Re: non-psych related math problem
Cute! The easy way, of course, is to first add up the "thousands", then add up the "tens". It appears that the confusion results from generalization between hundreds and thousands. The "90" is a discriminative stimulus for preparing to increase the next decimal column by one. Since that column is vacant, one goes to the next column (thousands) and bumps 4000 up to 5000, rather than 90 to 100. Experience solving problems doesn't always help! >> > >> > MATH RIDDLE - MUST BE DONE IN YOUR HEAD >> > > >> > >This riddle must be done IN YOUR HEAD and NOT >> > >using paper and a pen. >> > >Try it - it's weird >> > > Take 1000 and add 40 to it. Now add another 1000. Now add 30. Another 1000. Now add 20. Now add another 1000. Now add 10. What is the total? >> > > >> > > >> > > >> > >(Scroll down for the answer) >> > > >> > >Did you get 5000? >> > > >> > > >> > >The correct answer is actually 4100. Don't believe it? >> > >Check with your calculator! The brain sure knows how to play >> > >little tricks on us, doesn't it? * 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: non-psych related math problem? Wrong!
I disagree that this is non-psychology related! In fact, I use this problem the first day of my intro classes. I tell them that they don't really understand how their own brains work, and that psychology is going to help them learn a little more about this part of their anatomy. The example I use is that most of them think that they can add a few numbers in their heads, but none of them think that they can do calculus in their heads. They (nearly) all agree with this. I then proceed to use (a variation) of the problem below to show them that they (at least sometimes) -can't- add numbers in their heads. I then hand a volunteer a balled-up piece of paper and have them throw it into a waste-can as I carry it quickly by in front of them (about 6-8 ft. away). Most everyone can do this on the first try. This is a calculus problem, of course (related rates), which we routinely do (I give other examples, like crossing the street, and I usually get a few laughs by pointing out the squirrels are NOT good at calculus). [see, it's -all- psychology!] bob k. --- - Robert Keefer Associate Professor Psychology Department Office Phone: Mt. St. Mary's College (301) 447-5394, Ext. 4251 Emmitsburg, MD 21727 e-mail: [EMAIL PROTECTED] [Speaking for myself.] fax: 301-447-5021 --- - > -Original Message- > From: Jim Guinee [mailto:[EMAIL PROTECTED]] > Sent: Thursday, February 22, 2001 4:17 PM > To: [EMAIL PROTECTED] > Subject: non-psych related math problem > > > > > > > > > MATH RIDDLE - MUST BE DONE IN YOUR HEAD > > > > > > > >This riddle must be done IN YOUR HEAD and NOT > > > >using paper and a pen. > > > >Try it - it's weird > > > > > > > >Take 1000 and add 40 to it. Now add another 1000. > > > >Now add 30. Another 1000. Now add 20. Now add > > > >another 1000. Now add 10. What is the total? > > > > > > > > > > > > > > > >(Scroll down for the answer) > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >Did you get 5000? > > > > > > > > > > > >The correct answer is actually 4100. Don't believe it? > > > >Check with your calculator! The brain sure knows how to play > > > >little tricks on us, doesn't it? > > > > > > > > > > > >
Re: TIPS: student insecurity and class discussions
I really haven't found just making class participation part of the grade to be a good incentive. The students just don't talk because they have been trained not to talk. What I have done to help the process is give the students guidance (as well as a grade). In my history class, I give them all of the essay questions that could be on the test in the syllabus. That is what we go over. It gives them structure when they are reading the books. In my senior seminar course, the students are required to write up a short summary of the debate that is being presented (so they will know what is going on). I have found that showing the student how to be prepared works quite well. In class, I will give them choices (is it this or this?) and I make sure not to make them feel stupid if they say something absurdly wrong. There are times that the the students don't talk. So, I wait. Painful, long minutes of me staring at them and them staring at me (the longest period of time was 10 minutes of utter silence). Finally, someone says something. I have now made it part of my History syllabus that, if people are not prepared and we wait longer than 5 minutes, then they learn it on their own - class is done for the day, goodbye. If I must do this, I only do that once and they will be prepared for the rest of the semester. You might also consider giving a midterm participation grade - so they are aware of where they are at. Their definition of participating may not be the same as yours. Oh, and BTW, I really have not found that the best students are the only ones that participate. I think some of my students who don't do as well on exams actively participate just to bring their grade up. Other students who make straight A's on their exams get very upset when I tell them their A is in jeopardy because they haven't made a peep all semester and have flat out told me they don't think it is fair to grade them in that way. At 02:24 PM 2/22/01 -0500, Stephen Smith wrote: > >>> Louis_Schmier <[EMAIL PROTECTED]> 02/22/01 14:13 PM >>> >I have found, with very rare exceptions, that having an open and honest >discussion with them about your concerns and in which you listen to their >concerns usually gets interesting results. >*** > >If the humanistic approach doesn't get results, you might try a behavioral >approach. Make class participation a significant component of the overall >grade. > >--Steve Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB
non-psych related math problem
> > > > MATH RIDDLE - MUST BE DONE IN YOUR HEAD > > > > > >This riddle must be done IN YOUR HEAD and NOT > > >using paper and a pen. > > >Try it - it's weird > > > > > >Take 1000 and add 40 to it. Now add another 1000. > > >Now add 30. Another 1000. Now add 20. Now add > > >another 1000. Now add 10. What is the total? > > > > > > > > > > > >(Scroll down for the answer) > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >Did you get 5000? > > > > > > > > >The correct answer is actually 4100. Don't believe it? > > >Check with your calculator! The brain sure knows how to play > > >little tricks on us, doesn't it? > > > > > >
Re: Question about Plagiarism
Plagiarism, no matter how blatant, can be difficult to substantiate if the student is litigious. Take it up with the appropriate authorities but don't expect much support. I have seen numerous cases where administrators have caved in leaving the faculty holding the bag. One alternative, scare the bejesus out of the student (perhaps by handing him/her the official school policy), look very stern and angry and then say that " this paper is an "F" as of now. However, if you convince me by the end of the semester that you deserve a break, I will reconsider" don't define how the student is supposed to convince you. This may sound cynical and even cruel, but sometimes it is the only recourse. >From: "Lara Piotrowski" <[EMAIL PROTECTED]> >Reply-To: [EMAIL PROTECTED] >To: [EMAIL PROTECTED] >Subject: Re: Question about Plagiarism >Date: Thu, 22 Feb 2001 05:51:07 -0800 > >I'm curious. Did you actually see the article that he copied? If he did >actually plagerize, my advice would be to follow the guidelines that your >school has for plagerism. If you dont put a stop to it now, he'll never >learn to do his own work. > >-Original Message- >From:Will Will [EMAIL PROTECTED] >Sent:Wed, 21 Feb 2001 15:21:40 -0800 (PST) >To: [EMAIL PROTECTED] >Subject: Question about Plagiarism > > > >I just got in some papers and I suspect that one of >them is plagarized. It seems that the student has >copied major parts of from one of his articles to >become the heart of his assignment. There is no >citation or reference for this part, while the rest is >cited accordingly. > >I mentioned to the student that I would like to meet >with them tomorrow afternoon, I was wondering what >type of advice people might have to handle this? > >William Frederick >Adjunct Faculty, Lake Land College > >__ >Do You Yahoo!? >Yahoo! Auctions - Buy the things you want at great prices! >http://auctions.yahoo.com/ > > > >___ >Visit http://www.visto.com/info, your free web-based communications center. >Visto.com. Life on the Dot. > _ Get your FREE download of MSN Explorer at http://explorer.msn.com
RE: TIPS: student insecurity and class discussions
Nathalie wrote: <> It was not clear in the post how the questions are asked, but you might try asking specific questions to specific students. They are more likely to attempt to answer a direct question, than one that is posed to the group. In addition, it sends the message that you will be engaging them in discussion about the content of the lesson and your expectation is that they will participate. Marjorie Carroll Assistant Professor United States Military Academy Department of Behavioral Sciences and Leadership 269D Thayer Hall West Point, NY 10096
Re: Brain-Net
It sounded to me as if this was a form of patterning therapy, but I am not sure. If this is a form of "patterning," then yes, there are reasons to be very wary: "Patterning is a series of exercises designed to improve the 'neurologic organization' of a child's neurologic impairments. It requires that these exercises be performed over many hours during the day by several persons who manipulate a child's head and extremities in patterns purporting to simulate prenatal and postnatal movements of nonimpaired children." (from a policy statement by the American Academy of Pediatrics) There are two policy statements you should read, one from the American Academy of Pediatrics and the other from the National Congress on Down Syndrome. I provide the links below: http://www.aap.org/policy/re9919.html http://www.members.carol.net/~ndsc/doman.html Jeff -- Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 9000 E. Chaparral Rd.FAX Number: (480) 423-6298 Psychology Department[EMAIL PROTECTED] Scottsdale Community College Scottsdale, AZ 85256-2626 "Science must begin with myths and with the criticism of myths" Karl Popper Listowner: Psychologists Educating Students to Think Skeptically (PESTS) http://www.sc.maricopa.edu/sbscience/pests/index.html
digest mode?
Is there a digest mode for this list? If so, how do I subscribe to it? Thanks! Eric R. Dahlen, Ph.D.Department of PsychologyBox 5025University of Southern MississippiHattiesburg, MS 39406-5025Phone: (601) 266-4608Fax: (413) 643-5521E-mail: [EMAIL PROTECTED]
Re: TIPS: student insecurity and class discussions
>>> Louis_Schmier <[EMAIL PROTECTED]> 02/22/01 14:13 PM >>> I have found, with very rare exceptions, that having an open and honest discussion with them about your concerns and in which you listen to their concerns usually gets interesting results. *** If the humanistic approach doesn't get results, you might try a behavioral approach. Make class participation a significant component of the overall grade. --Steve
Brain-Net
Tipsters- I just recieved an e-mail from my niece who has a child with Aicardi syndrome. She has been considering taking the child to England to have her treated by Keith Pennock, founder of "Brain-Net" (www.btinternet.com/`brain.net). He is supposed to be the founder of The British Institute for Brain Injured Children ( www.bibic.org.uk/). I have never heard of either organization and a glance at their web sites shows a dearth of scientific publications. A medline search produced not hits for Mr. (Dr.?) Pennock. Has anyone heard of this man or his organization? He's not listed on quackwatch, but I have the ugly feeling that he may be less than credible. If anyone has some info on this I'd really appreciate hearing about it. TIA -Don
TIPS: student insecurity and class discussions
I'm having some trouble in my Research Methods class that I'm hoping wiser or more experienced TIPSters can help me with. Context: There are twelve juniors in the class, we're using a text by Vadum and Rankin, they'll take three exams and write three short journal article analysis papers, two lab reports, and a term project which is the lit review and proposal for what will be their senior thesis next year. The course has a reputation for being difficult. I've had all of them in other courses before so they know my style, which is to intersperse lecturing with class discussions and demos and to provide a lot of support outside of class. I'm a good teacher, and I usually have no difficulty generating discussions in other classes. However, in this one I'm finding that not only can I not get a general discussion going, I can't even get students to answer simple questions that I know most of them can answer, like "what's the difference between a positive and a negative correlation?" or "why do you need a control group?" I don't remember having this much trouble last year. In some ways, this cohort is not as strong academically, but there are at least three strong students in there. In working with some of the students outside of class, I'm getting the impression that they are very insecure about this course and about their understanding of the material. The class average on the first exam was a B, so most of them grasp the material enough to do well on the exams. But the silence in the classroom has continued even after that exam. I'm not sure how to deal with it. Any advice? Nathalie * Nathalie Coté Assistant Professor of Psychology Belmont Abbey College 100 Belmont - Mt. Holly Road Belmont, NC 28012 (704) 825-6754
RE: Student question
There is a line of research, mostly done by Roger Drake, that suggests that directed eye movements can be used to activate the contralateral hemisphere (i.e., instructing participants to shift their visual focus to the LVF activates the RH and vice versa). I don't have any references handy, but I've read this stuff and it's fairly convincing. Kind of the flip side of what has been talked about here. Marty Bourgeois University of Wyoming -Original Message-From: Jeff Ricker [mailto:[EMAIL PROTECTED]]Sent: Thursday, February 22, 2001 8:02 AMTo: [EMAIL PROTECTED]; [EMAIL PROTECTED]Subject: Re: Student questionThe infamous Dr. Nanjo wrote: "Is it true that when someone is asked a question and they look up and to the left, that they are accessing the visual cortex of their brain indicating that they are telling the truth, and that if they look up and to the right that they are accessing the creative side of their brain otherwise indicating that they are lying?"I'm sorry, but I have never heard of this claim before. The more fundamental claim--the one on which this one seems to be based--involves the idea that eye movements reflect the particular hemisphere, right or left, that is most active at the time. This idea has some initial plausibility, it seems. According to Springer & Deutsch (1993), the "hypothesis is based on the well-established fact that eye movements to one side are controlled by centers in the frontal lobe of the contrlateral hemisphere" (p. 85). The studies on this have typically asked either "left-hemisphere questions" (especially those involving primarily verbal analysis) or "right-menisphere questions" (especially those involving spatial analysis) and observe the direction of eye movement. After briefly discussing such studies, however, they concluded: "In the absence of independent verification that eye movements are related to differential hemispheric cognitive activity, it would be wise to interpret the results of LEM [lateral-eye-movement] studies cautiously. A review for which [Paul] Bakan [the person who first suggested the hypothesis that LEMs were associated with hemispheric activity] was a coauthor claimed that converging evidence from a variety of techniques support the LEM model. The evidence is weak, however, leading us to conclude that it is premature to postulate conclusions about brain asymmetries and the processing of different kinds of questions on the basis of the direction of eye movements." (p. 86) The problem is that this reference is 8 years old. Does anyone know of more recent studies? Jeff Springer, S. P. & Deutsch, G. (1993). Left brain, right brain (4th ed.). N. Y. Freeman & Company. -- Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 9000 E. Chaparral Rd. FAX Number: (480) 423-6298 Psychology Department [EMAIL PROTECTED] Scottsdale Community College Scottsdale, AZ 85256-2626 "Science must begin with myths and with the criticism of myths" Karl Popper Listowner: Psychologists Educating Students to Think Skeptically (PESTS) http://www.sc.maricopa.edu/sbscience/pests/index.html
RE: Gallup/creationism
Jim Guinee wrote: > Like it or not, many Americans are quite theistic and tend to > use religion as a means to understand and live in the world. Why not engage > people in religious discourse? Challenge their ways of knowing? Get > them to analyze religious and scientific explanations for the same phenomena? In a way, this is an equally good argument for _not_ spending classroom time presenting the religous point of view. As you said, Americans are already quite theistic. Those religious explanations permeate popular culture and tradition. Challenging their existing views implies presenting an alternative to the viewpoints they bring to the classroom - presenting a scientific viewpoint, in this case. If the goal is to challenge existing beliefs and present a balance so that students can make educated choices, I think it's pretty clear that we need to spend a LOT more time on science than we already do. The creationists' arguments against evolution make that point crystal clear. I have nothing against the general principle of discussing religion in the classroom (in fact, I was one of only two faculty members to show up at a special meeting we had yesterday to discuss the thread of religious faith at our institution). But the notion that we get an overall balance in students' lives by equally presenting religion and science in the classroom is simply wrong, in light of the fact that outside of the classroom religion absolutely dominates their views (how many of your students spend over an hour of their free time once a week at scientific lectures? Now, how many attend church weekly? ). Paul Smith Alverno College Milwaukee
Re: TIPS: student insecurity and class discussions
I have found, with very rare exceptions, that having an open and honest discussion with them about your concerns and in which you listen to their concerns usually gets interesting results. Make it a good day. --Louis-- Louis Schmier [EMAIL PROTECTED] Department of History www.therandomthoughts.com Valdosta State University www.halcyon.com/arborhts/louis.html Valdosta, GA 31698 /~\/\ /\ 912-333-5947 /^\ / \/ /~\ \ /~\__/\ / \__/ \/ / /\ /~\/ \ /\/\-/ /^\_\/__/___/^\ -_~/ "If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills" -\
RE: Gallup/creationism
Michael Kane wrote: I think that this is a complicated issue. Do I think it's appropriate to discuss the psychology of religious (and non-religious) belief in psychology courses?You betcha! The potential physical and mental health ramifications (pro and con) of religious belief? Sure! The role of religion in society? Bring it on! I also think it's appropriate, as Jim suggested, to contrast scientific and religious approaches to the search for truth and knowledge. In fact, I do this in ALL of my undergraduate courses . I agree with Michael's concern about the confusion of scientific views and religious views of the world, but I think there's a higher level problem as well. I'm not at all happy with phrases like "scientific versus religious ways of knowing", because they imply that these are two different ways of doing the same thing. I personally don't use the term "ways of knowing" because I've focused on science, and have accepted the inevitable tentativeness of the products of science. But as I read this, it occurs to me that "ways of knowing" may be a perfectly acceptable way of referring to the religious contribution to these issues. From the religious worldview, certainty is typically seen as a virtue, and in fact may be the goal of those who choose to look at the world through a religious lens (whether I'm basing that on a small sample of religions and missing a larger picture is of course an open question - and I'm sure someone will address it). Hence the connotations of certainty that come with the term "knowing" may be appropriate here. Science, on the other hand, is NOT a "way of knowing". It is a way of finding out about the natural world. The goal is not to be certain. The goal is to be correct. Certainty is not a virtue within the scientific worldview. It is at best irrelevant, and more commonly an obstacle to the goal. In short, again, I don't like the phrase "scientific versus religious ways of knowing", because I don't believe that science and religion are two ways of doing the same thing. If you're trying to find out about the true state of nature, religion is inevitably going to come up short, because that's not what religion does. If you're trying to establish certainties by which to live your life, science is inevitably going to come up short, because that's not what science does. Comparing the two is like asking "which is a better tool, a hammer or a socket wrench?". Trying to compromise by saying "we need to keep an open mind about religious versus scientific worldviews" is like saying "we need to keep an open mind about whether to use a hammer or a socket wrench to tighten these bolts..." (or hammer in these nails, as the case may be). Incidentally, I'm of the opinion that we have a lot more problem with creationists trying to tighten bolts with their hammers than we do with scientists trying to hammer in nails with their socket wrenches... But I'm sure that you knew that about me already. Paul Smith Alverno College Milwaukee (p.s. - have fun with this - I'm off to MIToP and won't be able to respond until Saturday night at the earliest. Try to leave a little flesh on my bones after picking me apart...)
Re: Gallup/creationism
At 08:53 AM 2/22/01 -0600, Jim Guinee wrote: (snip) So are you saying religion is not appropriate in the classroom. At all? (snip) Like it or not, many Americans are quite theistic and tend to use religion as a means to understand and live in the world. Why not engage people in religious discourse? Challenge their ways of knowing? Get them to analyze religious and scientific explanations for the same phenomena? I think that this is a complicated issue. Do I think it's appropriate to discuss the psychology of religious (and non-religious) belief in psychology courses? You betcha! The potential physical and mental health ramifications (pro and con) of religious belief? Sure! The role of religion in society? Bring it on! I also think it's appropriate, as Jim suggested, to contrast scientific and religious approaches to the search for truth and knowledge. In fact, I do this in ALL of my undergraduate courses. Where things get problematic for me is when religious views of the natural world are promoted/discussed as if they were scientific ones (creationism is the most obvious example). I'm not saying that this should never be done; indeed, a course discussing the scientific shortcomings of creationism would be a worthwhile pursuit. I would simply argue that, as Paul noted, there is much public confusion about the difference between science and religion (how many times have you heard that evolution is "only a theory")? If the two are discussed concurrently, one might imagine that such confusion might be further promoted. However, this is an empirical question that I'm not sure anyone has addressed. Teachers should be blunt, however, in noting that creationism is not a scientific theory, it is a religious one. Thus, giving "equal time" to creationism in biology courses is really no more appropriate than giving it to Japanese in Spanish class. As to the religious versus scientific basis of creationism, what do we think our Gallup respondents (as well as creationists such as Gish) would have replied if asked whether Hindu, Native American, and other non-Judeo-Christian creation stories should be given equal time in high school biology? There are PLENTY to go around. (I've long wished that a pollster would actually ask this question.) -Mike P.S., And while we're at it, how about readings from "Origin of Species" at high school football games? P.P.S., Conflation: A combining or fusing together, as of two variant readings of a text; a fusion. (From my mom's old Webster's New Collegiate Dictionary) Michael J. Kane Department of Psychology P.O. Box 26164 University of North Carolina at Greensboro Greensboro, NC 27402-6164 email: [EMAIL PROTECTED] phone: 336-256-1022 fax: 336-334-5066
Re: Gallup/creationism
At 8:53 AM -0600 2/22/01, Jim Guinee wrote: >> "the public" is unfortunately ignorant about how science differs from >> religion, and which topic is appropriate in which classroom. >> >> * PAUL K. BRANDON >That sounds a little pedantic, don't you think? So? >So are you saying religion is not appropriate in the classroom. >At all? I thought that I clearly implied that religion is not appriapriate in science classrooms in public institutions. It is appropriate in (e.g.) history or literature classrooms of public institutions as long as the purpose is not the promotion of religion. Private schools may do as they wish as long as they do not wish for public support. >I'm certainly not advocating "promoting" religion, whether we promote one or >all of them, in a secular institution. Even evangelistic folks need to be >mindful that they are not being paid to promote religion. > >But it seems that some folks over-expand this idea -- since we shouldn't >promote it, or some don't but into it, let's not discuss it all. > >Like it or not, many Americans are quite theistic and tend to use religion as >a means to understand and live in the world. Why not engage people in >religious discourse? Challenge their ways of knowing? Get them to analyze >religious and scientific explanations for the same phenomena? No problem -- just don't call it science. * 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: Gallup Poll: Creationism in schools?
At 8:48 AM -0600 2/22/01, Jim Guinee wrote:
>> Date: Wed, 21 Feb 2001 12:53:55 -0600
>> From: Paul Brandon <[EMAIL PROTECTED]>
>>
>> At 11:57 AM -0600 2/21/01, Jim Guinee wrote:
>> >It seems that "popular" stuff is allowed in the door, but as soon as
>> >someone brings up an issue that is non-psych and most people don't
>> >like/agree with (e.g., religion), the internet cops scream bloody murder.
>>
>> Jim--
>> You're setting up a straw man.
>> I haven't seen any postings on this list objecting to religion.
>> It's the conflation of religion and science that some of us (including
>> those with relgious inclinations) find objectionable.
>>
>At the risk of rehashing an old issue, I'm not sure I see the problem with
>"conflating" science and religion. (BTW, what is the precise meaning of this
>word? I couldn't find it in the dictionary)
con*flate (kún-flEt2) v. tr. con*flat*ed con*flat*ing con*flates 1. To
bring together; meld or fuse: "They ingeniously conflated other characters
and incidents to provide an opéra-comique setting" Andrew Porter 2. To
combine (two variant texts, for example) into one whole.
[ Latin cÅnflEre cÅnflEt- com- com- flEre to blow; See bhlT- in
Indo-European Roots.]
>As far as the straw man, I'm not yet willing to concede my man is made
>entirely of that material...
>
>For example, I remember posting a news bit on the shroud of Turin (sp?) as
>an example of collecting data and was immediately questioned about using it
>as a means to promote (as opposed to analyze) religion.
The scientific facts regarding the antiquity of the Shroud are separate
from rhetorical attempts to use them to promote or question religion. The
age of a particular artifact hardly affects the validity of a religious
belief ('tho it might affect the credibility of a particular believer;-).
* 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: Pride in education
I believe that the problem for some of them is that they approach school in a negative reinforcement mode rather than a positive reinforcement mode. They study to escape test anxiety and avoid failure. Hence, there is no pride in accomplishing something good, just relief that nothing bad happened. my 2 cents. Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] _ Get your FREE download of MSN Explorer at http://explorer.msn.com
Re: Gallup/creationism
>So are you saying religion is not appropriate in the classroom. >At all? Personally, i would not say that... in my Methods class, I try to get this point across: By the book (although we all know this is not always the case), science is objective and willing to change. Religion is not. So, when we try to understand the natural world, we should use objective measures, be they psychological, astronomical, geological, etc. What we SHOULD NOT do is use faith-based texts like the Bible to tell us about human nature or the age of the universe. >Like it or not, many Americans are quite theistic and tend to use religion as >a means to understand and live in the world. Why not engage people in >religious discourse? Challenge their ways of knowing? Get them to analyze >religious and scientific explanations for the same phenomena? Agreed. I do this as much as I can, often at the expense of a few student evaluations. Steve Stephen W. Tuholski Ph.D. Asst. Professor Dept. of Psychology Southern Illinois U. at Edwardsville Edwardsville IL 62026 Phone: 618 650 5391 Fax: 618 650 5087 http://www.siue.edu/~stuhols "Most people would sooner die than think; in fact, they do so." - Bertrand Russell ***
That old appropriateness debate
On Thu, 22 Feb 2001, Jim Guinee wrote: > > > > At 11:57 AM -0600 2/21/01, Jim Guinee wrote: > > >It seems that "popular" stuff is allowed in the door, but as soon as > > >someone brings up an issue that is non-psych and most people don't > > >like/agree with (e.g., religion), the internet cops scream bloody murder. > > For example, I remember posting a news bit on the shroud of Turin (sp?) as > an example of collecting data and was immediately questioned about using it > as a means to promote (as opposed to analyze) religion. > > In a more recent post I forwarded a website entitled "Al Gore or the > Unabomber: You decide?" I got more than one response that essentially > posed the question "WHat the heck does this have to do with teaching > psychology?" So we have three submissions to judge for appropriateness for this list: a) a survey showing support for creationism b) evidence apparently validating the Shroud of Turin c) a political dig at poor Al We might also add d) my contribution regarding kitten bonsai I vote for a) and b) but not c). As for d), it would normally not be appropriate for this list, but in the context of the thread we were discussing (censorship of a science fair project), it was justifiable. And more on (c). I'd even go for that, provided it was clearly funny. But I'm afraid that one didn't do it for me (unlike kitty bonsai). Now tell me I'm wrong. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
Re: Student question
The infamous Dr. Nanjo wrote: "Is it true that when someone is asked a question and they look up and to the left, that they are accessing the visual cortex of their brain indicating that they are telling the truth, and that if they look up and to the right that they are accessing the creative side of their brain otherwise indicating that they are lying?" I'm sorry, but I have never heard of this claim before. The more fundamental claim--the one on which this one seems to be based--involves the idea that eye movements reflect the particular hemisphere, right or left, that is most active at the time. This idea has some initial plausibility, it seems. According to Springer & Deutsch (1993), the "hypothesis is based on the well-established fact that eye movements to one side are controlled by centers in the frontal lobe of the contrlateral hemisphere" (p. 85). The studies on this have typically asked either "left-hemisphere questions" (especially those involving primarily verbal analysis) or "right-menisphere questions" (especially those involving spatial analysis) and observe the direction of eye movement. After briefly discussing such studies, however, they concluded: "In the absence of independent verification that eye movements are related to differential hemispheric cognitive activity, it would be wise to interpret the results of LEM [lateral-eye-movement] studies cautiously. A review for which [Paul] Bakan [the person who first suggested the hypothesis that LEMs were associated with hemispheric activity] was a coauthor claimed that converging evidence from a variety of techniques support the LEM model. The evidence is weak, however, leading us to conclude that it is premature to postulate conclusions about brain asymmetries and the processing of different kinds of questions on the basis of the direction of eye movements." (p. 86) The problem is that this reference is 8 years old. Does anyone know of more recent studies? Jeff Springer, S. P. & Deutsch, G. (1993). Left brain, right brain (4th ed.). N. Y. Freeman & Company. -- Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 9000 E. Chaparral Rd. FAX Number: (480) 423-6298 Psychology Department [EMAIL PROTECTED] Scottsdale Community College Scottsdale, AZ 85256-2626 "Science must begin with myths and with the criticism of myths" Karl Popper Listowner: Psychologists Educating Students to Think Skeptically (PESTS) http://www.sc.maricopa.edu/sbscience/pests/index.html
Re: Student question
Hi On Thu, 22 Feb 2001 [EMAIL PROTECTED] wrote: > Tipsters - > "Is it true that when someone is asked a question and they > look up and to the left, that they are accessing the visual > cortex of their brain indicating that they are telling the > truth, and that if they look up and to the right that they > are accessing the creative side of their brain otherwise > indicating that they are lying?" Some older studies reported that direction of eye movements to questions could indicate which hemisphere was activated. The idea was contralateral activation (I seem to remember); that is, leftward eye movements indicated right hemisphere activation and rightward eye movements LH activation. I forget the original authors, but my recollection is that their studies were not replicated. We use to use this as a lab demo. It was interesting. Students would make up questions to activate left or right hemispheres and test subjects. 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
Re: Gallup/creationism
> "the public" is unfortunately ignorant about how science differs from > religion, and which topic is appropriate in which classroom. > > * 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* That sounds a little pedantic, don't you think? So are you saying religion is not appropriate in the classroom. At all? I'm certainly not advocating "promoting" religion, whether we promote one or all of them, in a secular institution. Even evangelistic folks need to be mindful that they are not being paid to promote religion. But it seems that some folks over-expand this idea -- since we shouldn't promote it, or some don't but into it, let's not discuss it all. Like it or not, many Americans are quite theistic and tend to use religion as a means to understand and live in the world. Why not engage people in religious discourse? Challenge their ways of knowing? Get them to analyze religious and scientific explanations for the same phenomena? Jim Guinee, Ph.D. Director of Training & Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "No one wants advice -- only corroboration" -John Steinbeck
Re: Gallup Poll: Creationism in schools?
> Date: Wed, 21 Feb 2001 12:53:55 -0600 > From: Paul Brandon <[EMAIL PROTECTED]> > > At 11:57 AM -0600 2/21/01, Jim Guinee wrote: > >It seems that "popular" stuff is allowed in the door, but as soon as > >someone brings up an issue that is non-psych and most people don't > >like/agree with (e.g., religion), the internet cops scream bloody murder. > > Jim-- > You're setting up a straw man. > I haven't seen any postings on this list objecting to religion. > It's the conflation of religion and science that some of us (including > those with relgious inclinations) find objectionable. > > * 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* At the risk of rehashing an old issue, I'm not sure I see the problem with "conflating" science and religion. (BTW, what is the precise meaning of this word? I couldn't find it in the dictionary) As far as the straw man, I'm not yet willing to concede my man is made entirely of that material... For example, I remember posting a news bit on the shroud of Turin (sp?) as an example of collecting data and was immediately questioned about using it as a means to promote (as opposed to analyze) religion. In a more recent post I forwarded a website entitled "Al Gore or the Unabomber: You decide?" I got more than one response that essentially posed the question "WHat the heck does this have to do with teaching psychology?" I'm probably still being overly sensitive, but nonetheless I contend that more popular topics that have little relevance to teaching psychology are given much more e-time. Jim Guinee, Ph.D. Director of Training & Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "No one wants advice -- only corroboration" -John Steinbeck
Re: Is it a Boy or a Girl?/Discovery Channel
Beth and others interested in this video - You may just want to have your library or department purchase the video. It is only $50. See http://www.isna.org/ for more info on purchasing. My university owns the video, and I used it in my Graduate Human Development class when discussing gender identity development. It was very effective. A usually taciturn group swung into a lively discussion. Steve Houldsworth Webster University Beth Benoit wrote: One more time - and this time I may get to see it too - the Discovery Channel show about children born with ambiguous genitalia (especially pertinent for Psych. of Women and Gender studies) is scheduled for this Sunday (Feb. 25th) at 10 p.m., and again at 2 a.m. the next morning. (I have asked five different people in different parts of the country to tape it for me just in case it isn't shown in my area.) Fingers crossed, Beth Benoit New Castle NH _ Get your FREE download of MSN Explorer at http://explorer.msn.com
Re: Question about Plagiarism
I'm curious. Did you actually see the article that he copied? If he did actually plagerize, my advice would be to follow the guidelines that your school has for plagerism. If you dont put a stop to it now, he'll never learn to do his own work. -Original Message- From:Will Will [EMAIL PROTECTED] Sent:Wed, 21 Feb 2001 15:21:40 -0800 (PST) To: [EMAIL PROTECTED] Subject: Question about Plagiarism I just got in some papers and I suspect that one of them is plagarized. It seems that the student has copied major parts of from one of his articles to become the heart of his assignment. There is no citation or reference for this part, while the rest is cited accordingly. I mentioned to the student that I would like to meet with them tomorrow afternoon, I was wondering what type of advice people might have to handle this? William Frederick Adjunct Faculty, Lake Land College __ Do You Yahoo!? Yahoo! Auctions - Buy the things you want at great prices! http://auctions.yahoo.com/ ___ Visit http://www.visto.com/info, your free web-based communications center. Visto.com. Life on the Dot.
Student question
Tipsters - Does someone know the answer to this question: "Is it true that when someone is asked a question and they look up and to the left, that they are accessing the visual cortex of their brain indicating that they are telling the truth, and that if they look up and to the right that they are accessing the creative side of their brain otherwise indicating that they are lying?" Thanks for your help Nancy Melucci ELAC
