Nobel 1961
Folks, I thing we can claim Georg von Bekesy who got the Nobel Prize for Physiology or Medicine in 1961. He was at Harvard from 1947 to 1966 after which he was professor of sensory sciences at the University of Hawaii. On the basis of his work in audition I think we can claim him in the pantheon of psychologists who have gotten Nobel prizes, e.g., Experiments in Hearing (1960). Al Cone, Retired
Re: Final Exam schedules...
> >I am not a member of our union, but I would oppose your suggestion >of docking (or otherwise constraining) those who do not give finals >during finals week. I do not give a comprehensive final and the last >exam usually covers 2-3 chapters. I sometimes (not always) give >exams during the last day of class giving the students more time to >study for comprehensive finals. It is understood that those of us >who do this will be present during the regularly scheduled finals >period which I use for makeup exams. I do this mainly for the >benefit of the students or at least I think I do. > > >>Harry Avis Ph.D. > That's fine Harry. We also have people here that use the final exam period in similar ways. But I am talking about people who give finals during the last lecture week and don't show up at all during the final exam week. They basically take a week's paid vacation at the expense of some students. These people should be docked pay. 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: Final Exam schedules...
I am not a member of our union, but I would oppose your suggestion of docking (or otherwise constraining) those who do not give finals during finals week. I do not give a comprehensive final and the last exam usually covers 2-3 chapters. I sometimes (not always) give exams during the last day of class giving the students more time to study for comprehensive finals. It is understood that those of us who do this will be present during the regularly scheduled finals period which I use for makeup exams. I do this mainly for the benefit of the students or at least I think I do. >Harry Avis Ph.D. Sierra College Rocklin, CA 95677 Life is opinion - Marcus Aurelius There is nothing that is good or bad, but that thinking makes it so - Shakespeare _ Get your FREE download of MSN Explorer at http://explorer.msn.com >>I believe that is already the policy at the University of Pittsburgh. The >instructor of the third test is the one who must do the makeup, if memory serves. >It seems a reasonable policy to me. What bugs me is the instructors who give >finals on the last class (against college policy), so students skip my last class >to study. > don > Donald McBurney It's the same policy here with the same problem, people giving finals before finals week. Although I am pro union, I would have no problem with the dept. heads going around and seeing who is not holding final exams, and docking them a day's pay. 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: Student goals, expectations
I have been reading TIPS for years and have always had the impression that most of you were conscientious teachers. On the "student goals", "poor motivation" issues, my advice is to not let your concern for them result in stress related illnesses. Some of them will still not be motivated, some will still have poor goals, but now you will have the added health problem to deal with. I have noticed around here that several of my colleagues are self destructing over the job stress and constant second guessing themselves It also helps to have a life away from the school. 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 Couldn't some of these students who just want to pass be in a "fear of failure" mode. That is, they would rather go for a "C" which they know they can earn, rather than try for an "A" and feel that they failed if they get a lower grade? 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: Student goals, expectations
> > >I do think that, in both cases, I tried to get the students to think how *they* >might adapt and change so that they are more successful. What adaptation and >change should occur in me? I recommend that you go on doing the best that you can and DON'T let some of these people give you health problems. 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: Final Exam schedules...
>>I believe that is already the policy at the University of Pittsburgh. The >instructor of the third test is the one who must do the makeup, if memory serves. >It seems a reasonable policy to me. What bugs me is the instructors who give >finals on the last class (against college policy), so students skip my last class >to study. > don > Donald McBurney It's the same policy here with the same problem, people giving finals before finals week. Although I am pro union, I would have no problem with the dept. heads going around and seeing who is not holding final exams, and docking them a day's pay. 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: Student goals, expectations
Couldn't some of these students who just want to pass be in a "fear of failure" mode. That is, they would rather go for a "C" which they know they can earn, rather than try for an "A" and feel that they failed if they get a lower grade? 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
Vision Questions
Larry Daily asks: >1. Do blind people "see" anything? My thought was that someone blind from >birth would have no visual experience at all, or they wouldn't be able to >report it, not having the experience of "normal" vision to compare to. On >the other hand, someone blinded as a result of disease or injury after >growing up sighted - what do they experience? Is it a uniform black (or gray >or some other color) field? Is it like having your eyes closed in a dark >room? > I don't know what the subjective experience would be like. I think perhaps you might be thinking of the phenomenon of blind sight, which occurs sometimes in individuals who lose vision as a result of a brain injury. These individuals have no conscious experience of sight but will duck to avoid getting hit by an object tossed at them and can respond at above-chance levels about whether a light was turned on in their right vs. left visual field when they are told to guess. My understanding of this is that the eyes are functional and sub-cortical visual areas mediate these responses. >2. Are there folks who are color-blind as a result of having no cones at >all? This seems unlikely to me (isn't the fovea all cones?), but I wasn't >sure. Oliver Sacks wrote a book about this unusual condition (The Island of the Color Blind). In addition to being unable to see color, these individuals have extremely poor visual acuity (as you would expect for some one with no foveal vision). They also have great difficulty functioning under ambient light that is stronger than twilight because the rods are bleached under high illumination conditions. > >3. What would cause poor depth perception? Is there a particular brain >region or visual pathway that, if damaged, results in the inability to >perceive depth? Some depth perception is mediated by monocular cues. Other aspects of depth perception are mediated by binocular cells (cells in visual cortex that receive input from both eyes). These are the cells that are stimulated by the Magic Eye posters (remember those?). Animals who are deprived of binocular vision no longer have effective use of these binocular cells (they eventually come to be devoted to one eye or the other during a period of plasticity). (Barlow did some of this work. Sorry, I don't have the reference handy.) This can also happen with a person with uncorrected strabismus. They can still resolve monocular depth cues, but are not as accurate as individuals with an intact binocular cell organization. Claudia Stanny Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 Web:http://www.uwf.edu/psych/stanny.html
Re: Vision Questions
Going for 2 and 3 >2. Are there folks who are color-blind as a result of having no cones at >all? This seems unlikely to me (isn't the fovea all cones?), but I wasn't >sure. Color blindness (no color vision at all) can results from either missing all cones or missing 2 of the 3 types. If an individual is missing all cones, it does lead to visual problems other than color blindness - they tend to have problems with bright light (since rods work better in dim light). Complete color blindness can also occur with damage to V4 in the brain. >3. What would cause poor depth perception? Is there a particular brain >region or visual pathway that, if damaged, results in the inability to >perceive depth? Poor depth perception - such as problems with binocular disparity? Ah, that I know (through experience!). The visual system needs appropriate environmental stimuli as it is developing, otherwise, no binocular disparity. If someone has a lazy eye or one eye is a lot stronger than other, this may only partially develop or not develop at all! An individual with one eye would not have binocular disparity. However, you learn monocular cues that can be used for depth perception. >Thanks in advance, >Larry > > >Larry Z. Daily >Assistant Professor of Psychology >Department of Psychology >White Hall, Room 213 >Shepherd College >Shepherdstown, West Virginia 25443 > >phone: (304) 876-5297 >email: [EMAIL PROTECTED] >WWW: http://webpages.shepherd.edu/LDAILY/index.html 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
The Philosophy-Science Continuum
This article from The Chronicle of Higher Education
(http://chronicle.com) was forwarded to you from: [EMAIL PROTECTED]
_
The following message was enclosed:
Hi all,
The attached Chronicle of Higher Ed piece is relevant to
recent discussions about the relation between science and
philosophy (it's written by Howard Gardner).
-Mike
_
From the issue dated March 9, 2001
The Philosophy-Science Continuum
By HOWARD GARDNER
Our age is marked by the triumph of science. Greek
philosophers may have been the first to raise questions about
the nature of matter, living entities, knowledge, will, truth,
beauty, and goodness. In recent centuries, however, philosophy
has steadily been yielding ground, enthusiastically or
reluctantly, to empirical science. Why speculate endlessly
about the physical or biological or psychological world, for
example, when you can carry out laboratory experiments, make
precise measurements, test predictions, and revise proposed
explanatory theories in light of findings? If there are
material or psychic costs to this unflinchingly empirical
approach, most of us have little desire to confront them.
For many of us, the heartland of philosophical and scientific
inquiry is the human mind. Nowadays, interdisciplinary
discussion about the disputed nature of this territory takes
place chiefly in scholarly journals or on Internet sites.It
is rare to encounter a full-length book in which scholars
representing competing approaches have the leisure to lay out
their positions, undertake substantial interchanges with one
another, and provide examples. There was the 1977 discussion
of Self and Its Brain, a dialogue between the philosopher Karl
R. Popper and the neuroscientist John C. Eccles. That work
stood out because both authors took a dualistic approach to
the mind and the body: Such a frank separation of mind and
matter is increasingly rare in philosophy and virtually unique
in recent neuroscience. More recently, in 1995, the
neuroscientist Jean-Pierre Changeux and the mathematician
Alain Connes conducted an interchange that was translated into
English as Conversations on Mind, Matter, and Mathematics
(Princeton University Press, 1995). That book indicates how
difficult the genre can be: The two debaters proceeded from
such different premises and were sufficiently dismissive of
each other that they resembled two French tankers passing each
other at midnight.
In any debate conducted in the new millennium, it is likely
that philosophy -- and particularly humanistic, as opposed to
more scientifically oriented analytic, philosophy -- will
appear on the defensive. Science has glamour, muscle, powerful
theories and methods, dramatic findings, and the promise of
additional ones next week. Philosophy may tout its
venerability, but it often appears preoccupied with the
decidedly less sexy weapons of definitions, clarifications,
doubts, and "thought [as opposed to 'real'] experiments."
Still, philosophers past and present have refused to give up
the struggle without a fight. With respect to issues of the
mind, Immanuel Kant once argued that a science of psychology
was impossible; later, Ludwig Wittgenstein ridiculed both
psychologists and philosophers for routinely speaking past one
another. In our own day, Thomas Nagel has written persuasively
about the impossibility of capturing experience ("What is it
like to be a bat?" he has asked); Hubert Dreyfus has
denigrated computer-based efforts to simulate human thought;
and John Searle has issued similar indictments against
artificial intelligence, insisting that human consciousness
has a unique biological status that sets people apart from all
known machines.
Indeed, when it comes to questions of the human mind,
consciousness, and experience, philosophers retain one
powerful weapon. Put bluntly, a good many people -- especially
those who consider themselves humanists -- still prefer to
believe that there is something special about human beings,
some properties that do not lend themselves to explanations in
the same way that one can explain the structure of the
universe or the anatomy of the cell or the food preferences of
other animals.
Copernicus marginalized our planet; Darwin marginalized our
species; Freud marginalized our conscious and rational life.
Many, if not most, of us still believe that, as people, we
retain a privileged relationship to religious beliefs, works
of art, loves and hates, dreams and fantasies, and moral
sentiments -- in short, for want of a less cliched term, the
realm of the spirit. In some sense, when philosophers and
scientists put on the gloves, we hope that philosophers will
strike at least a few powerful blows
Vision Questions
Hello all, My intro students were playing "stump the instructor" yesterday and came up with a number of questions that I had no ready answers for. Can anyone help? 1. Do blind people "see" anything? My thought was that someone blind from birth would have no visual experience at all, or they wouldn't be able to report it, not having the experience of "normal" vision to compare to. On the other hand, someone blinded as a result of disease or injury after growing up sighted - what do they experience? Is it a uniform black (or gray or some other color) field? Is it like having your eyes closed in a dark room? 2. Are there folks who are color-blind as a result of having no cones at all? This seems unlikely to me (isn't the fovea all cones?), but I wasn't sure. 3. What would cause poor depth perception? Is there a particular brain region or visual pathway that, if damaged, results in the inability to perceive depth? Thanks in advance, Larry Larry Z. Daily Assistant Professor of Psychology Department of Psychology White Hall, Room 213 Shepherd College Shepherdstown, West Virginia 25443 phone: (304) 876-5297 email: [EMAIL PROTECTED] WWW: http://webpages.shepherd.edu/LDAILY/index.html
Re: I/O Texts
I also think the Muchinsky text is excellent as is the student work book. However, because I am not trained in I/O I took a different path when I started teaching it last year. I assigned Spector's book (Wiley). The author makes all his lecture and chapter outlines available online. The Spector book is not very detailed or rigorous, but I supplement with original readings (journal articles) and write my lectures from Muchinsky. I've also found Aamodt (third edition) Applied I/O Psychology, Books/Cole/Wadsworth useful for the purposes of class preparation/lectures. Marie David Campbell wrote: "M. Press" wrote: > Could some of you share your suggestions for introductory texts in > industrial/organizational psychology? Thanks. > > Mark > > M. Press, Ph.D. > Professor of Psychology, Touro College, 1602 Avenue J, Brooklyn, NY 11230 > 718-252-7800, x 275 > [EMAIL PROTECTED] or [EMAIL PROTECTED] I like Muchinsky's "Psychology Applied to Work" (Wadsworth). It provides a balance between solid coverage, lively writing, and research emphasis. Last year I tried Shultz & Shultz "Psychology & Work Today" (Prentice-Hall) but found it too light and laced with inaccuracies (the students seemed to like it--easy reading). I don't really have a second choice text at this time, so I'll be interested in what others might suggest. Riggio's "Introduction to Industrial/Organizational Psychology" (Prentice-Hall) is worth a look. There are a number of others, but my brief examination suggested problems in writing style or currency of material. -- ___ David E. Campbell, Ph.D. [EMAIL PROTECTED] Department of Psychology Phone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521 www.humboldt.edu/~campbell/psyc.htm -- Marie Helweg-Larsen, Ph.D. Program Director & Assistant Professor of Psychology Transylvania University 300 North Broadway Lexington, KY 40508-1797 Office: (859) 281-3656 Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html
Re: five theories of creationism?
At 12:35 PM -0600 3/5/01, Jim Guinee wrote: >4) The "age-day" theory is based upon the fact that the Hebrew word for >"day" usually meant a 24-hour period, but by no means was it limited to that >meaning. It can also mean epochs or long periods of time, and this is how it >should be understood in this context. > >5) The "pictorial-day" (or literary framework) theory regards the >creation as >more a matter of logical structuring than of chronological order. Either >God's >revelation to Moses (believed to be the author of Genesis) came in a series >of six pictures, or Moses arranged the material in a logical grouping which >took the form of six periods. > >The author summarizes by suggesting that the most tenable theory is the >"age-day" theory. He states that there are too many exegeticl difficulties >attached to the gap theory, and the flood theory involves too great a >strain on >geological evidence. The ideal-time theory is ingenious and in many ways >irrefutable scientifically and exegetically, but presents the theological >problem that it makes God look deceptive (and if God is supposed to be >truthful, this is contrary to the bible writers claim that God is not God's >nature). The pictorial theory resolves the problem of chronological >sequence, but has difficulties with God resting on the seventh day >(suggesting there IS some sort of chronological sequence). > >The author contends that the age-day theory is the option that best fits >biblical wording and geological evidence. Yet, he also points out that a) >there is no way to be dogmatic about this, and b) the age of the universe >is a >topic that needs additional scientific and biblical analysis. > >How about that? I'm afraid you'll have to stay with your "pictorial-day" interpretation. The "age-day" interpretation contradicts the geological and genetic evidence that flowering plants are a recent development, chronologically speaking. They emerged _after_ 'the beasts of the fields'. * 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: IRB question-informed consent
Do they need to be in separate envelopes? I know that I have received a variety of surveys that just use one envelope for all information. At 09:46 AM 3/6/01 -0500, Marie Helweg-Larsen wrote: >I am the IRB chair at our small liberal arts college. I have a bunch of >IRB websites from other colleges and NIH but I can't find the piece of >information I need. > >This is the issue: students in a political science class want to mail >(names from the phone book) a questionnaire asking about political >opinions and voting behavior. The only sensitive question is income >(indicated within $2 intervals). Our standard procedure is to have >participants sign and return the informed consent form. It would >typically be returned in a different envelope from the questionnaire to >keep the questionnaire anonymous. This procedure is too expensive for >the students (paying for two return envelopes). Thus the question: can >the participant consent without a signature? Can you say something like >"by completing and returning this questionnaire you have consented to >participate in this study"? A related question: if this procedure is >ethical, then why ever have people sign informed consent forms for >simple attitude questionnaires such as this? >Marie > >-- >Marie Helweg-Larsen, Ph.D. >Program Director & Assistant Professor of Psychology >Transylvania University >300 North Broadway >Lexington, KY 40508-1797 >Office: (859) 281-3656 >Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html 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
Re: Another religious message
At 2:12 PM -0600 3/5/01, jim clark wrote: >Hi > >On Mon, 5 Mar 2001, Paul Brandon wrote: >> At 12:17 PM -0600 3/5/01, jim clark wrote: >> >In reading the article and looking at related material on the >> >www, the idea sharpened for me that psychology's involvement in >> >discussions about religiousness should be quite central. Would >> >not a fundamental question be whether in explaining human >> >religiousness (beliefs, feelings, actions) we need to incorporate >> >supernatural elements? Or are natural processes adequate to >> >explain such beliefs? >> >> Isn't this tantamount to proving the null hypothesis? >The null hypothesis has to do with statistical validity, so I'm >not sure how it applies here (but perhaps with deeper thought). Sorry. I tend to stretch my analogies. 'Proving the null hypothesis' means proving that there is no difference between two populations. This is impossible in the real world since it is always possible that new observations will change the results. Therefore, statisticians evaluate the likelihood that the difference between the populations is due to chance, and either reject or fail to reject the null hypothesis on that basis (I know you know this; I'm estalishing the basis for my argument). By analogy, proving that supernatural explanations are unnecessary implies proving that natural explanations are sufficient. Again, this would require exhaustive knowledge of all possible physical questions and answers. Since it is always possible that a new observation could result in an unanswerable question, this could not be done. >A more physical example first might help. Do we need the idea of >gods guiding the planets in order to explain the observable >behaviour of planets? Or are our physical explanations >sufficient? At what point does it stop being necessary or even >desirable to continue with appeals to supernatural forces? As I indicated in another post, even trying to address a comparison between religious and scientific explanation is a losing enterprise since they are based on different assumptions. For instance: how do we disconfirm supernatural explanations? A miracle can always be invoked. Thus, a supernatural/religious explanation is not the same thing as a scientific explanation; they cannot be interchanged. The best argument that I can think of is parsimony: If scientific explanation can address (if not currently answer) all questions about the physical world, it is neither necessary nor economical to invoke a new category of explanation. >> There will always be unanswered questions about human behavior (we lack >> complete data), and God can always slide into these gaps (to coin a phrase >> ;-). > >But most religious people would not be very happy with a "god of >the gaps," especially if those gaps become increasingly rare, >small, and relatively unimportant. Of course! >> The real question is whether natural processes are the most effective way >> to account for human behavior. > >This begs the question of what we mean by effective. Defining >effective as capacity to predict, control, and explain (the >typical criteria for scientific models), there would appear to be >little doubt about the most effective approach to understanding >the physical world. And, I would argue, increasingly the >psychological world that concerns us. Or even, the 'psychological world' is part of the physical world. >> Again, the two sysytems work under such different assumptions that it's >> really hard to make a comparison. By accepting one set of assumptions we >> have made out choice! > >Does that mean that psychologists should not even try to explain >religious behaviour in naturalistic terms? ^ Of course not. This is part of the physical world. As I posted before, as a psychologist I am (intensely) interested in what people _do_ in the name of religion. As Steve Gould says, this belongs with the Age of Rocks, not the Rock of Ages. Best * 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: I/O Texts
I have used Muchinsky's Psychology Applied to Work consistently. I think it is about the best out there. Stephen A. Truhon Department of Social Sciences Winston-Salem State University Winston-Salem, NC 27110 > -Original Message- > From: M. Press [SMTP:[EMAIL PROTECTED]] > Sent: Tuesday, March 06, 2001 1:35 AM > To: TIPS; PSYCHTEACHER > Subject: I/O Texts > > Could some of you share your suggestions for introductory texts in > industrial/organizational psychology? Thanks. > > Mark > > M. Press, Ph.D. > Professor of Psychology, Touro College, 1602 Avenue J, Brooklyn, NY 11230 > 718-252-7800, x 275 > [EMAIL PROTECTED] or [EMAIL PROTECTED]
Re: IRB question-informed consent
I am not on our IRB, which is probably why your solution sounds fine to me. I had a similar case several years ago in which we were asking people to complete a survey while in a waiting room. We thought the best way to ensure anonimity was to have them drop completed surveys into a box. Thus, we could never find out who chose to participate and who didn't (it was a busy area, so it would not have been the case that only a single person was there). The problem became the IRB's demand for a signed informed consent form, that would give us information as to whehter people chose to participate or not. We eventually got the IRB to drop the consent form, using the argument that if people freely chose to complete the survey and put it in the box, they were consenting. As to why this issue comes up, ther is an excellent article in this week's Chronicle of Higher Education about how IRB's follow a medical model that is often "overkill" when it comes to most social science research. Vinny Vincent Prohaska, Ph.D. Associate Professor and Chair Department of Psychology Lehman College, City University of New York Bronx, NY 10468-1589 [EMAIL PROTECTED] 718-960-8204 718-960-8092 fax
Re: IRB question-informed consent
In my experience, IRBs differ as to whether a separate signed consent form is needed with questionnaires and surveys. I have served as IRB chair in the past and it seems obvious to me that filling out a mailed questionnaire is a voluntary and intentional action that constitutes consent. Unfortunately, our IRB feel otherwise--preferring to take the most conservative approach. A separate issue is whether IRBs should rule narrowly on whether minimal ethical standards are exceeded, or whether they should "meddle" with the design, making suggestions for good research, etc. The argument can be made that if the IRB is charged with evaluating the value of the findings against the cost to the subjects, then it is OK to meddle (so as to improve the value of the findings by improving the research design). I personally prefer the narrow focus, but again our IRB differs with me. This is a serious issue for our graduate students who find the IRB to be a major hurdle on our campus. --Dave Campbell Marie Helweg-Larsen wrote: > I am the IRB chair at our small liberal arts college. I have a bunch of > IRB websites from other colleges and NIH but I can't find the piece of > information I need. > > This is the issue: students in a political science class want to mail > (names from the phone book) a questionnaire asking about political > opinions and voting behavior. The only sensitive question is income > (indicated within $2 intervals). Our standard procedure is to have > participants sign and return the informed consent form. It would > typically be returned in a different envelope from the questionnaire to > keep the questionnaire anonymous. This procedure is too expensive for > the students (paying for two return envelopes). Thus the question: can > the participant consent without a signature? Can you say something like > "by completing and returning this questionnaire you have consented to > participate in this study"? A related question: if this procedure is > ethical, then why ever have people sign informed consent forms for > simple attitude questionnaires such as this? > Marie > > -- > Marie Helweg-Larsen, Ph.D. > Program Director & Assistant Professor of Psychology > Transylvania University > 300 North Broadway > Lexington, KY 40508-1797 > Office: (859) 281-3656 > Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521 www.humboldt.edu/~campbell/psyc.htm
Re: I/O Texts
"M. Press" wrote: > Could some of you share your suggestions for introductory texts in > industrial/organizational psychology? Thanks. > > Mark > > M. Press, Ph.D. > Professor of Psychology, Touro College, 1602 Avenue J, Brooklyn, NY 11230 > 718-252-7800, x 275 > [EMAIL PROTECTED] or [EMAIL PROTECTED] I like Muchinsky's "Psychology Applied to Work" (Wadsworth). It provides a balance between solid coverage, lively writing, and research emphasis. Last year I tried Shultz & Shultz "Psychology & Work Today" (Prentice-Hall) but found it too light and laced with inaccuracies (the students seemed to like it--easy reading). I don't really have a second choice text at this time, so I'll be interested in what others might suggest. Riggio's "Introduction to Industrial/Organizational Psychology" (Prentice-Hall) is worth a look. There are a number of others, but my brief examination suggested problems in writing style or currency of material. -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521 www.humboldt.edu/~campbell/psyc.htm
RE: I/O Texts
I think Muchinsky is by far the best I/O text. Sally A. Radmacher, Ph.D. Professor of Psychology Missouri Western State College 4525 Downs Drive St. Joseph, MO 64507 (816) 271-4353 [EMAIL PROTECTED] -Original Message- From: M. Press [mailto:[EMAIL PROTECTED]] Sent: Tuesday, March 06, 2001 12:35 AM To: TIPS; PSYCHTEACHER Subject: I/O Texts Could some of you share your suggestions for introductory texts in industrial/organizational psychology? Thanks. Mark M. Press, Ph.D. Professor of Psychology, Touro College, 1602 Avenue J, Brooklyn, NY 11230 718-252-7800, x 275 [EMAIL PROTECTED] or [EMAIL PROTECTED]
IRB question-informed consent
I am the IRB chair at our small liberal arts college. I have a bunch of IRB websites from other colleges and NIH but I can't find the piece of information I need. This is the issue: students in a political science class want to mail (names from the phone book) a questionnaire asking about political opinions and voting behavior. The only sensitive question is income (indicated within $2 intervals). Our standard procedure is to have participants sign and return the informed consent form. It would typically be returned in a different envelope from the questionnaire to keep the questionnaire anonymous. This procedure is too expensive for the students (paying for two return envelopes). Thus the question: can the participant consent without a signature? Can you say something like "by completing and returning this questionnaire you have consented to participate in this study"? A related question: if this procedure is ethical, then why ever have people sign informed consent forms for simple attitude questionnaires such as this? Marie -- Marie Helweg-Larsen, Ph.D. Program Director & Assistant Professor of Psychology Transylvania University 300 North Broadway Lexington, KY 40508-1797 Office: (859) 281-3656 Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html
RE: From religion to the paranormal
Hi On Mon, 5 Mar 2001, Rick Adams wrote: > Not that I necessarily support Schwartz' "research" or > opinions (I don't have the primary source material in front > of me to evaluate objectively), Should we be teaching students that they should/must remain agnostic on certain issues unless they can examine the original source material for themselves and must make themselves experts in any domain that they wish to promote some opinion about? I don't think so. Indeed I think that this would be a road to disaster for any discipline that wanted to have some impact on the wider world. It is simply impossible for us as faculty to evaluate every piece of potential evidence and idea for even small areas of our discipline (witness the debates on this list). How can we expect that students and other consumers of psychological knowledge will obtain the requisite skills and information? But lack of specific knowledge should not prevent people learning to differentiate likely-nonsense from possibly-not-nonsense with respect to human behaviour. With respect to the present topic of discussion, for example, Schwartz's work is completely extraordinary given all the previous efforts to evaluate mediums and other parapsychological phenomena. It is extremely improbable that mediums could function as well as Schwartz is claiming without any prior researcher having been able to produce this effect in an unquestionable manner. Schwartz has also put himself squarely in the camp of the alternative [pseudo-]sciences (e.g., homeopathy, energy psychology). > but isn't it rather interesting to note that the responses to claims of > "after death" communications have been 100% skeptical here in TIPS (with > Jim's message the most erudite of the responses so far) while responses to > the concept that a supernatural being exists who "created" the earth are > treated with respect and some measure of acceptance? Maybe I'm > unreasonable, but I can FAR more easily accept the concept of telepathy > (which, ultimately, is what the depicted research was examining as the > subjects were present and had the correct information available to them) > than I can the concept that some kind of a "super Santa Claus" exists who > is watching all the time to see if I've been "good or bad" before giving > me my presents. If claims of psychic or "spiritualistic" phenomenon are of > value to us as teachers only for the purpose of demonstrating bad research > or faulty conclusions, it would seem that creationism or the concept of a > deity should enjoy the same role in our classrooms. A large part of the New Yorker essay that provoked this discussion was addressed to this "privileged" status of religion in North America (especially the USA ... but I would say the same is pretty much true in Canada). At least in Schwartz's case, it appears that there might be some relationship in his mind between parapsychological effects and supernatural effects of the religious kind. > Rick <--waiting for the stroke of lightening . . . Depends on whether the supreme being you are questioning is prone towards punishment (i.e., striking you with lightning) or education (i.e., [en]lightening you). 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
