paranoid schizophrenic woman during the 70s who believed that smiling faces (you know, the kind that Wal Mart has recently revived) were a signal to her. While none of these are quite what you mean, Michael, they do capture some of the flavor of cultural factors relevant to psychosis.
METACOGNITION
Should metacognition be taught in high schools? Any thoughts appreciated.
SCHOOL REFUSAL
I am in the process of devising a Masters thesis topic on school refusal. Can anyone throw some ideas my way? Jennie.
RE: various questions
Annette, To paraphrase the king of all sidekicks, Ed McMahon, to Johnny, "You are correct, madam!" By definition, in the current DSM-IV and since at least the DSM-III-R, symptoms meeting criteria for up to 6 months earn a diagnosis of Schizophreniform Disorder. Over the six, and you have Schizophrenia for precisely the reason you mention, namely the distinction between acute and process (chronic) forms of the disorder. And the expectation of different prognoses still holds as well. Which brings to mind the French aphorism, 'Plus ça change, plus c'est le même chose.' "The more things change, the more they remain the same." Christian Hart, Ph.D. Assistant Professor of Psychology Department of Behavioral Studies Santa Monica College -Original Message- From: Annette Taylor [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 04, 2000 6:13 AM To: Nina Tarner Cc: [EMAIL PROTECTED] Subject: Re: various questions On Tue, 3 Oct 2000, Nina Tarner wrote: > > Last week we were discussing various disorders and the book defines > schizophrenia as a "...serious mental disorder that lasts for about six > months and includes..." A student asked why the disorder only lasts for > six months and what happens after that period of time? My best guess is that it lasts at least 6 months before being considered the "chronic" form of the disorder and if less than 6 months is considered the "acute" form. We used to teach about these as type I and type II (acute/chronic respectively) and that the acute had a better prognosis. Any clinicians out there with direct experience who can clarify would be appreciated! annettte 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: various questions
HART_CHRISTIAN [mailto:[EMAIL PROTECTED]] > Which brings to mind the French aphorism, 'Plus ça change, > plus c'est le même chose.' "...la [not le] meme chose", right? Paul "Marsaille la Janvier prochaine" Smith Alverno College Milwaukee
Re: "Significant" is not "reliable"
Well, David, I would argue that a point null hypothesis involving continous variables is NEVER absolutely true -- but, at the same time, I would argue that when it is nearly true, given typical power in behavioral research, we get "significant" results most often when, by luck, we get a sample in which the apparent effect is larger than it really is in the population. For a better understanding of this opinion, please read the materials cited in the readings I recommend to my students when they are reading Chapter 8 of David Howell's marvelous text book, most especially Frank Schmidt's recent divisional address to the APA, which is written in relatively simple language, something most statisticians cannot do. The readings are listed at: http://core.ecu.edu/psyc/wuenschk/read30.htm ++ Karl L. Wuensch, Department of Psychology, East Carolina University, Greenville NC 27858-4353 Voice: 252-328-4102 Fax: 252-328-6283 [EMAIL PROTECTED] http://core.ecu.edu/psyc/wuenschk/klw.htm
Re: Millennium Schizophrenic symptoms
At 03:21 PM 10/4/2000 -0400, you wrote: >I am just curious as to the changing symptoms and correlational symptoms >with this high tech and millennium interfaces. Actually, it seems that the symptoms themselves don't change, only the expression of those symptoms. In other words, the symptom is the experience of auditory hallucinations, and that stays the same regardless of where they perceive the "voices" coming from. The societal/cultural influence only effects the manifestation of the symptom. This influence can also play a role in who the originator of the voices is (e.g., aliens, spirits, demons, the grandmother that passed away causing the student to miss the exam, etc.) Or so it seems, since I'm speaking outside of my area of expertise here... Just my two cents... - Marc G. Marc Turner, MEd Lecturer & Head of Computer Operations Department of Psychology Southwest Texas State University San Marcos, TX 78666 phone: (512)245-2526 email: [EMAIL PROTECTED]
