Re: Summer reading recommendations
Here is the list I give my students. You can get good summaries at www.amazon.com along with some pretty good reviews. Many can be ordered tthere at a discount. Stanovich, K., How to Think Straight About Psychology This is a good general introduction to the concept that psychology must be considered from a scientific perspective. I require reading this book in all my upper division laboratory courses. Sagan, C. Demon Haunted World: Science as a Candle in the Dark This was Carl Sagan's last book before he died and pretty much has the exact same theme as Stanovich's book, but was intended for the general public and is a bit broader in its consideration of scientific phenomena. This is not a book I'd recommend to anyone who is devoutly interested in organized religion, since Sagan was against the concept of 'organized' religion and takes a few stabs at why; but the overall theme is very, very good. Faludi, S. Backlash This is a very nice example of how to go about documenting what you want to talk about-the theme of this book regards the failure of the women's movement-or at least it's overly slow progression with two steps forward and one back at each historical point. A good choice if you are interested in gender issues. Tavris, C. Mismeasure of Woman This is a funny, scientific consideration of how women are measured up against men in both medicine and psychology. Consequently, when normal is considered the average of what is true of men, women are seen by society as decidedly 'abnormal'. A really good choice for an interest in gender issues. Steinberg, L. Beyond the Classroom Critically examines why there is an apparent lack of progress in our educational system and why educational reform appears to not produce increased test scores. A good read for those planning or major in education. There are some parts I question the evidence forbut overall nicely researched. Rich-Harris, J. The Nurture Assumption Suggests that nurture-our environment, and in particular our peers-has the greatest influence on our development-including moral, social and cognitive development. Parental influence seems to be minimal when examined within the big picture of scientific evidence. Another good read for those planning to major in education. I have only read small bits and pieces so can't really comment personally on this one. Dawes, R. House of Cards Examines evidence that although psychotherapy 'works', there is nothing specific that can be pinpointed as being responsible for improvement-not training, orientation, length of practice experience, not level of education-no single variable can be shown to particularly affect psychotherapy's effectiveness. Important reading if you want to become or therapist or ever need a therapist. Cialdini, R. Influence Examines factors which affect our decision to comply, obey, buy, etc.-any factors that have an influence over our behavior. Written from a social psychological perspective; nicely documented. I read this one last summer and it was a good summer read. della Salla, S. Mind Myths This one is great and I have read excellent reviews and strong recommendations from my peers for-it immediately sold out on the first printing. This is an edited collection examining several popular myths about mind (i.e., we only use 10% of our brains). Exploring the history of how each myth developed and the facts concerning the truth of the matter (i.e., we use over 90% of our brains). Vyse, S, A. Believing in Magic: The Psychology of Supersition I've only read parts of this one but this one deals in very plain language with the problems associated with irrational beliefs. Sapolsky, R. Why Zebras Don't Get Ulcers For anyone who worries about stress in their lives and how to understand its effects--correctly! this is a very readable and entertaining book, while providing accurate information on stress, its effects, and how to control it. Edell, D. Eat, Drink and be Merry Written by Dean Edell, a radio talk show host about medical issues. I consider Dr. Edell to be the best of the best on radio when it comes to critically thinking about health. His guidelines of how to think about physical health issues translate wonderfully to mental health, as well as to life in general. Glassner, B. The Culture of Fear : Why Americans Are Afraid of the Wrong Things I have not read this one---yet! but will soon. It has great reviews and comes highly recommended to me. The author uses many great examples of why we fear things we shouldn't and don't fear those we should--I am interested to see how he explains the fallacies in thinking. Annette 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
Anyone need a room mate for WPA?
I have a student who wants to go to WPA in Hawaii--is there anyone who would like a roommate for a few nights? She really needs to cut down the cost. (She appears to be clean and of good hygiene and does not smoke.) Thanks annette 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: Melucci Sample Essay questions
On Mon, 2 Apr 2001, Michael Sylvester wrote: A friend of mine who is about to take his oral comprehensives for his PhD could not answer those questions. Michael Sylvester,PhD Daytona Beach,Florida If your friend can't answer these questions, we are in BIG trouble if that is typical of new PhDs. These are basically critical thinking questions, not so much content specific. I love them! They are typical of the kinds of items I use, but more elaborate--I tend to ask several different questions instead of the nice interconnectedness of these items! They clearly get at a different way of examining the evidence than would a standard multiple-choice exam. (Not that I am saying MC exams don't have their place, I am just in the camp with those who think there are different ways of thinking and testing that thinking.) annette 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: Student's reaction
This is a common complaint and I think it is important for all of us to keep up with some readings in metacognition and concept formation because it is not just how much time but how that time is apportioned during the study time. Some suggestions I give to students: "Study with someone who seems to be 'getting' it in class. Chances are several things are happening for them. One is that they are somehow better able to figure out what are the more important elements in the information and devote more time to those. They can then let the lesser elements slide somewhat, because they are lesser. If you are struggling with the tests, perhaps you are spending too much time on some elements of the information and not enough time on the other things." "Study with someone who seems to be 'getting' it because they may be better able to read me--what I might find more important and more likely to emphasize in my testing--what I think you should master as part of the fundamentals of this class." "Study by yourself, first, and then, study with someone who seems to be 'getting' it. Don't be a dead weight--people won't want to have you in a study group again, if all you do is take, and don't give." "Study with other people; besides the academic value, there is social value and an ability to develop some coping skills during stressful times. If nothing else, you have someone you can let off steam with about the frustrations you are having in this class." Of course, then I get the students who say, "I studied with so and so and s/he got on an A on the exam and I got a C, how can that be?" OH! how I have to bite my tongue to keep from explaining that some people are just better at some things than are others. Ultimately I sometimes (seldom) resort to the old discussion of we are all better at some things than at others and we should never forget those things we are good at when suffering through the things we are not so good at. Anyway, the metacognitive literature--you can do a psychlit search and find lots of stuff--is a good place to start. annette On Thu, 29 Mar 2001, Michael Sylvester wrote: " I spent all weekend studying for that test and I do not understand why I got such a low grade." Michael Sylvester,PhD Daytona Beach,Florida 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: Multiple choice vs essay testing (clarification)
On Thu, 29 Mar 2001 [EMAIL PROTECTED] wrote: People have been reacting to my comments as if I were saying that essays are BETTER than MCs and I am most emphatically not saying that. I am saying that I believe that I need to have them in my tests just as much as I need MCs. I am trying to find the right blend of objective and essay work in my tests. I believe that essays are needed to foster understanding of broad themes in the knowledge and encourage student planning and initiative, and give practice in writing which I believe should be included in courses in all disciplines at the college level. Ok, I'll bite here. I agree with Nancy. I also give a combination format because I truly believe that, despite the obvious subjective component in the grading process, there is a different type of thinking that is being evaluated. I do believe that there are different learning and thinking styles, for what it's worth, and I have clearly seen this in my own teaching and testing of students. In the past I have even offered students the individual choice of an all MC final or all essay final. Out of 40 students I typically get 6 or 7 who WANT the all essay final because they are better at talking through the links in the material than "recognizing" that a single response is "truly better" than the rest. In all of my classes I also offer students the option to turn any MC item into a SHORT essay, especially if they can provide me with their evidence for why more than one of the options is potentially "correct". I find that quite often I can correct problem thinking in this way, without having to penalize the student--especially if they are correct about their thinking relative to the "correct" response but incorrect relative to some alternate response--they might pick the "wrong" answer even then they know the "right" answer. Anyway, I do think that different kinds of thinking are being assessed, no matter how good the MC items--and I agree they can be EXCELLENT. But especially in the upper division classes I like the essays for a different kind of assessment. Nancy Melucci ELAC 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
need critical thinking video
I recently received a mailing advertising several critical thinking videos. My past experience has been that ordering a video based simply on the advertising is a BIG MISTAKE. So I'd like to know what all of you tipsters and/or pests use for teaching critical thinking. Which videos have you seen/shown that were good, and which were not so good. thanks annette 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: (Fwd) Religious humor--TOTALLY NONTEACHING RELATED!
Paul, not only that, but he was white (caucasian), and I can prove it with all those holy cards I collected in the 1950's, where He is dishwater blond and blue eyed!!! annnette On Thu, 1 Mar 2001, Paul Brandon wrote: You mean G_d, Adam and Chava spoke English? At 5:28 PM -0600 2/28/01, Jim Guinee wrote: Sneakin' this in... 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: (Fwd) Religious humor--TOTALLY NONTEACHING RELATED!
I was going to send my response off list to patrick but then thought, well, maybe there is a thread of psychology in here someplace.. Patrick: we used to go to the local funeral home and were willing to "pay" for the card by going up to say a brief Hail Mary in front of the "corpse-du-jour" just so we could pick up a holy card on the way out--especially prized were those with gilded rims :-) We then 'traded' these pretty much like those cards included in bubble gum packs! annette On Thu, 1 Mar 2001, Patrick Cabe wrote: What kind of bubble gum did those come out of??? Paul, not only that, but he was white (caucasian), and I can prove it with all those holy cards I collected in the 1950's, where He is dishwater blond and blue eyed!!! annnette ** Patrick Cabe, Ph.D. Department of Psychology University of North Carolina at Pembroke One University Drive Pembroke, NC 28372-1510 (910) 521-6630 - Voice/Voice-mail (910) 521-6518 - FAX E-mail: [EMAIL PROTECTED] "Eternal vigilance is the price of liberty." Thomas Jefferson "There is the danger that everyone waits idly for others to act in his stead." Albert Einstein "Majorities simply follow minorities. Gandhi 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: question for all of you
On Thu, 1 Mar 2001, Robin Pearce wrote: I wonder about this myself. How could a Biblically-literal Christian even bring him- or her-self to treat a nonbeliever? If you believe someone will be tortured forever for not believing in the right way, isn't helping them to be better-adjusted here on earth a major case of rearranging the deck chairs on the Titanic? I think that many therapists with deep religious beliefs--no matter the religion, limit themselves to a practice restricted to their faith, as through some type of "ministry". and that is probably quite appropriate! annette 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: IRB Policies for Simple Surveys
yes--no risk research still requires expedited approval, but not full review. annette On Wed, 28 Feb 2001, Rob Flint wrote: Does your institution require you to get approval from your Institutional Review Board when you (or your students) acquire data using simple surveys of issues that are not "sensitive"? Cheers, Rob Flint - Robert W. Flint, Jr., Ph.D. The College of Saint Rose Department of Psychology 432 Western Avenue Albany, NY 12203-1490 Office: 518-458-5379 Lab: 518-454-2102 Fax: 518-458-5446 Behavioral Neuroscience Homepage: http://academic.strose.edu/academic/flintr/ Department of Psychology Homepage: http://academic.strose.edu/academic/psychology/index.htm 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
our friend Will
tipsters: I also tried to email will directly about his Christian viewpoint email, although I took sort of a back door approach, noting that he seemed to be new to the list and would he please add a sig line or tell us something about his connection to teaching, since his email address did not seem to give a clear indication of such (i.e., no .edu in the address). My mail also came back as undeliverable. I believe one can add and delete these accounts through people like Yahoo to spam and have no repercussions. From now on I suggest we ignore any postings from any yahoo or hotmail type addresses and have no sig line or are unknown folks to us. annette 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: Serendipitous answer to myelin question
Hi Stephen: I don't have elegant references as you had but my
understanding of hyponatremia is that it comes from diuresis--
loss of fluid, in which the salts are "leeched", especially when
the diuresis is rapid. This is the case that is commonly seen in
older adults who take antihypertensives which basically act
as diuretics to reduce overall fluid levels and thereby, overall
fluid pressures in the system.
So, if alcohol is a diuretic then the hyponatremia, and perhaps
even hypokalemia, would make perfect sense to me :-)
In this case it is not hyper-hydration by hyper-uresis which is
at fault :-)
annette
with no references
On Fri, 9 Feb 2001, Stephen Black wrote:
Another curiosity is that I'd have thought that the primary
hydrational risk in alcohol intake would be dehydration, as
alcohol inhibits anti-diuretic hormone. Not so, apparently
(Hettema Halma, 1999). It seems that excessive beer drinking
("beer potomania") can cause hyponatremia [literally low blood
sodium, a sign of over-hydration].
-Stephen
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: Lifespan:Marriage sabbaticals
Gee, and here I thought MS meant we should be able to take a sabbatical from our teaching/research positions to work on/strengthen and enjoy our marriages. Forget all previous posts I have made today. I AM BRAIN_DEAD! annette On Mon, 12 Feb 2001, Beth Benoit wrote: Taking a marriage sabbatical is been viewed as an important aspect of the growth and strengthening process in marital and family relations. SEZ WHO?? I've been married for 32 years (to the same guy) and while once in a while a "marriage sabbatical" of an hour or two might have had some appeal to ME perhaps (but certainly not to my husband since he's married to a flawless creature ;-) ), I am wondering if MS made that idea up. Is it similar to the "open marriage" idea that some screwballs in the 70's tried to convince everyone was the norm? Beth Benoit 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: FWD: Psychoanalysts Live Longer
her types of professionals because they jump around a lot and get exercise, but this doesn't account for psychoanalysts," says New York psychoanalyst Arnold David Richards, MD, also the editor of the Journal of the American Psychoanalytic Association. "My feeling is that psychoanalysts have all been analyzed and have the tools to deal with conflict and stress. This is very positive for the immune system and the other systems of the body that have been implicated in causing disease," he tells WebMD. All this talk may spare us from some of the diseases that tend to kill people early, Richards says. The new findings "really speak to the mind-body connection and probably the mediator is through the immune system," says Leon Hoffman, MD, a New York based child psychoanalyst and the chair of the American Psychoanalytic Association's committee on public information. Studies have shown that people with less stress are less prone to colds and other illnesses, says Hoffman. "As we are learning more about the importance of the immune system and the connection between psychology and biology, this work highlights the importance of trying to deal with psychological issues and that they can have a profound effect on physiological health," he says. -- 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: re Michael Kane's note on GI
Yes, I think that the argument about more students taking the SAT holds, and is substantiated by certain other data, such as the highest SAT scores comes from Mississippi--and this is explained as they have the smallest number of students taking the SAT--only those going to college. BUT it is also the case that MANY schools teach to the SAT. I hate to say it but my son, who got a perfect score the math SAT is adamant that for the year of high school math during which they took the SAT, even though he was in calculus C/D, MOST of the instruction revolved around quizzes that targetted the SAT-type of information. The same in his English courses--reading comp, vocab, etc. all targetted sample SAT type quizzes. Accordingly, the school district he was in also had a mean SAT above the local, state and national means. So I guess it was working. And I very much doubt his school and district are the only ones doing so. So there is some deflation and some inflation going on--hard to say where the balance lies. annette On Thu, 8 Feb 2001 [EMAIL PROTECTED] wrote: In a message dated 2/8/2001 6:57:55 PM Pacific Standard Time, [EMAIL PROTECTED] writes: If students keep getting worse and we have to lower our standards even to maintain the current grade averages, how do we explain the worldwide Is one possible reason for the decrease in SAT scores the fact that more students are taking it? That's what I think I heard. I am also of the opinion that schools don't cultivate the reasoning skills that are tested on the SAT, but that is based on my own observation and not on scientific data of any kind. Nancy Melucci East LA College 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: re Michael Kane's note on GI
I didn't realize how old I am. I *CLEARLY* remember the nickel candy bar. And we used a bufallo nickel to pay :-) annette On Thu, 8 Feb 2001, sieghi wrote: I like Michael's observations on GI but his closing comments introduce yet another dimension of GI and that is the devolving content of 'higher ed' courses. It's struck me that grading may be just as well-distributed as ever yet what the students are being graded on has become less and less demanding. Rather like the Hershey bar that still costs a quarter (I wish!) but is now half the size of the original. I don't blame the students -- I teach them from where they can be reached. I do wonder about the change, though. Beverly __ Beverly J Moore, PhD Mobile: 334-524-3063 Affiliate Professor, Educational Psychology Voice/Fax: 530-678-7130 Auburn University, AL 36849 http://www.geocities.com/sieghi Without music, life would be a mistake. Nietzsche Composers should write tunes that chauffeurs and errand boys can whistle. Thomas Beecham __ 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: Grade inflation
I guess I am using my tips bandwidth to basically just thank Rick for his comments on the GI article. I have to completely agree with Rick on his comments. As I was reading this article, and I was VERY tired, I thought to myself that there was something drastically wrong with the picture being portrayed of an academic combatting grade inflation with.grade inflation! and the JUSTIFYING IT because IN PRIVATE, behind closed office doors, the truth is told. I had printed out the article and was going to read it more closely to see what I was missing and thank Rick for saving me the sanity and time in pointing out the flaws in the original paper. annette 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
outlining
Quoting Bobbie Turniansky [EMAIL PROTECTED]: Hi Bobbie, thanks for the introduction. And I'd like to second your other point--I also try to encourage students to write outlines, but I also never could do one very successfully--I find that listing my ideas, and then reorganizing them in some coherent fashion helps. so I encourage students to do some form of planning, whether outline or anything else. But I also find true outlining to be a problem for me. annette 2. The main point of this message is to respond to Nathalie's "outlining crusade". Nathalie, I can only beg you to be flexible with this. Outlining is good for linear thinkers. Those, like me, who see structure only after the work is partially finished will grind to a halting stop if asked to make an outline. Alternatively, they will write a secret first draft and then make you the outline. I had a similar problem during my doctoral work and after 2 months I finally asked my instructor if he was more interested in the outline or the work. Luckily, he answered the latter. Bobbie Turniansky Kaye College of Education Beer Sheva ISRAEL [EMAIL PROTECTED] - Original Message - From: "Nathalie Cote" [EMAIL PROTECTED] I'm on a crusade this semester to encourage them to write an outline before they write the first draft.
Re: How to read research articles
there is a handy-dandy little book called Evaluating Research in Academic Journals, by Fred Pryczak, published by Pyrczak Publishing co. If any of you have never seen some of his books, it is worth getting a catalogue. There is also an online instructors supplement to what appears to be a pretty good text--at least lthe online supplements are really great, at http://spsp.clarion.edu/mm/RDE3/start/RDE3start.html and they have a section on reading an article. annette On Fri, 26 Jan 2001, Diana Kyle wrote: Some time ago there was mention of an article on how to read research articles. I thought it was from Sue Franz. I've been searching my TIPS goodies and can't find the post. Does anyone have this information? I'm trying to give students as many resources as possible to help them understand the structure of research writing. If you have any other suggestions, I'd appreciate your suggestions and comments. As always, thanks TIPSTERS!! Diana J. Kyle, M.A. Psychology Department Fullerton College Fullerton, California Office:523-0 Phone: 714-992-7166 You are educated when you have the ability to listen to almost anything without losing your temper or self-confidence. Robert Frost (1874-1963) 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: Alzheimer's question
Hi Nancy: I am fairly sure this is a myth. I don't have a reference handy but I believe it began as an investigation someplace in the midwest where there seemed to be a relatively high rate of Alzheimer's correlated with a relatively high amount of ground aluminum in the drinking water, hence the illusory correlation was investigatedl and later found not to be a causal factor. Annette On Fri, 12 Jan 2001 [EMAIL PROTECTED] wrote: Hello friends - Can anyone help me with this question? Does aluminum in drinking water really have an effect on Alzheimer's? Does it effect ACH levels? Or is it a myth that the environment can have much to do with this disease? Thanks and have a great weekend. Nancy Melucci East Los Angeles College 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: Ethical question
On Thu, 11 Jan 2001, Harry Avis wrote: snip my regular students who do poorly would do poorly if I gave them 15 hours to complete the exam and provided them with a reader in a soundproof room and wafted fragrant herbs and incense through the vents. Those who do well almost never need the whole class period to do the exam. The special needs students may feel less pressured or more secure with the extra help, but I doubt that there is a direct causal relationship between the help and the grade. This brings up another ethical issue. I often suspect that MANY students who are not labelled as "special needs" have MORE special needs but don't even have the wherewithall to realize that there is something they can do--get tested and be allowed special considerations to match their special needs. Alternatively, for *some* special needs students--I emphasize "some"-- their only special need is a need for more intelligence :-( And I boldly say this as a parent of a "special needs" child--whose needs are currently minimal, but I am taking EVERY advantage I can possibly get for him, because I understand how to work the system. annette 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
need the skinny on....
Oh Wise Tipsters: To use the lingo of the day, Can anyone get me a quick skinny (before 12:00 noon on Tuesday pacific time?) on Barry University and Florida International University--maybe some comparisons would help, for example how much alike are CSPP and FIU? (that's california school of professional psychology). thanks annette 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: reaction to Gypsies
Hi tipsters: I think it goes beyond the 'gypsy'classification. If we look at what has happened politically in the former socialist countries we have a good sense that these small ethnic rivalries predominate. And the enemies and allies theme permeates their history. My mother, who was raised in the southwest mountain area of Poland, for example, is quite anti-Latvian (I have no clue how or why this ethnic rivalry came about) but my father, who was raised in more central eastern Poland had no such prejudice. Yet, I am sure that my mother's Latvian prejudice must have been a common one since the Poles tended to hold the Lats to such low regard as to have a colloquial phrase for the act of vomitting as something that roughly translates as "taking a trip to Riga" (the capital of Latvia).--suggesting there is something about the capital city of Latvia that would lead one to vomit! So I believe you are seeing a reflection of this type of eastern european ethnic rivalry--and clearly we have all seen this in 'the former Yugoslavia' where this deep hatred has lead to horrible blood shed and atrocity, on ethnic grounds--something hard for me to fathom, as an American-born person, since we mostly see these things in terms of obvious physical dimensions, i.e., racism, sexism, agism. etc. in the US I guess I can also see it in my husband's fierce loyalty to the Rams (football team, formerly in LA, now in St. Louis) and as a consequence of which, he won't even give someone in a 49ers jacket, t-shirt, hat, etc. the time of day, but will give them an ugly stare down! Or be rude to some perfectly nice stranger, in public, just because they are wearing 49er colors! (Must be a guy thing, because I don't quite "get" it). Anyway, raises lots of interesting questions about prejudice annette On Mon, 20 Nov 2000, Harry Avis wrote: There is a very well known book about a young man who was not one of the Rom (as they refer to themselves) but who lived with them. It gave a very personal view of this very maligned group. When I was living in Salamanca, Spain a few years ago, the Rom were living near the river that runs through the city. Every crime was attributed to them and we were always receiving warnings from the middle class Spaniards about how dangerous they were. The Nazis were as rabid about exterminating them as the they were about their Jewish populations. I grew up in inner city New Jersey many many many years ago and heard stories about the Gypsies. The next door woman's worst curse (and she had many) was "stinking gypsies". I still remember the threat that I would be given back to the gypsies when I misbehaved. From: Paul Brandon [EMAIL PROTECTED] To: Michael Sylvester [EMAIL PROTECTED] CC: TIPS [EMAIL PROTECTED] Subject: Re: reaction to Gypsies Date: Mon, 20 Nov 2000 09:56:56 -0600 At 9:59 AM -0500 11/20/00, Michael Sylvester wrote: While discussing groups, a student from the Czech Republic remrked that she hated Gypsies. I don't think that I have ever heard someone denigrate a group with such ferocity as this student. How can we teach someone like this not to stereotype or could it be that Gypsies are unfairly labelled the scums of Europe? What do we know about the Gypsy culture and how some of their lifestyles may be an adaptation to the environmental pressures they are subjected to? Can you name some famous gypsy psychologists? I know of a famous Jazz violinist by the name of D.Rhiendart(sp) I assume you mean Django Reinhardt Stephane Grappelli might also have some Roma background. * 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* _ 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. 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: Student Questions
On Tue, 14 Nov 2000 [EMAIL PROTECTED] wrote: Folks, I kind of half suspect the answers to these, but if I have any doubt my policy is to ask for help, so please if you would be so kind - I had some students who swore by basil oil for doing better on exams because it affects memory by enhancing it so I challenged them to run a study and test it--NO EFFECT and the main girl really did a great job controlling all the confounds. 1) Is there any good evidence of therapeutic benefit to people, or even other interesting mood enhancing or altering effects from "aromatherapy." annette oops lost my sig line but you all know me by now.
Re: Plotnik text
This week's (Nov 13) Community College Week reports that a student at Blue Mountain Community College in Oregon found a graphic in the Plotnik (1999) Introduction to Psychology text offensive. The student received $10,000 and free tuition for the spring, fall, and winter terms. who supplied the big bucks for the pay off? did it say, is there someplace I read about this? it sounds pretty far fetched to me. I agree with those who use the plotnik text and never even saw any thing vaguely prejudicial in the way that page is handled. annette
Re: humor/Rap Psychology
OK this one works. annette On Thu, 26 Oct 2000, Michael Sylvester wrote: who let the dogs out? -Pavlov who let the cats out?Thorndike who let the worms out? --McConnell(Worm runners digest) who let the monkeys out?---Harlow who let the geese out?---Lorenz who let the rats out?Tolman who let the pigeons out?---Skinner Further additions welcomed. Michael Sylvester Daytona Beach,Florida 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: student question
Self-efficacy problem??? How about it being a test anxiety problem? I am known throughout the psych majors as the See's candy stick person because I always pass out candy sticks--a measly 30 calories for those who are counting, but I always tell students that we can take a lesson from babies--when stressed, they suck. So I pass out something to suck on. Since only a few really have test anxiety, the rest just enjoy trading flavors and their 30 calorie treat. They are also cheap--within my personal budget :-) annette On Tue, 17 Oct 2000, Carla Grayson wrote: Tipsters, I got this question in the midst of a lecture about schemas. What would you call the phenomenon when a student gets the first few problems on a test wrong and then falls apart on the rest of the test? The idea here is that they think, oh, I didn't get the first couple of questions right, I must not know the material. I think this is some kind of self-perception phenomenon. I know it's not self-fulfilling prophecy (which requires 2 people). Can somebody jog my memory? Thanks! Carla Grayson 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: student question
Paul: Good question and I anxiously await the answer as well.. in the meantime I had always thought that it was the increased neural activity in general during rem sleep that affects memory. I have no references handy --do any other tipsters? -- but I have read/heard that if you wake individuals during REM sleep that they will have a detrimental effect on a memory task learned just before going to sleep. those left to sleep through REM sleep but periodically awakened in other sleep stages perform as well as individuals who are allowed to sleep all night undisturbed. sometimes, after teaching for nearly 15 years now, it is hard to track down where and when I learned somethingso if I am wrong I'd like to be corrected. annnette On Wed, 18 Oct 2000, Paul Leiberton wrote: Research on neurotransmitters on memory performance supports the arousal theory of memory consolidation: increased levels of acetylcholine and norepinephrine are associated with higher levels of neural activity and better memory performance. Are there increased levels of neurotransmitter production during REM sleep? A question asked by one of my high school students? 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: Satisfactory/Unsatisfactory
I do something similar with a +/0/- system from best to worst. The problem is assigning a grade later in the big picture of the course grade. Generally I do this only with relatively more 'trivial' assignments-- ones that can be aced by shear muscle rather than extensive conceptual thinking. I try not to have too many assignments of this type and am very punitive with late assignments of this type. this is because a student could 'ace' the course with busy work and still not really understand fundamental concepts. Examples of these assignments: website reviews/critiques; critique of research participation--we don't have a formal subject pool so for my students who participate in research I don't give credit just for participation--they have to hand in a critique of what they did and how it relates to coursework; article critiques; simple exercises from various software programs I use in class (i.e., Integrator software in intro), etc. So the caution I am over doing here is regarding not basing too much of a grade on these types of exercises because in most of the classes I teach I expect a higher level of conceptualization than these types of exercises typically require. annette On Wed, 18 Oct 2000 [EMAIL PROTECTED] wrote: are there some assignments or tasks that you grade as either S or U? I occasionally assign S or U for book reports ,library work or website explorations. I also assign an S+ for excellent work and an S- for work which does not meet up to the standards but not poor enough to be judged as U. Would like some feedback as to your use of S and U and the pros and cons of this assessment factor. Michael Sylvester,PhD Daytona Beach,Florida - This message was sent using Panda Mail. Check your regular email account away from home free! http://bstar.net/panda/ 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
need website for Nobel prize winners
One of our admirable tipsters posted a great website explaining the work of the nobel prize winners and in a moment of brain drain I deleted it instead of saving it. Could whoever was so kind please do so again. thanks annette ps we had also JUST the previous class session discussed Kandel's work with aplysia. I thought he had already received one nobel prize for his work, was I mistaken 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
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: 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
Eye color
A student asked in class today whether there is a reason for having different eye colors. Of course, the immediate genetic answer is easy and not the question she had on her mind--the bigger picture question of why are there so many eye colors. Answer please from sage tipsters. annette 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: test length
According to McKeachie it is 1 min/item. That is generous :-) annette On Thu, 28 Sep 2000, Carla Grayson wrote: Tipsters, I'm writing my first solo test this week. I'm planning on making some of the questions multiple-choice and some short-answer. My question is how much time should I put aside for the multiple-choice questions? 1 MC per minute was a rule of thumb I think I heard once. I gave an early version of this exam (50 multiple-choice questions) to a student today and he finished it in about 25 minutes (or 30 seconds per question). Of course, he's probably one of my better students. Does this mean I can ask more questions? Thoughts on test length? Thanks, Carla Grayson 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: Please help us.
On Wed, 27 Sep 2000 [EMAIL PROTECTED] wrote: Greetings Tipsters, We are four undergraduate students who are conducting a research experiment on free word recall with different types of music. Can any of you help us with the following topics: 1. Operational definition of positive and negative words. Unless I am missing something here about something i have never heard about this is an oddly phrased question. It seems to me that this is a good lesson about operational definitions because I can come up with several operational definitions, but I am not sure what you want to study! For example, the positive words could be words that have a pleasant sound, lots of sibilants (s's and c's); and the negative words could be words that have an unpleasant sound, lots of guturalslike hard g's and k's. Or maybe we want them to be rated on a semantic differential scale by an independent panel of judges. 2. Examples of positive and negative word lists. So the examples would be tied to the specific operational defintions you select! and to the ways in the which the words are assessed. 3. Are there any past studies regarding the relationship between free recall of positive and negative words in correlation with different types of music? Do a psychinfo search to answer this question--I'd try word types and music as keywords as a point of departure. We would really appreciate any insight that you can provide for us. Thank you, You're welcome, although I had not much help here. annette taylor Nick Mavetz, Mary Short, Amy Ward, and Matt Wheeler snip 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
confused by use of language
On Tue, 19 Sep 2000, G. Marc Turner wrote: http://people.enternet.com.au/~goeldner/auslist.htm (Australian Slang) http://www.peak.org/~jeremy/dictionary/lexe-a.html (Brit-American) Ok so I looked it up but now I'm confused.how would one get off their fanny, which typically means to get busy? annette 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: sports psych
Just check out graduate study in psych--there are a couple there and I bet if you searched the web you'd find more. annette On Mon, 18 Sep 2000, Jim Guinee wrote: Hi, I have a student who recently became very interested in sports psychology. He wanted to know if there are any graduate programs out there that offer this type of focus. Any information I can pass on to him? I always thought getting training and experience in sports psych was more of a postdoc thing, but I could be wrong. Thanks, Jim * Jim Guinee, Ph.D. Director of Training, Counseling Center Adjunct Professor, Dept. of Psychology/Counseling Dept. of Health Sciences President, Arkansas College Counselor Association University of Central Arkansas 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "Search others for their virtues, they self for thy vices." -Benjamin Franklin ***** 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: are your courses pre-designed?
We have no 'standardized' syllabi--although we often talk about having meetings to standardize the coverage by varied professors-- especially since this would be helpful for part-timers. But we have never found it compelling enough to call a meeting to actually do it :-) annette On Fri, 15 Sep 2000, Michael Ofsowitz wrote: Do any of you folks have to teach using syllabi, reading materials, assignments, or other course-related materials that were designed by other teachers (or say, a departmental committee)? I've been told that course standardization - meaning standardized syllabi, assignments, reading materials, etc. - is pretty common in schools these days. Is it? (It's a point of contention between some faculty at my school and some administrators.) I'd be grateful for any feedback (send it to me and I'll eventually compile it for the list). Do you write your own syllabus? Do you teach any courses where it's written for you by someone else? Do you select your own reading materials? Do you teach courses where they are preselected? Do you devise your own assignments? Do you teach courses where you are required to give pre-designed assignments? Any other data that might help me on this (e.g., course level, enrollments, type of college, impressions of what's the norm) is also appreciated - like I said, it's just for an internal argument, so I'll keep this pretty informal. (If any of you know about a study done on this sort of thing, please pass along the reference.) Thanks. -- Mike O. -- ___ Michael S. Ofsowitz University of Maryland - European Division http://faculty.ed.umuc.edu/~mofsowit ___ Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: info: subliminal
From the official TIPS irony detector: I was dying to be educated, so I spent the entire morning trying to find out what "Quialisms" are. Did you mean "Quailisms"? If so, how is GW like a quail? It was an intentional misspelling of Dan Quayle's last name ;-) annette Thomas A. Timmerman, Ph.D. Assistant Professor Psychology Department Austin Peay State University Clarksville, TN 37044 931-221-1248 [EMAIL PROTECTED] "I'm a student of human behavior. That's the difference between a lawman and an ordinary jerk with a badge." -- Barney Fife 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: Cocaine's little brother
I think caffeine has a very positive effect overall--when taken
in large amounts in the form of Starbucks before 10:00 am.
After that, forget it.
Oh, that's not the scientific answer, sorry.
Actually, I have been reading Dean Edell's book, "Eat, Drink, and
be Merry" and have been enjoying it in general. I think he does a
wonderful job of educating the public to examine all medical
pronouncements with some critical/skeptical review. The only drawback
is that it is written for the lay public and he did not "clutter"
it with lots and lots of references :-(
Anyway, he states, p. 200,
"Overall, in fact, coffee, comes out of many studies with a clean
bill of health {but he gives no references :-( } and maybe even
wtih some benefits. It can act as a bronchodilator, which is good,
especially for asthmaticsIt also helps hay fever sufferers
After marathon runners and bicyclists drank a double espresso--
a relatively light dose--their hears were found to use less oxygen
and to pump more blood at lower blood pressures.
A Harvard study found 66% less suicide in female coffee
drinkers, even though coffee drinkers were more likely to smoke, drink
alcohol and have higher levels of stress. {good place to talk about
correlation/causation relationship}...an English study found improved
cognition, problem-solving, and delayed recall. There was a statistically
significant "increase in clear-headedness, happiness, and calmness and
decreases in tenseness."
Ever notice that caffeine is a common ingredient in many pain
remedies? So did the Food and Drug Administration, which then challenged
the drug companies to prove it worked. And work it did, better than
expected. Add between 200 and 400 mg to ibuprofen, and not only does the
combination fight pain better, but coffee alone outperformed ibuprofen
for the first couple of hours after ingestion."
Anyway, on the previous few pages 197-200 he goes into much more about
it. He does provide his evidence for why it is an addictive drug.
So I am on my way to get my morning fix RIGHT NOW BEFORE I FALL ASLEEP
AND HAVE A NERVOUS BREAKDOWN AT MY COMPUTER AT THE SAME TIME. THE
COFFEE SHOULD FIX THAT FEELING!!!
annette
:-)
On Wed, 30 Aug 2000 [EMAIL PROTECTED] wrote:
Hello folks,
One of my Harbor College Intro Psych students was inquiring about the state
of current information on the dangers and possible benefits of caffeine in
the human nervous system.
Is there anything conclusive available on this drug?
I hope everyone is doing OK in this early part of the semester. Enjoy the
holiday weekend.
Nancy Melucci
Los Angeles Harbor College
Huntington Beach, CA
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: Real Life Applications
To address exactly this issue I incorporated a service-learning
component into my classes. I have found several public service
organizations which must carry on program evaluation ressearch, or
in and of themselves are committed to carrying on research, and
find 10-hour placements for each of the students. Making this
VERY abbreviated here--I then have them keep a journal with specific
issues of relating the experience to class materials a must, along
with a slew of other issues they must address mostly related to the
concept of service/learning itself. (you can find lots on the web
about this concept since it is a hot topic, quite PC and looked upon
very favorably by promotion and tenure committees :-)
They also do a presentation to the class--generally I have 5-8 students
per placement. I am too strapped for time to go into more detail now.
annette
On Sat, 26 Aug 2000, Serdikoff, Sherry L. wrote:
Hi folks. In my research methods class this semester, I'm trying to place
more emphasis on why it is important to understand the nature of
scientific research even if they do not plan to pursue careers where they
will be conducting research. In order to make the point personally
relevant for each student, I'm thinking of including some sort of
assignment that requires each to identify instances of real life events
where having an understanding of research methods can make a difference.
At first I was thinking of requiring the instances to be ones with errors
(e.g., asserting causation based on correlational data) or what I tend to
think of as "sneaky" statements (saying "No drug has been shown more
effective than XYZ" which people tend to interpret as "XYZ is the most
effective" which of course is not necessarily the case). But, now I'm
thinking of including any kind of examples like understanding TV
commercials (knowing what it means when they say a particular drug had a
series of side effects but no more than a sugar pill) or news reports
(understanding the margin of error in a political polls).
My question is this. Before I start from scratch, does anyone know of or
use anything like this that they'd be willing to share?
Trying to not unnecessarily reinvent the wheel --SLS
+++
+__Sherry L. Serdikoff, Ph.D. +
+ * * School of Psychology +
+ * OO * James Madison University +
+ ** MSC 7401 {)__(} +
+ *(. .)* Harrisonburg, VA 22807 (oo) +
+ \ / E-mail: [EMAIL PROTECTED] -o0o-=\/=-o0o- +
+ \/ Telephone: 540-568-7089 +
+ FAX Number: 540-568-3322 +
+++++++++++
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: Using PowerPoint Handouts
No, I found that my students wanted all of the information. I find that it is something akin to students wanting to write down every word from a lecture, verbatim, as if that will be essential to good knowledge. annette On Mon, 12 Jun 2000, Kirsten Rewey wrote: Rick, Miguel and Interested Others: I am new to PowerPoint and used it a great deal in the past semester including as a lecture tool (showing slides during class) and handouts (giving students copies of my slides). The consistent comment I received was that the slides and handouts were "too much information." Has anyone else received the same comment? Kirsten Kirsten L. Rewey Department of Psychology St. Mary's University of Minnesota 700 Terrace Heights, Box 1464 Winona, Minnesota 55987 (507) 457-6991 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: HELP FOR A NEW EDUCATOR
I have found lots of great syllabi and lecture notes by simply searching the web with varied search engines. This sometimes works better than some of the traditionally suggested avenues such as division 2's project syllabus. annette On Mon, 12 Jun 2000, Bonnie Bekken wrote: Hello, Tipsters, Hope you can help a friend, Dr. Julie Iler, who has been teaching history at UC Irvine but will be teaching introductory psychology at Loyola Marymount in September. She is very anxious to get good resources, but, most of all, wonders how she can find course outlines and lecture notes. Can anyone out there make some suggestions? Julie does not have access to e-mail at this time, which explains my role. Thank you in advance. 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
more help understanding british educ systems
Ok, not to belabor all of this, but now here is a related question. Does this mean that unless a student has passed some of these exams, they cannot do the equivalent of "graduation" from high school. How long does each exam take? How comprehensive is it? How do students decide which to take? How many disciplines are they offered in? Are they equally weighted? This seems fairly complicated compared to the US system where, at least from a social promotion point of view, EVERYONE graduate high school here :-), or should that be :-( ? Then those who want to go to college take the SAT or ACT exam to qualify further, or else you can always go to community college and take either a more direct applied or technical program or a general academic program to become more suitable for 'college level' work. I seems to me that all of this does not work too well over here. Do the varied european systems appear to work better in general? Are the students who finally get into college more suitable to college-level work? We have a WIDE range of students, many of whom belong and many of whom don't. Incidentally, back in the dark ages of my long ago childhood I actually was schooled in France where I obtained the CEP, certificat d'etudes primaires, which I believe was the equivalent of the old 11+ exam in England? so called because I believe I was indeed 11 years old at the time. All I can remember is sitting all day long taking varied exams in dictation, reading comprehension, mathematics, history and I believe there was a literature component. There was also a physical exam--as in physical education--running, jumping, etc. tha one had to pass as a component of this. I believe that exam no longer exists but I believe tha those who passed could go on in an academic environment and those who did not went into atechnical school. My one cousin who did not pass and went the technical route was clearly the brightest of my cousinshe went on to agriculture school and today owns a large chain o flower shops and landscaping artist businesses. so HAH!---clearly the most successful of my cousins. annette still trying to figure out this darned sig line in Eudora, but I'll get it soon associate professor of psychology university of san diego [EMAIL PROTECTED]
Re: testing the references
There are companies in the "real" business world that do nothing but test references. Of course it is OK. annette On Tue, 30 May 2000, Michael Sylvester wrote: would like to get some opinion on this. Say you have listed 5 references on your resume' and that you would like to test what type of information they would give to potential employers,so you decide to conduct a test. You have someone call them up and pretend that he/she is a Chairman of a Department interested in hiring you and that this person is interested in the references' opinions about you. Based on the info received,you decide to drop one or two of the references from your resume' because of negativity. Is it ok to put refences to such a test? Michael Sylvester,Ph.D Daytona Beach,Florida 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
Please explain British system to us nonknowledgeable Yanks
At 01:53 PM 5/26/2000 GMT, [EMAIL PROTECTED] wrote: It may not be a great surprise to anyone to hear that she did not in fact finish the course (A level Geography as it happens) and left college before the exams in the summer. I was going to post this just to David, but decided maybe other tipsters could benefit from a response to my query below. I am familiar with people talking about "sitting" their O-levels and A-levels, but frankly it's gibberish to me. Could you please explain to me the different levels, and if you can, could you relate these to the american educational system for comparison? Also, for you Canadians, is your system the same as ours? If not, how is it different? I'll also take explanations from anyone else who wants to contribute from their country. It makes discussions so much more in context to understand what level of students we are talking about. thanks annette ps. I have switched mail systems from pine to eudora so my signature line may be missing. I still have to figure it out.
summer reading
Tipsters: we are winding down and I will be on vacation starting May 25th. I am looking for 2-3 books other than what I feel I need to read. So, I'd like to hear what your best 2-3 reads have been in recent years. I'll contribute a couple of ideas, although I suspect these are not new: Sergio della Salla's Mind Myths is a good summer read as is Robert Cialdini's Influence. annette 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
former TIPster needs help
A former tipster sent me a request for help (how easily they dismiss us and then want our assistance :-) I have appended her message below. I would wanted to tell her how to get onto the log of tips discussions but didn't know how to do that :-( so maybe one of you can tell her. Otherwise, maybe one of you knows the answer to her question directly. annette -- Forwarded message -- Date: Sun, 7 May 2000 19:48:47 -0400 From: Molly Straight [EMAIL PROTECTED] To: Annette Taylor [EMAIL PROTECTED] I unsubscribed from the list and now I need them! I have a final paper here that I think is plagarized or someone else wrote it for him. It cannot be this young man's writing unless he has been hiding his talents under a bush all semester! A while ago on the list, someone posted a web site where you could get help with this. Did you save the address? I looked and I did not, unfortunately. I went to the web addresses that he had listed in his references (he had NO in text citations, in spite of my APA format requirement) and actually can't find anything on those sites that he did use! I found your address in my deleted stuff. Thanks. Maybe you could post this to the list and ask that they reply privately if anyone knows. Molly Straight, MA Adjunct Lecturer of Psychology Alderson-Broaddus College Phillippi, WV [EMAIL PROTECTED] 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: almost, or truly, dead grandmothers
while I would not deny that real events arise--indeed my father passed away at thanksgiving, shortly before finals, I find it interesting at the RASH of serious events that I have experienced from my students tending to occur at the end of a semester. That is not to say that the need for time off is not real. It certainly is! AFter all, I was the one who said I was considering a mental health day off to deal with all the absences! And it is probably a reflection of stress accumulation in the students' lives. My only point was that there certainly seemed to be an increasing need for delayed due dates for major tests and assignments near the end of a semester compared to the beginning of a semester. annette 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: replacement for the dead grandmother
On Wed, 3 May 2000, G. Marc Turner wrote: As the computer tech for our department, I'm curious how many of you (and your fellow faculty members) actually practice this. How many of you actually perform backups of your files on a regular basis? How many actually copy files to floppy disk (or other removable media) and store those disks in a safe place? "safe" place is the real issue here. I have backed up all of my files on diskettes that I then keep in my office :-) So in case of a fire in the building, I loose everything anyway. Plus I only do the backup, because it is timeconsuming and tedious, just once per semester. So if my PC crashes midsemester I am up a creek with any new stuff. Related: I'm curious if other departments have specific policies in place about this (backup of files for faculty) and if so how compliance is handled. We have no policy--and I am sure no one would feel any sympathy for anyone else who lost all their files :-( Since most of this might not be of interest to the majority of the list, feel free to send responses off list and I'll send a summary to anyone who is interested. - 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] 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: Need some advice
Jean: I'd send her to the school counseling center. I teach. I'm not 'qualified' to advise for such serious suituatons. . I would feel completely uncomfortable in such a drastic situation as you describe, even getting involved beyond acquiring the best possible professional assistance for that person. It sounds like this involves not only potential threat but also major manipulation and maybe even something potentially more serious in terms of becoming homicide and not just suicide. I wouldn't take any chances and would consider all statements as genuine. Not a therapist/counselor annette On Wed, 3 May 2000, Jean Edwards wrote: Hi all... Today I had a female student seeking advice on how she should handle a situation. She is attempting to break up with her boyfriend who is threatening suicide if she does so. What would you advise her to do? Thanks to all who respond JL Edwards [EMAIL PROTECTED] 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: grandparents' fragile health other events
Well, we are 1-1/2 weeks away from finals and I have had a last
midterm and paper due in each of my classes this week. Here is
the absentee count:
1.) Sister broke her ankle yesterday and is having surgery today
to have it set. No one else in the family could accompany her. {I required
a note from the doctor attesting to this}
2.) Mother is seriously ill and student has to take her to see
doctor in Los angeles (about 130 miles away). {She also must bring
a note from the doctor in LA}
3. Sprained ankle at soccer practice yesterday--official university
team practice. Could not get scheduled for X-rays until today, gee,
exactly at the same time as the exam. {note from doctor}.
4. When I noted that a particular student's latest lab report was
missing she claimed she had handed it in. When asked to please print
out a copy because I _knew_ she still had it on disk, she agreed; 3 days
later (she couldn't figure out which diskette she had it on and kept
bringing in the wrong diskette to school--after all she has 5 of them
and can't remember exactly what is on each one!) she handed in the
paper. Funny thing about it though, the figures, which would not have
been saved on her diskette file, but were simply a handout I provided
to attach to the manuscript, were attached. Now where did she get that
from if supposedly _I_ lost the original copy of the paper that _she_
most definitely handed in.
5. Student was too befuddled by the assignment to complete it on
time. (her 19 classmates were not)
6. Student is calling from Boston to tell me she has a 'family
situation' and will be back next week. This was a voice mail. No further
specification.
No dead grandmothers (yet)
7. Teacher (me) is considering a mental health day off tomorrow ;-)
annette
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
plaques tangles and how to untangle a tangled web.
I have two questions here: one for the general audience and one for people with advanced knowledge in Alzheimer's plaques tangles: 1. I have been having students make presentations to the class on special topics they selected to write a term paper about this semester (human memory course). I believe that one of the students gave incorrect information. I'd like suggestions on how to 'fix' the information the whole class got without humiliating the student who gave the misinformation(it's mmaybe not even humiliation, but maybe just making her feel just plain old stupid?? I don't know, but you get the idea--I don't want her to feel back, because, frankly, I have to post my second question just to get the answer straight. 2. She made some very nice overheads of neurofibrillary tangles and plaques but I think, based on my knowledge, that she located them incorrectly. She located the plaques completely outside of the neurons and the tangles within the cell bodies only. I have looked up in Carlson and in some web-downloaded materials one of my colleagues has, exactly where these things might be located. It seems like the plaques are deposited onto the axons, dendrites and synaptic structures; the tangles themselves are not clearly defined but I had always thought previously that they also were located within the axons and dendrites more specifically, not the cell body, but I may be wrong. I'd like to hear from anyone with knowledge whether I am correct or not, or what the real story is; and does it matter?? thanks annette 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: adjunct guidance?
Associated with this problem is a lack of rigor--and I think that what is happening quite often is that we pick up very junior people who are trying to get a tenure-track position someplace and so their evals need to be strong. Well, critical thinking, challenging classes and scientific evaluation are not the kinds of things that get "good" evaluations. I have talked to some of our part-timers who clearly have voiced such concerns over the evals, and who see the evals as being important to eventually 'landing' a position. So it is not a big stretch to think that they would try hard to do whatever it takes in the classroom to get the good evals. annette 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: Exam items
On Mon, 24 Apr 2000, Dani' Raap wrote: Nancy, Gary and all, An added issue to the equation is test banks. Given that we are torn in so many directions, it is easy to understand why many instructors rely heavily on test banks. Most test banks are composed of M/C questions and focus on definitions and concepts. Every now and then, you come across one with an applied question, but the choices are often poor and counterproductive. It takes time and mental effort to formulate (or edit) a good M/C question, and many just don't have the time to create. Often, the list of questions is passed on to a TA and the test is developed and handed out with no further inspection by the instructor. My problem with the MC items is that it does take me an inordinate amount of time to come up with really, really good ones, and then I can't use them for too long because by hook or by crook various items get out into the "files" kept by fraternities/sororities, etc. I honestly think that different club members get assigned the task of memorizing one item and putting it on file! so I keep having to go back to the drawing board and that is tedious at best. annette 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: poster prizes
Well, not very expensive is a relative term and some of my ideas may be too late but here are 2: you could has a book rep to give you an extra reading copy or two of a favorite book--sometimes they can come up with an older edition of something like Stanovich's How to Think Straight and that is a great prize. Book reps also sometimes have mugs and mousepads and stress balls they can give out. Good luck annette On Wed, 19 Apr 2000, DAVID KREINER wrote: My Research Design Analysis students will be having their annual poster session in a couple of days. I have asked them to each pick their favorite poster at the session and say what they liked about. Now I'm trying to think of some suitable (and not terribly expensive) prizes I could give out as rewards. I am definitely not going to give extra credit because it is not in my course syllabus. Any ideas? David Kreiner Professor of Psychology Central Missouri State University Warrensburg MO 64093 Email: [EMAIL PROTECTED] Phone: 660 543-8076 Fax: 660 543-8505 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
citing power point.
I know that I asked this about a year ago but of course have misplaced the information :-( sorry to trouble you all again. . .. well, maybe someone new on the list will benefit from this question. I need to cite powerpoint as the software that I used to present stimuli for a study. Can someone remind me the proper way to do this since there is no 'author' per se. thanks annette 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
superlab versus mellab
to any tipsters who have experience with either or both of these programs: I need information on making a choice between them. I have been using Mellab and like its ability to collect analyze data, as well as the wide variety of demonstration experiments available. Superlab seems to have MANY fewer choices and doesn't seem to collect and analyze data. However, Mellab is on ly available in a dos version and many of our newer computers on campus are not fully compatible with it and we are having many problems. Any help would be immensely appreciated as to deciding between these two for my fall lab. annette 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
human memory lab
I am thinking of revamping my human memory lab in the fall and would like to hear from anyone and everyone who teaches such as course for their input on how the organize and present the material. This is a 3-unit laboratory experience that is writing intensive in our department, but any help will be appreciated because I can always modify. thanks annette 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: Speed abusers and Ritalin users
I missed part of this discussion but if anyone has any references I would be most appreciative!!! I have a vested personal interest for a family member to research this and told him just this week-end that there was an on=going discussion on tips. Also, any other references regarding _evidence_ that ADD need NOT be treated with Ritalin would be appreciated. thanks annette 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: Skeptical Inquirer
Yes, I've assigned them for what I call 'outside of class' assignments (students in my intro classes must do 5 of these, including participation in research and various alternatives, of which reading and critiquing particular articles from this and other websites are included). They have been variously met and dealt with by students. For example, there is an excellent article on placebo effects of treatments (can also be applied to clinical as well as chemo) which several students reviewed with great skepticism about the skepticism!! Well, I guess that's ok except theri skepticism is more gut-based. another one that stands out in my memory was a critique a student did from another source: he read the myth of self=esteem, and can to the final conclusion that while the author's points were excellent, he still believed we need high positive self=esteem to be successful. Well, we can keep taking them to the well, whether or not they drink is another matter. annette On Mon, 3 Apr 2000, Kirsten Rewey wrote: Dear TIPsters - After reading Mike Kane's post about twin coincidences I went to the Skeptical Inquirer website for a look-see. If you haven't been to the site, they do have quite a few articles on scientific literacy, identifying pseudoscience. Then I got to wondering; has anyone tried using articles from the Skeptical Inquirer in a General /Introductory Psychology class as a means for teaching what scientific inquiry is? Kirsten BTW, the Skeptical Inquirer URL is: http://www.csicop.org/ 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: Tourette's disorder and coprolalia
My youngest son has TS and I have read everything I could get
my hands on about it.
He does not have coproralia--lots of echolalia that sometimes
may include a cuss word or two--just "likes" the sounds of
some word sequences so he keeps repeating them over, and over,
and over, and over, and over, and over, and over, and over,
and over, you get the picture (how'd you like to be in
the car on a nice 8-hour drive and have him get stuck on a
phrase a few minutes after we get on the road..)
anyway,
I have found that the 10-15% figure is universal in the literature
I have read, but I am at school and have all of my references at
home.
But I am sure that there is some good information, with references
on the tourette society of america (TSA) webpage that you can
follow-up with if you don't get any other references.
And, it is NOT uncommon for texts to continue false information
repeatedly, just pick up 90% ofthe intro psych texts and open
up to the sensation/perception chapters and tell me you don't see
that awful tongue picture with the clearly labeled and precisely
defined areas for specific tastes. HAH! how long has that myth
been debunked and there it still remains :-(
annette
On Thu, 23 Mar 2000, Jeff Ricker wrote:
I have been discussing Tourette's Disorder (a disorder in which there
are motor and vocal tics) in my abnormal-psychology course. A couple
weeks ago, Michael Kane mentioned that coprolalia (obscene language that
is felt to be uncontrollable) is rare in this disorder. I have seen
estimates of 10-15%. On the other hand, the _Textbook of Psychiatry_
(3rd edition), published lat year by the American Psychiatric Press,
indicates that coprolalia occurs in 60% of people with Tourette's
Disorder (page 907, in a chapter written by Charles Popper and Scott
West). This figure also was in the 2nd edition (1994), but I thought it
was merely a typographical error. The fact that the same percentage has
reappeared in the 3rd edition makes me wonder where they might be
getting this estimate. Can anyone help to clarify this discrepancy
between the widely cited 10% and the much less widely cited 60%?
Jeff
P.S. I have a subclinical case of Tourette's Disorder, but I never feel
an uncontrollable urge to swear except after reading occasional posts to
TIPS.
--
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
"The truth is rare and never simple."
Oscar Wilde
"Science must begin with myths and with the criticism of myths"
Karl Popper
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: what do brain teasers demonstrate?
Frankly, I don't like too many of them because MOST people cannot solve them and then, of course, can clearly see why the answer is what it is afterwards, but that's because the path to the answer is quite twisted--it's almost like a 'read my mind' kind of task. Alternatively, the problems we use in cognitive psych as examples for problem solving tend to have a well-defined solution path, i.e., the missions cannibals problem in its many permutations (hobbits/orcs, jealous wives/cheating husbands, fat dads, skinny kids, etc.) So the nature of these problems is quite different. But if someone is really interested in these other types of problems there are dozens of books which revolve around the theme of lateral thinking. If you can get to a website for the KPBS store of knowledge, the discovery channel store, or simply barnes noble or amazon.com then you can find them. annette 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: recent TIPs behaviour (long)
On Sat, 4 Mar 2000, Cheryl Schwartz wrote: Dear Fellow TIPsters: Why is everyone so upset? Is it because he used forbidden 4-letter words? Is it because he was not "PC" in noting that certain cultural groups at his school seem to be over represented as cheaters? (I've heard stories like In a follow up post he also made derogatory ethnic comments about list members. That is beyond PC annette --Cheryl Cheryl Schwartz, Ph.D. [EMAIL PROTECTED] OR [EMAIL PROTECTED] -- If logic is in the eye of the logician, then is wit in the eye of the wittician? __ Get Your Private, Free Email at http://www.hotmail.com Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: a distraction (Brown-Peterson, that is)
Actually, I student I mentored for her honors thesis investigated the effectiveness of various distractor tasks in memory paradigms. She found that most math based tasks, indeed, do not distract very much--that the verbal memory task and the mathematical distractor seem to be performed _somewhat_ independently. We hope to get these data published soon, but in the meantime we found that the most distracting distractor task is a verbal task created very, very carefully to not produce interference effects. You may want to rerun your task with something like a generating opposites task in which you provide your participants with an ongoing list of words (hot, up, inside, white, etc.) and their task is to provide the first opposite that comes to mind. Make the words come fairly quickly if you can so there is no time in between thinking of words to provide an opportunity for rehearsal. This should work fo the B-P task since it is a fairly simple task involving CCCs. annette On Sun, 5 Mar 2000, Michael Ofsowitz wrote: For a class project I had students look for release from proactive interference in STM. They used the Brown-Peterson-Peterson distraction technique of counting backwards by 3's starting with 3-digit numbers like 482 to prevent rehearsal. One student reported the following: Some subjects reported that when the numbers that started off as easy calculations ie multiples of 3 or the number 0 they had less trouble remembering the words than when the starting number was not an easy calculation ie the numbers 1, 2, 4, 5, etc. Another student said that at debriefing one of her subjects said he was trying extra hard to remember the words while counting backwards. Is this common? Does B-P not distract rehearsal sufficiently in some instances (e.g., where the initial subtractions are more easily calculated)? -- Mike O. -- ___ Michael S. Ofsowitz University of Maryland - European Division http://faculty.ed.umuc.edu/~mofsowit ___ Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: Mr. Davis' list behavior
Ok, so given the information below, what was he doing on a list dedicated to teaching in _PSYCHOLOGY_?? On Thu, 2 Mar 2000, David wrote: Yes, I know, we've paid too much attention to him, but..since there had been some curiosity expressed... Author Davis, Donald Carter. Title FUNDAMENTAL INVESTIGATIONS OF THE PHYSICAL AGING AND GLASS TRANSITION OF AMORPHOUS POLYMERS. Institution Thesis (PH.D.)--NORTHWESTERN UNIVERSITY. 1996. 255p. Source Dissertation Abstracts International. Volume: 57-06, Section: B, page: 3881. Subject Headings Engineering, Chemical. Chemistry, Polymer. Plastics Technology. Advisor Torkelson, John. Abstract The molecular origins of the physical aging and glass transition of amorphous polymers were investigated using differential scanning calorimetry and solid-state $^(13)$C nuclear magnetic resonance spectroscopy. Calorimetric investigations of the effect of repeat unit structure on the glassy-state behavior of styrene polymers revealed that an increase in the size of the side group increased the glass transition temperature, T$_( g)$, caused enthalpy relaxation to occur more quickly with a narrower distribution of relaxation times, and profoundly changed the energetics of structural relaxation. Taken together, these effects point to the emergence of a second motional process which is more rapid, more local, less energetically demanding and controls the dynamics of the polymer below T$_( g).$ The effect of adding low molecular weight diluent was also examined, and it was found that a lower T$_( g),$ and faster enthalpy relaxation resulted, though the effects were modest, due to the low diluent concentration employed. Application of $^(13)$C NMR to the study of the effect of physical aging on the molecular motion of polystyrene revealed that aging significantly increased the spin-lattice relaxation time, while all other NMR relaxation parameters were unaffected. Although the slowing down of spin-lattice relaxation signals the attenuation of molecular motion with physical aging, it was determined that the constancy of the other NMR parameters was attributable to the low sensitivity of the measurements rather than the invariance of molecular motion to physical aging. The spin-lattice relaxation results showed that physical aging attenuates a short-range motional process involving the cooperative motion of the main chain and phenyl side group, identified as the mechanical/dielectric $beta$ relaxation in agreement with published results. $^(13)$C NMR studies of the molecular motion of oligomeric polystyrene well above Tg revealed numerous signals which were assigned to individual carbon atoms at or near the polymer chain end, facilitating the study of chain end motion, an important factor in the glass transition. Spin-lattice relaxation and nuclear Overhauser enhancement measurements revealed that in all cases the rate of chain motion increased continuously from the chain interior towards the chain end; side group motion was found to be independent of chain position. 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: teaching technique?
On Sat, 26 Feb 2000, David Likely wrote: There's a technique for... teaching? generating hypotheses? starting discussions? for which I don't know the name but which I think was occasionally used by a sometime colleague of mine. (In fact, she had a remarkably expensive piece of computer software devoted to this approach, although I don't understand quite how it worked.) The technique involves Pasting up or Pinning up "concepts" or bits and pieces of ideas and then, I guess, trying to draw a pattern (perhaps literally by drawing "connecting" lines from one to the other) among them. I'm not sure if the concepts come from the teacher or are "thrown out" by "brainstorming" students, and I'm not sure if there is meant to be a correct pattern to be discovered in the montage, or if the aim of the exercise is primarily motivational or perhaps mnemonic. I have done this I have taught a 3-week summer session course in critical thinking and for 2 of the 'exams' made up index cards with the exact same concepts from the book we were using (Stanovich), over whatever chapters we had covered that testing period. The students were given HUGE pieces of butcher paper, take, colored marking pens (the scented kind :-) and were instructed to "organize" their concepts and then write in the blue books a written explanation of their organization. It worked great! Only problem was it broke my heart to eventually throw them away :-( I think it worked well with this content, and this type of course (3-week intensive--because what I wanted my students to get out of the course was global concepts, not memorization of tons of concepts-- nearly impossible in the 3-week format). although there were some overlaps, I was also surprised that there most very unique organizational structures. It also allowed us to talk about how 'theory' is build up around an organizational framework, which can generate new knowledge; but that the same facts can be organized in different ways, depending on the paradigm guiding the theory building. anyway, it was quite successful. I have no name for this technique. I either just made it up as I sent along, or it was stuck in my implicit memory system (ha! there's a good applied use of that concept) and I applied it in a novel way :-) annette I haven't seen this technique in action -- it does remind me that, according to several police-procedural mystery novels, it is common to pin up pictures and words in whatever arrangement and then to seek "correlations" -- "Mrs. White," "Library," "Col. Mustard's Army Record," "weapon???," etc.* You might recognize what I am groping for words to describe, or even use it as a standard teaching technique -- I'm afraid I'm one of those oft-complained about autodidact Profs who taught for 30 years without ever having taken a class in how to do it. Can you illuminate me a little, please, as to the name, purpose and favourable circumstances for this method? -David *P.S. It was Miss Scarlett. She strangled old Plum, poor fellow, in the Conservatory with the Rope. (People under thirty may have no idea what I'm talking about -- it's a board game.) -D. === David G. Likely, Department of Psychology, University of New Brunswick Fredericton, N. B., E3B 5A3 Canada History of Psychology: http://www.unb.ca/psychology/likely/psyc4053.htm === 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
Readingss for younger students
While on this topic. How about some readings for younger students. My son (6th grade) wants to do his science fair project on massed and distributed practice in classroom learning. I wanted to get him a general book about psychology at his reading and comprehension level. any ideas? annette 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: demos for younger students
How about some memory demos--especially you can say something about STM and LTM based on primacy and recency effects, and you can talk about memory 'strength' or multiple process models by comparing recall and recognition; or you can induce a 'false memory' and talk about how scientific approaches to psych are helping unravel this complicated clinical and legal issue. annette On Sat, 26 Feb 2000, Karen Yanowitz wrote: Hi all- I've been invited to participate in a Women in Science workship for 5th grade girls- the purpose is to expose girls to different science careers. I thought I would try to give an overview of different "types" of psychology- learning, cognitive, social,etc. Lecture is simply not going to cut it for these kids, so I was wondering if anyone had any good classroom demos that could be adapted for this situation- its a 30 minute workshop. I've already decided I'll do the conditioning demo with pixie sticks- I'm looking for quick, fun activities that would show them psychology is not just listening to people's problems! TIA- Karen Karen Yanowitz, Ph.D. Dept of Psychology and Counseling Arkansas State University State University, AR 72467 [EMAIL PROTECTED] **** 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: alcohol video?
the best I can suggest is the video The world of abnormal psychology. Program 6, Substance abuse disorders [videorecording] / a production of Alvin H. Perlmutter, Inc. in association with Toby Levine Communications, Inc Millions of Americans abuse alcohol, cigarettes, and cocaine. Health professionals know a great deal about these dangerous and costly disorders, including how to treat them. Theprogram examines how the concept of treatment matching is used to help individuals overcome a variety of addictions Add. author Annenberg/CPB Project Alvin H. Perlmutter, Inc Toby Levine Communications, Inc I have used this video in the past--it gives an overview of several substance abuse disorders and is adequately put together. I just took the above info from our card catalogue so I hope it is sufficient. annette On Sun, 27 Feb 2000, Linda Walsh wrote: I have to report for jury duty next week. I'd like to have a backup video to show in my drugs class on the chance that I actually end up on a jury panel. Anyone have any videos on alcohol and its effects, alcoholism, FAS, treatment, etc. that they'd recommend? Our area education agency and substance abuse collections list over 200 but so many, I know, would not speak to a college audience. But perhaps you know one or 2 titles that might? Linda Walsh University of Northern Iowa [EMAIL PROTECTED] 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: supplemental material
I've been using a book by Bensely titled Critical Thinking in Psychology. I like it because it combines text and a quasi workbook format. Starts out with general principles of critical thinking and then works its way into topic areas. annette On Thu, 24 Feb 2000, Hetzel, Roderick wrote: Hi everyone: I've decided upon a text for my upcoming Introductory Psychology class, but am still looking for some good supplemental material that will help students develop critical thinking skills and help them apply psychology to real-life situations and problems. Does anyone have any recommendations for this kind of supplemental material. I'm already looking into the Taking Sides material that was suggested here recently. Thanks. Rod Roderick D. Hetzel, Ph.D. Adjunct Professor Department of Psychology Rochester Institute of Technology OFFICE: Department of Anesthesiology University of Rochester Medical Center Pain and Symptom Treatment Center 2337 Clinton Avenue South Rochester, New York 14618 716-275-3524 (phone) 716-473-5007 (fax) 716-220-2834 (pager) [EMAIL PROTECTED] (email) 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: Is college relevant to getting a job?
If, as I read your summary of the 'no' category, the pervasive tone was one of learning irrelevant information, why don't these students go to a trade/technical training school? Sounds like what they want. Not a general liberal arts education offered by the BA/BS degree. Have you used that notion in advising? From personal experience (2 daughters who started out with AA degrees in nursing, with an RN and making MUCH more $$ than me, and satisfied with their careers--no more burn out than I have) I know that there are great alternatives to the 4-year BA/BS route. One of my daughters did go back and finish her BA and is now doing an RNP program; the other is works triage in the ER at one of the biggest trauma units in LA county and loves it and doesn't feel any neeed to get more education. So, the choices, given proper advising are there for people to make. We need to stop thinking the 4-year route is the 'best' preparation! I don't mean 'we' as teachers, I think I mean 'we' as a society. annette 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: Student with low frustration tolerance...
Our dean's office, thank them, is excellent about handling difficult students. Anytime we have a problem we can call them and they will call in the student and do the suggestion of counseling for us. This defuses/ diffuses the angry feelings and generally works to get the student moving in the right direction. Perhaps you could talk to your dean. (we have 3: dean, assistant dean, associate dean--this is generally the task of our associate dean, but any one will do in a pinch!) good luck, she does sound like she needs help if even classmates won't deal with her. annette On Thu, 10 Feb 2000, Donald Carter Davis wrote: Hello Tipsters, Before getting into my question, I want to extend a hand of commiseration to those who have written about their students being whiny, disrespectful, lazy, and just generally tormenting you. I've got some like that myself, and aside from grinning and bearing it, I don't have any special insight into how to handle it. The only counsel I can add is a devastating roundhouse right to the jaw of the "Pollyanna chorus" who preach the gospel that all students are good and right and true, and if there's a problem, it's the teacher's shortcoming. Brethren, be of good cheer, the vast majority of the time, it ain't you, it's them. If you've lived up to your end of the bargain, don't beat yourself up over those who refuse to live up to do their part. Now only my struggle du jour... I have a student who has an extremely now frustration tolerance, a very high anxiety level, is extremely self-centered, and has succeeded in alienating herself from the entire class. This student struggles with my course (a laboratory science) and has at different points has blamed different students in the class, the "rotten" book, my "rotten" teaching, and even the physical layout of the room for her struggles and lack of success. For a while, myself and the students kind of tip-toed around her, hoping the storm would pass, but it has only gotten worse. Most recently, she has taken to complaining to my boss about me, her former lab partner (who "fired" her), and one of her classmates. She spends her time in class turning and glowering at anyone who dares make the slightest noise...and then she moans bitterly when she doesn't understand what I'm talking about. Twice, this young lady has stormed out of class in a rage, once it was precipitated by the fact that she couldn't find one of the materials she needed for her experiments (and none of her classmates was about to help her) The killer came last week when she decided to tape record me in class -- selectively! Several times she said something hostile to me, and then (unbeknownst to me), she turned on her tape recorder hoping to catch my angry response. (My guardian angel was looking out for me, and I kept my cool) Bottom line, it is clear in my non-psychiatrist's opinion that this young lady needs professional help...she's not learning much of anything and she's making my life and those of her classmates difficult. But what should I do? What can I do? I've tried talking to her before, and she kind of brushed me off...she doesn't think she has a problem...she thinks everyone else has a problem, so I don't think she'd agree to psychiatric help But if this situation doesn't improve, I might be the one needed psychiatric help!!! I beg your wise counsel, dear fellow Tipsters... Yours On Needles Pins -- Don -- % Donald Carter Davis, Ph.D. ([EMAIL PROTECTED]): %% GREEN BAY PACKERS = A DREAM DEFERED, A DREAM DENIED | FIRE RAY RHODES NOW!!! WISCONSIN BADGERS = 1999 ROSE BOWL CHAMPIONS | MEET ME IN PASADENA, 1/1/2000 # ALL HAIL RON DAYNE, COLLEGE FOOTBALL'S ALL TIME LEADING RUSHER!!!# Visit me! http://www.mcs.net/~yyz/yyz.html 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: Dealing with plagiarism
Mike: I would give an 'F' for the assignment and not for the entire course, if you wanted to be lenient. Otherwise I would just give an 'F' for the course. You provided a detailed handout. It is not only the student's prerogative to read it, it is his/her OBLIGATION and REQUIREMENT! I do NOT think that is too harsh a punishment since I assume the student will have many opportunities for redemption in terms of subsequent papers and exmas, etc. This is a lesson that will stick with the student, and other students as well!!--grapevine in action :-) annette On Thu, 20 Jan 2000, Michael J. Kane wrote: Hi all, I need some advice in how to deal with a plagiarism problem in one of my undergraduate courses. On the first day of class, I passed out a long, very detailed hand-out on what constitutes plagiarism, including some examples of acceptable and unacceptable summaries of sample passages (I used, and of course cited, many TIPS contributions in putting this together). However, I may have made a mistake in not dedicating any class time to going over the hand-out with them. Anyway, for the class's first writing assignment, a 2-3 page take-home essay, one student has lifted entire sentences from the assigned reading, without using quotes. (Never- mind that students were told that they weren't allowed to use direct quotations in these essays at all.) Given that this was the first essay for the course, and given that this student is likely a 1st year student with little college writing experience, and given that I said I would grade this very first assignment relatively easily, how do you propose that I proceed? Thanks for any suggestions you may have! -Mike * Michael J. Kane Psychology Department Georgia State University University Plaza Atlanta, GA 30303-3083 phone: 404-651-0704 fax: 404-651-0753 email: [EMAIL PROTECTED] "It is morally as bad not to care whether a thing is true or not, so long as it makes you feel good, as it is not to care how you got your money as long as you have it." -- E.W. Teale 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: Literature reviews
Although I have not used this one, I have used others from Pyrczak and like them quite well. I haven't even seen this one, but sounds like something I could use for one of my lecture classes where they write a term-paper/lit review! annette On Thu, 13 Jan 2000, Miguel Roig wrote: Some time ago we had a brief discussion about students' difficulties with writing good literature reviews. Well, I just received a flyer from Pyrczak Publishing about a new book titled, what else? "Writing Literature Reiviews". The book has a 1999 publication date and it appears to be a first edition. Nevertheless, I was wondering whether anyone on the list has used or heard anything about this book. Miguel Roig, Ph.D.Voice: (718) 390-4513 Assoc. Prof. of PsychologyFax: (718) 442-3612 Dept. of Psychology [EMAIL PROTECTED] St. John's University [EMAIL PROTECTED] 300 Howard Avenue http://area51.stjohns.edu/~roig Staten Island, NY 10301 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: Epidodic/flashbulb memory
Yes previous studies have looked at personal events as flashbulbs, i.e., graduation, marriage, death in the family, etc. annette On Wed, 12 Jan 2000, Michael Sylvester wrote: A student wanted to know if the fact he had sex with his girlfriend at the stroke (no pun intended) of midnite on New Year's Eve while all the fireworks were going on the beach could be considered a memorable episodic-flasbulb memory event comparable to his view of the vividness of his witness to the Challenger explosion? Michael Sylvester Daytona Beach,Florida 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
Capstone Course
We are considering implementing a capstone course in our department. If any of you have such a course, I would appreciate knowing how you have gone about instituting the course and how it defines, for you what a "capstone" experience might be. also, please tell me your school's size, department orientation, # majors and # seniors so we can assess what you do relative to what we might be able to implement here. Replies to list are fine, since others may be interested; also replies to me are fine, I can summarize them eventually for everyone else. thanks for any input annnette 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: Graphics recommendation
Please post replies to list as I would like to hear this too. I use excel but can't do standard deviations and that totally upsets me. I think standard deviations are at least as informative as means. annette On Wed, 15 Dec 1999, Robert Herdegen wrote: TIPSters: I need some advice before all of you get away for the holidays. My department is in the process of making the switch from Macs to PCs in our computer lab, with the aid of a modest grant. We have money to buy new computers, furniture, statistics software, and graphics software. We have all the hardware under control, and have decided on SPSS as the stat package. But we're at a decision point about a graphics package. We're looking for a package for creating professional-quality graphs and figures for data presentation, but one which is relatively accessible for students. We have been using CricketGraph on the Macs, which has been satisfactory for us, accessible to the students, but not especially flexible. We are now considering SigmaPlot, which is much more powerful and flexible, but only one of us in the department has any experience with it (and even that is somewhat limited). It is quite expensive, however, and though we can afford it we would like to consider some other options. What are others of you using for creating graphs? Good and bad features? What can you recommend, given our criteria? I greatly appreciate any assistance and counsel you can provide. And best of luck to all of you as you plod through final exams! Bob Robert T. Herdegen III Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 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
summer reus abroad
Does anyone know of any summer research experiences for undergraduates in countries other than the US? Anyone know how I could find out? thanks annette 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: Suspected cheating/double-dipping
Did your sullabus make it clear what double-dipping is, and that it would not be allowed? Frankly, as a student, I double-dipped, not realizing it was not acceptable. I truly thought I was doing something clever and OK. So now I put it all in writing. . . . .as my syllabus gets fatter and fatter and fatter.. annette On Wed, 8 Dec 1999, G. Marc Turner wrote: Okay, it's that time of year again... I have a paper sitting in front of me from a student that looks like it might have been written for another course the student is currently taken. This student also "changed" their topic for their final project at the last minute, which is a bit strange given the requirements...most of which weren't met, but that's another story. I know we have had discussions in the past about the issue of "double-dipping" by students, and I think I have a case of it in front of me now. On the one hand, I feel like the poor grade is punishment enough for this. (There is a strong chance that the student won't be passing my class anyway.) But on the other hand, I don't approve of the practice and feel that the other professor has a "right" to know if one of his students is engaging in this practice. And there, my friends, is the dilemna... Given my suspicion, should I approach the professor of the other course (whose office is almost directly across the hall from mine) to pursue this matter? Comments? Advice? Still trying to get use to this side of the desk... - 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] 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
need websites with poster presentation how to info
I know there are websites out there with information on how to put together a poster presentation, but I have been surfing for an hour and can't find any :-( IMPOSSIBLE I tell myself, but alas, it's true, I must be taking a wrong turn someplace. If anyone knows of any good, or even passable sites please let me (an everyone else on the list might want to) know! thanks annette 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: Psychology Books
How about an auction to raise money for some worthy cause? I bet there might be some books I would like to have, _especially_ second hand. I don't know how easy/difficulty it would be for her/a friend/ colleague to put it together but I think it would be easy--jsut make a list of the books and post it to various interested parties, like TIPS and have people email back to the postee what they are willing to pay for the book, including sh. Then the proceeds could maybe go to a small scholarship in the individual's name at his place of scholarship. annette On Fri, 3 Dec 1999, Jeffrey Nagelbush wrote: The wife of a colleague who died last year would like to get rid of his professonal books. She would like to put them to good use so if any of you have any suggestions for her, I would appreciate the help. She is even willing to pay some (reasonable amout) for postage, shipping or whatever. Thanks. Jeff Nagelbush [EMAIL PROTECTED] Ferris State University __ Get Your Private, Free Email at http://www.hotmail.com Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Student questions re: ECT
In intro today several students had questions about ECT, especially why it seems to work for 'remitting' depression. How many sessions/series of ECt does it usually take? How memory loss is there and is this really the only adverse symptom? And how much does it really resolve? What exactly have been the 'advances' in recent years to make it popular again? Somebody please answer these--sometimes I don't get answers to questions as I assume some people prefer to defer to 'experts' but we only have a week of classes left and I'd like to get back to students before the semester ends :-) annette 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
subjects vs participants
When reviewing past literature that refers to subjects should we now properly change the language to participants or can we go with the original author's language of subjects? annette 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: How am I doing in class?
I find, as the post below suggests that it is the students at the extremes--those who are very, very hungry for an A are constantly checking with me and those who are doing poorly are less likely to check, but are the second most likely group-- for them it is a matter of poor overall skills I believe--they have a difficult time mastering the material _and_ have difficulty with keeping up with what's going on relative to their selves! annette On Wed, 17 Nov 1999, Michael Sylvester wrote: why do students have to ask this question? It would seem to me that if a student has two F's and one D,it should be obvious as to how that student is doing. And if the student has three A's,it should also be obvious. It is my observation- that in some cases-students who have no idea of how they are doing in my class may not be getting good grades. Michael Sylvester Daytona Beach,Florida 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
APA style question
I have a question on APA and a student question: Over a week ago I posed the question and got no response: this is a question from a student: Do we think all the time that we are awake? Now the APA style question--this is a matter of some controversy between me and apparently other faculty in our department since students tell me that they have learned to do things one way for me and another for another person :-( since we both seem adamant about what is correct, each in or own ways. On the title page, where, going from top to bottom do we put the title of the paper, the author's name and affiliation. I seem to remember from somewhere that it is supposed to be "near the top" but cannot find a reference for that in my manual. My APA manual does say that it should be centered, but I believe that means left to right, not top to bottom. According to my students the other faculty member insists it means centered top to bottom and right to left. OK who is right and is there any rule and is there any evidence. And for those who think all this rigidity re: APA style is silly I have 2 replies: (1) it never hurts to develop disciplined thinking (2) it makes good fodder for harmless disagreements ;-) annette 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: Handing out A's like candy
OK, I stand corrected--these are NOT the results of a study,
these are compiled anecdotal data--probably just a teeny tiny
smidgen above single anecdotal data..
Of course, Jeff did make an "assumption". . . . . .
but the problem remains--we have a very high probation/drop
out rate that I KNOW exists without having any concrete data
in front of me.
I think that what is unique here is that we really do NOT get
all that many transfers from community/junior colleges--most
of the students come in as freshmen and we get a very small
percent increase over time with add-ins--again I have no data
but I know that in psychology we typically pick up on 4 or 5
majors each semester from JC transfers--we have a total of
about 130 majors, so this is a trivial amount--it is just that
they simply do not do well and are very frustrated and puzzled
at what is going on. They are unwilling, when I talk to them,
to accept the suggestion that perhaps their previous education
was somehow "easier" since they universally claim it was tough.
annette
On Tue, 16 Nov 1999, Jeff Ricker wrote:
Annette Taylor wrote:
I know that as a general rule we find that students who transfer
into our school after 2 years at a J[unior] C[ollege] are as likely
as not to be academically dismissed after 1 year here [at the
University of San Diego].
This is an interesting finding. I am assuming that Annette is discussing the
results of an actual study performed at her school. If this finding is
generally true, it would be very disturbing since many students start out at
community [junior] colleges. Does anyone have data looking at the question of
whether or not GPA at community colleges predicts to a reasonable degree GPA
after transfer to a four-year institution?
I'm just thankful that my school is known far and wide as the Harvard of the
Northeast corner of Pima and Chapparal Roads.
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
"The truth is rare and never simple."
Oscar Wilde
"Instead of having 'answers' on a test, they should just call
them 'impressions'. And, if you got a different 'impression',
so what? Can't we all be brothers?"
Jack Handey
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: Handing out A's like candy
I know that as a general rule we find that students who transfer
into our school after 2 years at a JC are as likely as not to
to be academically dismissed after 1 year here (1 semester for
probation and 1 semester for dismissal). A 4.0 from a JC tends to
be a very poor predictor of performance at our 4-year institution.
Some of the students do remarkably well because they really deserved
those As they got and some do remarkably terrible and are very, very,
very upset because they can't understand what's going on--but what's
going on is that they got "A's like candy" wherever they were at
before :-(
annette
On Mon, 15 Nov 1999, Jeff Ricker wrote:
There are certain general-studies couses that almost all students at my
school take that are notoriously easy. I just had a student who has been
getting F's and D's on my tests, but who is getting an A and a B in two
of these other courses. She just barely got a C on my last test because,
she told me, she finally studied the material. When students get into my
course, they cannot understand why I am so "hard." I can't blame them
for thinking this way about my courses when their experiences in certain
other disciplines at this school show them that they can get a good
grade with little or no work.
Has this been a problem at your school (i.e., large differences across
disciplines in the rigor of courses)? Is there anything that any of you
have done that has helped to change this situation? Short of beginning a
campus-wide discussion of standards, I don't know what can be done. What
upsets me about it is that these students don't have a chance once they
get into upper-division courses. I'm also wondering if this is more of a
problem at community colleges than at other centers of higher education.
If so, it puts students transferring from community colleges at a
disadvantage.
Yours in the struggle,
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
"The truth is rare and never simple."
Oscar Wilde
"Instead of having 'answers' on a test, they should just call
them 'impressions'. And, if you got a different 'impression',
so what? Can't we all be brothers?"
Jack Handey
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
2 questions
From my students: 1. Are we always thinking of something? 2. Is it true that Dolly, the cloned sheep is aging abnormally quickly? If so, does anyone have a reference. annette 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: your mail
In the world of abnormal psychology series there is an episode on behavioral disorders of childhood. I am not a child clinical person and find it very good--but then again maybe I don't have enough background to know better annette On Wed, 3 Nov 1999, Molly Straight wrote: Does anyone know of any good videos about childhood disorders? thanks, Molly Straight Adjunct Lecturer of Psychology Alderson-Broaddus College Phillippi, WV 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
follow-up to smelling situation.
One of my colleagues just suggested my use of technology in the classroom has backfired! annette 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: jobs in psych
Well it sounds like you have 'a' list in mind and I don't have that but there is an apa publication titled carreers in psych that lists such jobs. Also, I believe, the APA website keep such a listing. annette On Wed, 3 Nov 1999, RICHARD PISACRETA wrote: I asked you folks a few weeks ago if anyone could send me that list of jobs that students with a BA get. I haven't heard back because I assume that everyone who kept the list assumed that someone else would send the list. Please send me the list if you have it. Thanks. Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] __ Get Your Private, Free Email at http://www.hotmail.com Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
RE: New list
Actually I have been lurking on the new list for a several days now and find it BORING--the same old questions that are archived in tips are being asked and there are just as many redundant responses with no new information as one would normally get on tips--at least 6 people have already mentioned that little albert was not followed up; that he was adopted out and taken away before extinction trials; that all of this has been grossly exaggerated, et. cetc. Ditto for going over Genie. Ok, so the teaching of psych assessment thread is less redundant. But overall, I suspect Rick is right! annette On Wed, 3 Nov 1999, Rick Adams wrote: 1. It will provide a forum for those who want a very structured and focused list in which to discuss _only_ the subject of teaching with no "side jaunts," casual conversation or lengthy debates. By being moderated, posts such as nearly all of Michael Sylvester's messages, Louis' "Random Thoughts," my own ventures into free speech, etc. 2. It will eliminate any justification for insisting that such conversations _not_ appear in this list. TIPS members who have been insisting that such conversation are not appropriate to this forum and deprive them of the teaching-specific content they seek, will be able to simply subscribe to the new list, and thus there will be no legitimacy in demanding that the conversations cease here. Personally, I suspect that the new list, as a moderated environment, will quickly become rather "talked out" and very low traffic (no list which does not permit a wide range of views and topics can maintain a stable membership for long--there is simply too much tendency for the same topics to repeat over and over as new members join and introduce them), but if it does endure it will provide the resource mentioned above, while if it does not it will make the point that Tips should never try to impose such limitations. In either case, it is a benefit to everyone. Rick -- Rick Adams [EMAIL PROTECTED] [EMAIL PROTECTED] Department of Social Sciences Jackson Community College, Jackson, MI "... and the only measure of your worth and your deeds will be the love you leave behind when you're gone." Fred Small, J.D., "Everything Possible" 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: investigative excitement of research
Gary: the only thing I do perhaps that addresses this is have the students complete 3 research projects during the semester. The first one is always an observational study which we complete very early on and they completely control--although I have veto power over the research idea--so they get a genuine feel for much of the process. The other two are classic experiment replications so there is less of that feel; I have started doing one as a computer replication, however, just to give them the idea of data presentation/collection in this manner ( usually something like scanning short term memory or iconic memory or something with memory of that nature where data can be presented via the computer.) SO I am also anxious to hear with others have to share. annette On Sun, 31 Oct 1999, Gary Peterson wrote: Teaching Experimental Psych this term and finding a lot of my time tied to covering basic research designs of course. However, students don't get a sense of the actual thinking, problem-solving, and detective work that is less neat and yet more valuable to exploring research questions or just learning about psychological phenomena. I expect our Experimental Psych class will become a two semester class soon, in which case I may have more time to emphasize science as problem-solving and critical-thinking. While some texts even use the detective analogy in their title, I have found none that really can convey the seat-of-your pants kind of thinking and problem-solving aspects of basic research in an exciting way--at least not matching the fun I have in learning about things. Do any tipsters have exercises or assignments that try to convey this aspect of scientific problem-solving? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 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: harry potter and child dev
My son has read these, I am only starting to read them, just to keep up with him :-) But interestingly, Christian groups have been objecting to these books locally, on the local news--and we are not a small rural community but a modestly large urban one (San Diego, CA). The objection centers around the use of magic and its relation to demonic themes. I have not yet come across that in my reading but am probably not far enough into it. Nevertheless, the protest is to ban these books from the schools' libraries, Ah, here we go again with book banning! annette On Mon, 1 Nov 1999, Gary Peterson wrote: As an amateur magician and educator, I am interested in the reactions of teachers and others to the increasingly popular books featuring the Harry Potter character. I haven't read the books yet, but my understanding is the character uses spells and magickal powers to make the world right (for him). I predict reactions from concerned parents, as well as folks like us who may be asked our view of such books in relation to a child's (or adult's) ability to differentiate reality and fantasy, the kind of role model being fostered for people who are troubled, feel rejected by others, etc (do any Halloween movies come to mind here? ;-). There might be interesting discussion of coping and adjustment, and appropriate and inappropriate outlets for handling personal problems, etc. Harry is a student of witchcraft and wizardry (still a eurocentric charter school??) and faces dismal and paranoid-like dangers in his world. He rescues himself by his sorcery and magickal powers. Old stuff really, but I am also curious as to the popularity of such books at a time when science literacy in the U.S. is considered very poor (was it ever really good?), and a number of us in education are trying to find ways to encourage critical thinking. I have put Harry Potter on my reading list and will check them out for myself. Has anyone else heard of them, or had discussions about the books? Ask your Wiccan students? You can find some reviews at amazon.com of course. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 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: scared of this student--reply long and carried away
ency important in establishing credibilty of the instructor? His writing style is something he invented and being tolerant of diversity as I am,as long as he translates for me,it is ok.Why interfere with someone's self-actualizing process? As to the other characterizations,they are not interfering with his academic work. Michael Sylvester Daytona Beach,Florida 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: Caffine and Signal Detection Studies
I'd look for arousal as a mediating variable and then look at arousal factors in signal detection and caffeine factors vis-a-vis arousal to come up with some hypothesis re: caffeine and signal detection. annette On Thu, 28 Oct 1999, David CARPENTER wrote: TIPsters, I have a student who is looking for research on the effects of caffine. SHe is particularly interested in what effects it might have in signal detection tasks, but is having trouble finding existing research. CAn anybody help her (us), with some references? Any help or suggestions would be greatly appreciated. dave Carpenter * David L. Carpenter, Ph.D. Phone: 716 375-2499 Department of PsychologyFAX: 716 375-7618 St. Bonaventure Univ. Email: [EMAIL PROTECTED] St. Bonaventure, NY 14778 WEB: www.SBU.EDU/PSYCHOLOGY/DCARP * 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: Statistics statistic
I just saw this, today, in fact! EXCEPT I saw it as "Did you know that 99% of all statistics are made up on the spot?" annette :-) On Wed, 27 Oct 1999, Beth Benoit wrote: Thought this fun "fact" might get a chuckle in class, especially in Statistics and Methods classes: Did you know that 47.8% of all statistics are made up on the spot? Beth Benoit University of Massachusetts Lowell 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: Creative and Imaginative Curricula
I think that schools like the Evergreen State College in Olympia (?) washington and univ of california santa cruz come to mind. Especially at TESC the majority of their classes are 'learning communities' in which several instructors come together to combine their discipline with others--this more than just 'linking' classes. It is creative and imaginative in that no class is ever repeated! Students are not ' graded'--they receive a written evaluation, and from what I understand this in no way hampers their ability to get into graduate programs. The same is true of UCSC. I'd check their websites. annette On Wed, 27 Oct 1999, Jessica Le and Luke Dalfiume wrote: Fellow Tipsters, We have a new Academic Dean at my institution, and one of his initiatives is curricular reform. I am on a subcommittee with the following charge: What are the most creative and imaginative undergraduate curricula in America, what are their components, and how is their impact on students measured? What are some creative and imaginative curriculum ideas at your institutions, or that you are aware of at other institutions? How is the 'success' of the curriculum evaluated? Thank you in advance. Luke Dalfiume, Ph.D. Eureka College Eureka, Illinois 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: APA style question
On Wed, 27 Oct 1999, Serdikoff, Sherry L. wrote:
Tipsters: Here's one that has my Exp Psyc students, my TA and me stumped...
...snip
In contrast, the
page header is supposed to be "the first two or three words from the title" (APA
manual p. 241). But, in the two-experiment example paper (pp. 269-270) they use the
third and fourth word as the page header -- perhaps these words match the first two
words of the running head for that paper but, since no title page is provided for
this example it is impossible to tell for sure. Other sources are not in agreement
here either; some say is should be the first 2-3 words of the FULL title and other
say the first 2-3 words of the running head.
In my copy of the APA manual, the sampe paper does have the first
2 words (individual differences) of the full title as the short title
For the 2-study case I think they took the 2nd and 3rd substantive
words--omitting the first substantive and nonsubstantive words (Effect of)
since the logic is that should the manuscript pages become disorganized,
as when a Klutz walks by and the entire stack of manuscripts is tossed
to the floor unintentionally, then the manuscripts can be reassembled.
It would be impossible to do if too may of them had "effects of" as the
short title :-)
I'm not sure where I got the idea that it's the first 2-3 substantive
words, as opposed to the exact first 2-3 words except it makes
good sense. I just checked the APA manual so maybe I had made
a personal interpretation that works.
annette
HELP?
+++
+__Sherry L. Serdikoff, Ph.D. +
+ * * School of Psychology +
+ * OO * James Madison University +
+ ** MSC 7401 {)__(} +
+ *(. .)* Harrisonburg, VA 22807 (oo) +
+ \ / E-mail: [EMAIL PROTECTED] -o0o-=\/=-o0o- +
+ \/ Telephone: 540-568-7089 +
+ FAX Number: 540-568-3322 +
+++++++
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
