change in email address
My new email address is <[EMAIL PROTECTED]> ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Physio questions
I have an unusual request to make. I am involved in a situation where students in a physiological psychology class have been given access to the test bank answers. I am using Kalat 7e, and the test tomorrow was to cover chapters 12 & 15, on emotions and alcohol, depression, & schizophrenia. What I need is another test bank, from another textbook, from which to draw questions for the test TOMORROW. This situation is not at Centenary, btw. Do you have any suggestions for me? For example, do you have sample quizes on your websites for your classes? I appreciate your help. Thanx ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: critical thinking texts for senior sem
Challenging Your Preconceptions: Thinking Critically About Psychology 2nd Edition Randolph A. Smith Ouachita Baptist University Published by Wadsworth Publishing PB © 2002 ISBN/ISSN: 0-534-26739-4 List Price: $18.95, Your Price: $17.06 Status: Available on 07/27/2001 128 pages <http://e-catalog.thomsonlearning.com/150l/> At 10:19 PM 4/25/01 -0500, Hatcher, Joe wrote: >Hi Tipsters, > I will be in charge of our Senior Sem this next year. The main >component of the semester is an independent research project, but we do meet >as a class twice a week. I'd like to devote most of this time to critical >thinking, both within Psychology and beyond, and would be interested in >gathering texts, large or small, mainstream or offbeat, that others have >found useful. I'd be happy to compile these and post them back to the list >if you want to respond to me privately, or you can post them to the list if >you think people would be interested. > >Joe Hatcher >Ripon College >Ripon, WI, USA >[EMAIL PROTECTED] > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
networking
I am asking you to help me identify potential targets for a paper on women who build their homes, adapt and survive in the Chihuauan desert- without water or electricity. This request comes from one of my former students, who is going to attend Univ of Cairo to study Middle Eastern relations (especially women), is living in this desert and has written a paper on her experiences. She asked me where she could send her article. Do you have any ideas that I can pass on to her? She is quite bright and insightful. I really like her. I will give you her name and email address in case any of you have particular interests in that topic and want to collaborate with her in data collection. Vaness Boyd [EMAIL PROTECTED] *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
more things to fear
Fear of eating something with hair in it that gets stuck in your maouth Fear of other people's dirty hands Fear of having dirty hands (like post washing them, touching bathroom doors and such. Fear of missing important things (class, tests, meetings) Fear of bedbugs eating my mattress and my dead skin cells. Fear of a bug in my bed that could crawl across me under the covers I not be able to catch it Fear of being rejected Fear of forgettting to do something (take medicene on time, do homework) ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: Be afraid . . . be VERY afraid
excellent resource; thank you. We found a need for more categories. Perhaps this will provide the gap in the glossary that someone needs to attain fame. Fear of Stress Fear of Nightmares Fear of Crashing (Plane or Car) Fear of Stepping on Something Wet with My Socks On At 09:20 AM 4/3/01 -0700, Jeff Ricker wrote: >I found a site that lists the terms for hundreds of phobias as well as >their definitions (go to: http://www.phobialist.com/). I thought that it >might be fun to hand out in your courses when you discuss anxiety >disorders. > >Being someone who suffers from many anxiety problems, I examined the >list carefully and discovered that I suffer from polyphobia (the fear of >many things). For example, I diagnosed myself with the following: > >Arachibutyrophobia- Fear of peanut butter sticking to the roof of the >mouth. >Defecaloesiophobia- Fear of painful bowels movements. (Isn't everybody?) > >Dutchphobia- Fear of the Dutch. >Dextrophobia- Fear of objects to the right side of the body. >Levophobia- Fear of things to the left side of the body. (I stare >straight ahead at all times.) >Geniophobia- Fear of chins. (I can't watch any movie with Kirk Douglas >in it.) >Walloonphobia- Fear of the Walloons. (I don't know what a Walloon is, >but I shrieked when I read the word.) >Zemmiphobia- Fear of the great mole rat. (Well, of course!) > >And I'll bet that some of you wish that I had the following: > >Cyberphobia- Fear of computers or working on a computer. > >Jeff > >-- >Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 >9000 E. Chaparral Rd.FAX Number: (480) 423-6298 >Psychology Department[EMAIL PROTECTED] >Scottsdale Community College >Scottsdale, AZ 85256-2626 > >"Science must begin with myths and with the criticism of myths" > Karl Popper (THE MYTHOPHOBIC) > >No matter how cynical you become, it's never enough to keep up. > Lily Tomlin > >Listowner: Psychologists Educating Students to Think Skeptically (PESTS) > >http://www.sc.maricopa.edu/sbscience/pests/index.html > > > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
RE: Rebirthing
fact that the same effects were found with both genuine and >fake crystals undermines any claims that crystals have the > " he said. > > "The power of suggestion, either explicit or implicit, >seems to >be the not-so-mysterious power that may convince many that >crystals have the potential to work miracles. The data >presented are consistent with the idea that believers >in the > " > >Dr Richard Wiseman, psychologist at the University of >Hertfordshire in Hatfield and a researcher into paranormal > "It is suggestive that the power of crystals is in >the mind instead of in the crystals. Clearly there is >an effect, > But people are paying hundreds of pounds for crystal and > " > Mike Lee[EMAIL PROTECTED] > Dept of Psychology http://home.cc.umanitoba.ca/~mdlee > University of Manitoba (204) 474-8169 > Canada *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
oh! baby!
On the radio this morning, a dj was making light of a report that someone had a baby recently, here in Shreveport, and they did not know that they were pregnant. They dial the home. What began as a "joke" call ended in a tone of wonder and appreciation. The father of the baby answered, and it was his sincere and factual response that turned the corner on the purpose of the phone call. His wife had come home from work one day and complained of back pain. She went to the bathroom to have a hot soak in the tub. About 15 minutes later, she called to him, Tim, and asked him to come there. He figured she needed him to hand her a towel. But she was holding a baby. The baby was breathing. He checked the nose and mouth for obstructions. He wrapped a towel around the baby, with cord still attached, and put a towel around his wife. He called 911. Then he set up a space heater to warm up the bathroom, and put a blanket on his wife. Baby is 8 weeks old and doing fine. Mother is a computer teacher at a local school. Was there a weight gain? She weighs about 155 pounds, and has even lost 6 pounds since last year. Why didn't she notice the missed periods? It is normal for her to go about 6 or 7 months without a period because she had a bout of cancer in her reproductive organs when she was younger. The doctors had told her that she had a very small chance of ever becoming pregnant. She is doing well and enjoying her surprise baby very much. ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: Quick question on learning
When an event is both classical and operant conditioning, it is called biconditioning. I think the author of the article on biconditioning is Williams. Food poisoning is another example of biconditioning. The postingestional consequences are the operant, the restaurant or the flavor associated with the food are classically conditioned. At 09:01 AM 3/20/01 -0600, Chuck Huff wrote: >At 8:30 AM -0600 3/20/01, Jean Edwards wrote: >>Good morning all: >> >>A student asked a question regarding the use of "invisible" fences. >>A dog wears a collar that delivers a mild shock whenever the dog >>crosses over the boundary and learns not to cross the boundary. Is >>this an example of operant or classical conditioning? I answered >>that it was operant conditioning (positive punishment) because the >>shock follows the behavior and decreases it. Just wanted to double >>check that my answer is correct. > >It's both operant (punishment for a certain behavior) and classical, >if you consider the association of the shock with the collar. > >It is good example of punishment well used, in that it is consistent, >occurs immediately upon performance of the behavior, and is unlikely >to be associated (via classical conditioning) with the owner. > >I expect however, that one of the flaws of punishment still pertains: >it merely suppresses the behavior, rather than eliminating it. If it >is turned off AND the dog discovers it no longer works, the previous >behavior is likely to be reinstated. I would appreciate comment from >others who know of evidence regarding this. > >-Chuck >- Chuck Huff Psychology Department >- Associate Professor St.Olaf College >- Tutor in the Paracollege 1520 St. Olaf Avenue >- 507.646.3169 Fax: 646.3774 Northfield, MN 55057-1098 >- [EMAIL PROTECTED] http://www.stolaf.edu/people/huff/ > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
classroom environment
I suppose one could have a little fun with the situation. Perhaps a few students would like to collect data on this change. Do you have Observer software loaded onto a laptop? It is good for noting trips, overstepping, complaints, etc. After baseline with chunk chain, do some Hawthorne effects. Tie ribbons onto it one day, paint it (I would not ask the powers that be; just don't get any on the carpet) different colors, invite an art student to turn it into an artistic statement (maybe add some more chains in different textures-- hotlinks), and continue to note reactions. Just brainstorming. ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
y
Perhaps you can indulge me a little curiosity this morning. The thought was triggered again by the interesting face morphing site that Stephen Black shared. My "wonderment" concerns the amount and location of genetic material on the y chromosome. If we conceptualize (pun unintended) the y chromosome as a "short x," then wouldn't it be possible for the length of the y chromosomes to vary? and thereby vary in genetic information to complement the x? We know that the organism with no y chromosome is viable; Turner girls are XO. It would seem, then, that organisms with any length of y, or any portion of y, would also survive. What differences occur due to the length of the y? Why do I think there could be variations in length of y? I think of the variability that occurs due to crossing over in meiosis. When part of a chromosome "goes in one direction" and the rest to the other gamete, then parts of chromosomes may recombine (top half of A goes with bottom half of B; bottom half of A goes with top half of B) in the gamete. We know that monosomy and trisomy occur because one gamete carried either NO chromosome for that autosome, or one gamete carried both chromosomes from one parent (uniparental disomy). Another variation could be that one whole chromosome and part of the second (say, all of A and top half of B) would go to one gamete, and the remaining portion (bottom half of B) would go to the other in meiosis. In such case, the size of the portion, or the proportion, of the second chromosome that divides during meiosis would seem subject to variation. Depending on which portion of y was part of the zygote, and thereby, the amount of information, and the type of information on y, would affect outcome. Is anyone aware of research on variations in the length and contents of the y chromosome, and its effects on development? *********** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
need scoring criteria
I need a favor. I have a student in sports psychology who used one of the sample tests from her textbook (Foundations of Sport and Exercise Psychology, 2e; Weinberg & Gould, 1999,pub by Human Kinetics, p. 76) on Competitive State Anxiety Inventory-2 (CSAI-2). The reference is: Martens,R., Burton, D., Vealey, R.S., bump, L.A., & Smith, D.(1982, June). Cognitive and somatic dimensions of competitive anxiety (CSAI-2). Paper presented at NASPSPA Conference, University of Maryland, College Park. As you see, it was in a paper presented at a conference. I looked up each author's name in the APS directory, but did not find them. Well, there were plenty of Smiths, but which D? Daniel? David? If you recognize this inventory, or one of the authors, perhaps you can fax us the scoring criteria, or tell us where the author is currently working. I can phone them for the missing pieces. Thanks so much. *********** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: TIPS: Liberal arts
I share your interest in interdiscplinary courses. I am biased in my belief that psychology is at the heart of the liberal arts tradition because it overlaps with practically every department on campus. I can think of psychology in application in the following subject areas: - history/political science; psychological profiles of great leaders throughout history, persuasion or propaganda?, forensic psychology - sociology; overlaps with criminology, marriage and family, delinquency, and sociology of gender courses - religion; psychology of religion, women and religion, and of course, your topic, psychology of theology - economics/accounting/business; motivation and leadership for management, advertising and psychology, decision theory - biology; animal behavior, neuroscience, developmental neuroscience - physics; new topic area is psychology and physics, with quantum theory and the brain, psychology in a vibrational universe (use Candice Pert's book Molecules of Emotion) - english; personality psychology through novels (I have a reading list ready) - communication; psychology and film, principles of individual and group persuasion - speech/theatre; small group communication - education; educational psychology, motivation - philosophy; Darwin and psychology, psycholinguistics - chemistry; psychopharmacology - math; statistics - computer science; ergonomics - foreign languages; psychology in culture and language - geology; environmental psychology I have written to both Economic Policy and Academic Affair faculty committees at our college about this issue of teaching load and compensation. This was their solution: the two teachers who want to create an interdisciplinary course should each propose a course in their respective disciplines, and students register for one or the other course. The two teachers schedule their courses to meet at the same time slot, but in two rooms. They pool their classes into an auditorium on days that the two courses share the same curricula, and stay in their individual rooms if there are discipline-specific aspects to the course. My department chair had two complaints about interdisciplinary coursework: 1. the staffing issue, and 2. dilution of the content. REgarding the staffing issue, there are more required courses than electives in our major. An array of the required courses need to be taught every semester, leaving room for one elective course per semester per teacher. He did not think that we could afford time to teach our regular elective courses and provide these interdisciplinary alternatives. The dilution issue is that, theoretically, a student could take all of their electives in the interdiscplinary format, and would have had at least half of their instruction from professors outside of the psychology department in those classes. We disagree on these issues. I would like to attract students from other discplines to these courses so that they could see the relevance of psychology to their professions. I would like to see a liberal arts degree option, in addition to departmental degrees, wherein the major courses were primarily interdisciplinary, and featured a capstone course with a liberal arts approach to a contemporary topic. C'mon guys, don'tcha just wanta hire me? At 11:51 AM 3/2/01 -0500, Nathalie Cote wrote: >Thoughts about being a teacher at a liberal arts college: > > >Does your institution do anything to encourage interaction or thinking or >learning across disciplines? For example, is there some mechanism for >auditing courses in other departments, or a forum for discussion among >faculty on general issues, or encouragement for co-teaching >interdisciplinary courses? > >I would love to co-teach a course on Psychology and Theology, for instance, >but I would definitely need a partner from the Theology department. The way >our college is set up, there's no way to do that. How would one apportion >the salary and the teaching load credit? > > >I'd love to hear about what goes on at other schools to encourage liberal >arts scholarly development. > >Nathalie > >* >Nathalie Coté >Assistant Professor of Psychology >Belmont Abbey College >100 Belmont - Mt. Holly Road >Belmont, NC 28012 >(704) 825-6754 > > > > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
[FACULTY] Seeing is believing
EnJoyce > >This is for all the "do it yourself" people!!! > >Attachment Converted: "c:\eudora\attach\homedepot.doc" > homedepot.doc *********** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
A Note on MS Word Viruses
This message came from our systems administrator, and I wanted to share its content with you. >Dear Folks, > In light of our recent attention to viruses I thought I would >remind everyone that there is a safer method to sending out document >attachments in email without the risk of transferring viruses. If you >create a document in MS Word and save it as Rich Text Format ( a .rtf >file) you can maintain the flexibility in the formatting (i.e. font's >and styles) and not risk transferring viruses embedded in standard MS >Word Documents. > However, If you receive an MS Word Document it is recommended you right >click (right mouse button) on the attachment and chose the save (in >Netscape 'save link as') function and after saving the document scan it >for viruses. > >Thanks and have a good day. > >Chris Derrick >Systems Administrator >- >This message was sent to all faculty on Centenary Campus > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: alternative models
Yes, this is what I had in mind and I thank you for responding. Mine was a genuine question, not meant to be merely rhetorical. Given that some behaviors are physiologically driven, as in the personality changes we see in Alzheimer's patients, we would then admit, in a "deviance model," that the categorization of behavior, as normal or abnormal, is socially determined. Deviance becomes harder to define in a context of multicultural diversity. Is "normal" defined as "most frequently occurring" or as the behavioral expectation of the dominant class. I use the term "dominant" class rather than the majority because the dominant class is not always in the majority. At 10:08 AM 1/15/01 +0100, you wrote: >>If we did not view psychology, especially abnormal personality, from the >>nosological, allpathic medical model, how would it appear? If we >>sidestepped the "germ" and "warfare" metaphors employed in the traditional >>medical model, how would we approach behavior? How would abnormal behavior >>be characterized if it was not viewed as a "mental illness?" How would >>clinicians interact with clients outside of a "therapy" or "treatment" >>modality? How would we view behavior in terms of "diagnosis?" > >The criminal justice system comes to mind. (Some of the diagnoses are >murderer, rapist, thief, etc., and the treatment is usually >punishment.) > >I think it helps to look at the problems you're thinking about in >terms of deviance. Whether we define the problem behavior in terms of >illness (for which medical attention is justified) or criminality >(for which harsher systems of control are usually justified) or >something else (for which other forms of control would be justified), >the key is that we accept some behaviors as normal and consider >others as deviant. Once that's behind us, we construct methods of >defining and controlling the deviants... of which a medical, mental >illness model, is one that we've constructed over the years. > >When it comes to critiquing the assumptions made by the medical model >and the lack of insight into the sociological forces behind the >medical model, Szasz has pretty much made the case in his Myth of >Mental Illness and subsequent works. None of it completely denies >that illness may underlie behavioral abnormalities (I can't speak for >him, of course, but I doubt Szasz would have any problems with valid >evidence that shows pathology at the base of psychological >disorders). Nor would Szasz argue that we shouldn't be helping >people; whether we give them therapy, or restructure environments, or >redefine normality, or lock people in prisons, etc., all of these >activities are forms of social control, which is an activity that >people in societies will engage in. > >Is that the kind of thing you had in mind? > > --> Mike O. >-- > >___ > Michael S. Ofsowitz [EMAIL PROTECTED] > University of Maryland - European Division > http://faculty.ed.umuc.edu/~mofsowit > *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
alternative models
If we did not view psychology, especially abnormal personality, from the nosological, allpathic medical model, how would it appear? If we sidestepped the "germ" and "warfare" metaphors employed in the traditional medical model, how would we approach behavior? How would abnormal behavior be characterized if it was not viewed as a "mental illness?" How would clinicians interact with clients outside of a "therapy" or "treatment" modality? How would we view behavior in terms of "diagnosis?" *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
need publisher
Has anyone used the Personality text by Bernardo J. Carducci? Can you please tell me who is the publisher? Also, did you like it? Thanks. *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
loveletter virus
The attached file cexoaowe.gif.vbs was infected with the loveletter@MM virus. Please be more careful in the future not to send out infected files to the listserv. *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
office hours
1) Keep a jar of m & m's on your desk (or some other reinforcing "pellet"). 2) Arrange the office furniture so that the student's (visitor's) chair is on the same side of the desk as the teacher's (authority's) chair. Be aware that the desk is seen as a fortress or barrier. Place the desk in such a position that it does not separate you from the student. Try this. Stand in your doorway and try to look at your office arrangement objectively. Where could you place your desk, computer, phone, files, chairs, etc., so that these items are both convenient & efficient for your work habits AND communicate the silent message that visitors are welcome? 3) Have ambient lighting available- perhaps a desk lamp instead of harsh overhead fluorescence. I put a full spectrum bulb in my desk lamp b/c here in the basement, we don't get much sunshine. 4) Occasionally, play background music, if the noise level is not a distraction to you or to others. 5) Personalize your space with color. Have your office painted a pleasant color, then put interesting pictures on the walls. To paint even one wall an accent color can change the whole look. 6) Weave an occasional invitation during classtime to folks to visit your office outside of classtime. For example, perhaps someone asks a question, and you answer in part, then say, "Come by my office so that I can show you an illustration of this in one of my textbooks." 7) Invite students to visit individually. I don't know how large your classes are, but if you have a manageable number, you could invite them to come to your office for a private consultation. For example, I ask students to read an article and summarize it in APA format. They have one opportunity to rewrite the paper after I have edited it. I tell them during classtime to come by my office outside of classtime to pick up their papers individually. When they come to pick up their paper, I invite them to sit in my guest chair. I get out their paper and go over some of my editorial comments, show them where to find the guidance source in the APA manual, and so on. 8) Have interesting things in your office: posted comics, model of a brain that can be handled, a nerd basketball hoop over the trashcan with nerd ball nearby, one of those metallic magnetic scultures, a transparent vial of oil and water that moves when it is inverted -- you get the idea. Place items around your desk that signal approach and trigger curiosity. 9) Place/attach a small whiteboard with an erasable marker on your door or hang a pad of sticky notes with a pen for messages. 10) Don't forget the role of smell. Olfaction is the oldest form of memory, and the first sense to habituate. Does your office smell dusty? moldy? pleasant? You don't have to put out a bowl of potpouri. I run a small Hepa air cleaner in my office in the basement b/c mold can build up down here. I have a lamp ring with fragrant oil in it. The idea is not to overwhelm someone with in-your-face fragrance, but to make sure that the atmosphere in your office is not aversive. *** Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
graduate study in child abuse
I have a student who wants to get graduate training in child psychology and work with abused children. Does anyone know of an APA approved graduate program that is affiliated with an abused women and children's center or specializes in victims of abuse? ******* Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: PS302 Tests & Measurements
My students enjoyed this exercise and retained the skills and target message of the experience. The goal of the study was to test reliability and validity of any test from a popular magazine- like Glamour, Cosmo, etc. They were to select one of those quizes, retype it, and collect data from 20 other folks. A week later, they were to get the same folks to answer the questions again. They analyzed the test-retest data for reliability. The students did item analysis using SPSS on the questions from one time of testing for validity. Then, they created Powerpoint presentations for their classmates, boardroom style. They described the instrument, including sample questions with options. Many noted how the options were worded. They gave the self-scoring technique from the magazine and the suggested implications from scoring categories. The students presented descriptive data with histograms, using the Chart tool (Excel format) in Powerpoint. They presented means and standard deviations with SPSS and compared those measures with the scoring categories recommended by the magazine. The scoring categories in the magazine were usually way out of balance, and often ridiculous. I can assure you that, in conclusion, surveys were nowhere near valid and provided a source of extreme humor. My students commented on how many people take those surveys seriously, and make life changing decisions based on their outcomes. At 10:57 AM 9/1/00 EDT, [EMAIL PROTECTED] wrote: >I am going to teach Tests & Measurements and have the test Psychological >Testing by Anastasi and Urbina. I have never taught this before. Any >suggests would be appreciated. Also, when I took the class I remember that >we each were assigned a test/measurement to research and report on in class. >We also took the Shipley, MMPI, etc. How do I go about getting copies of >these instruments for the students or is that possible anymore? Thanks for >any feedback. Nina > >Nina Barnes, Ph.D. >[EMAIL PROTECTED] > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
imposter
EnJoyce this gif CATMOUSE.gif Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
summer reading
If it isn't too much trouble, could you indicate the publishers on those summer reading selections. I would like to ask my publisher reps for evaluation copies. Thanks Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Next fall's first year students
>__ >The people who are starting college this fall across the nation were >born >in 1982. > >They have no meaningful recollection of the Reagan Era and probably >did not know he had ever been shot. > >They were prepubescent when the Persian Gulf War was waged. > >Black Monday 1987 is as significant to them as the Great Depression. > >There has been only one Pope. > >They were 11 when the Soviet Union broke apart and do not remember >the Cold War. > >They have never feared a nuclear war. > >They are too young to remember the space shuttle blowing up. > >Tianamen Square means nothing to them. > >Their lifetime has always included AIDS. > >Bottle caps have always been screw off and plastic. > >Atari predates them, as do vinyl albums. > >The expression you sound like a broken record means nothing to them. >They >have never owned a record player. > >They have likely never played Pac Man and have never heard of Pong. > >They may have never heard of an 8 track. The Compact Disc was introduced >when they were 1 year old. > >As far as they know, stamps have always cost about 33 cents. > >They have always had an answering machine. > >Most have never seen a TV set with only 13 channels, nor have they seen >a black-and-white TV. > >They have always had cable. > >There has always been VCRs, but they have no idea what BETA is. > >They cannot fathom not having a remote control. > >They were born the year that Walkmen were introduced by Sony. > >Roller-skating has always meant inline for them. > >Jay Leno has always been on the Tonight Show. > >They have no idea when or why Jordache jeans were cool. > >Popcorn has always been cooked in the microwave. > >They have never seen Larry Bird play. > >They never took a swim and thought about Jaws. > >The Vietnam War is as ancient history to them as WWI, WWII and the Civil >War. > >They have no idea that Americans were ever held hostage in Iran. > >They can't imagine what hard contact lenses are. > >They don't know who Mork was or where he was from. > >They never heard: Where's the beef?, I'd walk a mile for a Camel, >or de plane, de plane > >They do not care who shot J.R. and have no idea who J.R. is. > >The Titanic was found? They thought we always knew where it was. > >Kansas, Chicago, Boston, America, and Alabama are places, not groups. > >McDonalds never came in Styrofoam containers. > >There has always been MTV. > >They don't have a clue how to use a typewriter. > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
job listings made easy
At the site below, I have assembled a set of hotlinked URL's for sites that list academic and non-academic Psychology-related job/position openings. Opportunities for women are also highlighted. <http://www.centenary.edu/~jjohnson/jobs.htm> Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 homepage: <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
sports Psychology
I have a student, a junior, who wants to do a summer internship in sports psych. Slim pickin's here in Shreveport. We could only locate one, and he doesn't take interns. Can you give me a lead? tell me how I can get into a sports psych list-serv or something? I would like to help her find a place to work this summer so that she can make an informed choice for graduate school. She is a tennis player, btw. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
rape debate
oted to answering it. In the typical >> >>>"science in one corner, feminism in the other" paradigm so often favored by >> >>>the media, Today viewers received a whole lot of hype and very little >> >>>information on which to judge this contested theory. >> >>> >> >>>What Thornhill and Palmer received as a result of this type of coverage (by >> >>>NBC as well as in the national and international press) was much more >> >>>tangible: MIT Press capitalized on the book's PR hype by moving its >> >>>publication date from April 1 to February 1. An MIT Press representative >> >>>told FAIR that as of the first week in February, the initial print run of >> >>>10,000 copies has already sold out, and at least another 10,000 copies have >> >>>been ordered. >> >>> >> >>>ACTION: Want to know why NBC devoted so much air time--and so little >> >>>scientific scrutiny--to a dubious theory that women can reduce their risk of >> >>>rape by dressing conservatively? Ask them. Express your concerns to: >> >>> >> >>>Dateline NBC >> >>>corespondent Lisa Rudolph: [EMAIL PROTECTED] >> >>>Fax: 212-644-7073 >> >>>30 Rockefeller Plaza >> >>>NYC, NY 10112. >> >>> >> >>>Today Show >> >>>news anchor Ann Curry >> >>>mailto:[EMAIL PROTECTED] >> >>>30 Rockefeller Plaza >> >>>NYC, NY 10112 >> >>> >> >>>Please "cc" your letters to Jennifer Pozner, Women's Desk Director, FAIR, >> >>>at: mailto:[EMAIL PROTECTED] >> >>>Fax: 212-727-7668 >> >>> >> >>>-- >> >>> >> >>> >> >>>Feel free to respond to FAIR ( [EMAIL PROTECTED] ). We can't reply to >> >>>everything, but we will look at each message. We especially appreciate >> >>>documented example of media bias or censorship. All messages to the >> >>>'FAIR-L' list will be forwarded to the editor of the list. >> >>> >> >>>Also, please send copies of email correspondence, including any >> >>>responses, to us at: [EMAIL PROTECTED] . >> >>> >> >>>Feel free to spread this message around. Put it on conferences >> >>>where it is appropriate. We depend on word of mouth to get our message >> >>>out, so please let others know about FAIR and this mailing list. >> >>> >> >>>Don't miss a single e-mail from FAIR-L. >> >>> >> >>>You can subscribe to FAIR-L at our web site: >> >>>http://www.fair.org/emaillist.html >> >>>Or, you can send a "subscribe FAIR-L enter your full name" >> >>>command to [EMAIL PROTECTED] >> >>> >> >>>The subscriber list is kept confidential, so no need to worry about >> >>>spammers. >> >>> >> >>> >> >>>You may leave the list at any time by sending a "SIGNOFF FAIR-L" >> >>>command to [EMAIL PROTECTED] >> >>> >> >>>Please support FAIR by becoming a member. >> >>>You will receive FAIR's magazine, EXTRA! and its newsletter, EXTRA! >> >>>Update. You can become a member by calling 1-800-847-3993 from 9 to >> >>>5 Eastern Time (be sure to tell them you got the information >> >>>on-line) or by sending $19 with your name and address to: >> >>> >> >>> FAIR/EXTRA! Subscription Service >> >>> P.O. Box 170 >> >>> Congers, NY 10920-9930 >> >>> >> >>> >> >>> FAIR >> >>> (212) 633-6700 >> >>> http://www.fair.org/ >> >>> E-mail: [EMAIL PROTECTED] >> >>> >> >>>list administrators: [EMAIL PROTECTED] >> >>> >> >>> >> >>> >> >> >> >> > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: falling dreams
I think I know what hypnogogic hallucinations are; I think they are illusory experiences that one perceives as one would an actual, waking experience. I understand that it is hard to distinguish whether one is actually doing it or "dreaming" it. Please tell me what a hypnopompic hallucination is. I was under the impression that the falling sensation was due to a brief interruption in heart beat- that the sudden awakening and sitting upright was due to a jumpstart from the sympathetic nervous system. Was I misinformed? At 09:22 AM 02/08/2000 -0600, Cheryl B Schwartz wrote: >Kirsten: > >In response to your question about why we dream of falling and then jerk >awake right before hitting bottom, this may provide some insight. > >We are known to experience events called hypnogogic and hypnopompic >hallucinations associated with falling asleep or waking up. It is during >these transitions to/from sleep that these hallucinations >occur. Frequently they are of the falling/flying variety, but can also be >auditory or tactile, etc. It is not known why falling is so common, I >suspect that answer would lie in the realm of dream interpretation and >stresses in a person's life. However, the sensations are completely >normal (albeit frightening at the time) and indicate no pathology of the >sleep process. > >I hope this answers your and your students' question. Sleep is a >fascinating field -- we all do it, and yet it seems we know so little >about it. (In reality, we actually do understand quite a bit about it.) >If you have any futher questions, feel free to contact me at one of my >e-mail addresses. > >--Cheryl :) > >former polysomnographic technologist (that's jargon for the person who >hooks up patients and monitors their sleep all night, while not >getting any her-/himself) and current lecturer at NEIU. > > >* 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? * > > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
RE:prenatal lungs
I would like to refer you to a book by Peter Nathanielsz, MD, PhD available for free evaluation from W H Freeman press Life Before Birth: The Challenges of Fetal Development. Chapter 6 is entitled "Fetal Breathing Movements" (1992; ISBN 0 7167 3025 1). Another "layman's" version of Nathanielsz' work (from Cornell U) is available through B Dalton (or Barnes & Noble) and was recently featured in Newsweek Sept 27, 99 (Where Health Begins; Obesity, Cancer and Heart Attacks: How your Odds are Set in the Womb). Book is entitled Life in the Womb. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
I/O Psychs
I need a little help from my colleagues. We are a small liberal arts college with a 2 1/4 person Psych department. We have received a donation for a Chaired professorship. WE will try to get matching funds for the endowment from the state board of trustees. We need to decide what is the best fit of Psych specialty to fulfill the donor's spec's that the Chair be dedicated to "Stewardship", yet fulfill our need to round out our undergraduate Psychology program. We have considered Cognitive Neuroscience, Clinical, or Industrial/Organizational. We have interesting meetings, you may imagine. What I need from you is 1) ways to contact groups of I/O Psychs either through listservs, the APA division, or specialty groups like TIPS 2) sources of information about how many I/O Psych PH.D.'s are being "produced" (graduating) each year compared to other disciplines within Psych 3) what kind of demand exists for academic I/O Psychs (with some consulting opps on the side) 4) information to decide if undergraduate I/O Psych classes are a good choice for our students in preparation for their future as graduate students, as well as for our undergraduates who will go straight into the work force upon graduation. We have about 800 undergraduates total. Psych is a popular major, and we service most students in the college with General Psych and Developmental Psych for the "Core". Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
learning unit question
I refer you to David R Williams' chapter on "Biconditional Behavior: Conditioning without Constraint" in Autoshaping and Conditioning Theory, Edited by C.M. Locurto, H.S. Terrace, & John Gibbon, Academic Press (subsidiary of Harcourt Brace Jovanovich), New York , 1981, pp. 55-99. "In light of these findings, it seems appropriate to refer to key-pecking as 'biconditional' behavior, because its strength depends on both the conditional S-S link of classical conditioning, and the conditional R-S link of instrumental conditioning. A full account of its occurrence must take both soruce of conditional control into account." p. 78 Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
Re: Psychology Tour
with and talk with Erin Van De Hey, a "new" student at WMU >* 8 P.M. Maria Malott, Executive Director of ABA, talking on ABA and her >work in Behavioral Industrial / OBM >Stay in Kalamazoo > >June 2, Friday >* 9 A.M. Rick Spates, WMU Clinical Program >* 10 A.M. Alan Poling >* 11 A.M. travel to Vicksburg, MI a visit with a St. Cloud State U. >undergrad & W.M.U. doctorate graduate, Sue O'Brien Eickhoff, Sue will talk >about application of her work as the President of Ronnigen's a research and >development company. Lunch will be provided by our hosts, Ronnigen's. >1:30 P.M. travel to Chicago >* 4:30 Vist Howe Developmental Center, Matt Miller and David Pyle >* travel and stay in Milwaukee, U. of Wisconsin at Milwaukee dorm >Conference housing, Sandburg Halls - enroute we will stop and visit Racine, >WI the geographical and cultural center of the world. Perhaps, your only >chance in your lifetime, and/or eternity to have a chance to visit the most >famous intersection in the solar system. You will have the chance to have >what makes Racine famous, Kringle, in the place that made it famous. (This >opinion, of course, is the biased view of the course instructor.) > >June 3 Saturday visit with >* Roger Bass, the group BALANCE, TBA, behavior analysis applied to music, >behavioral education topics, teaching Behavior Analysis >*Marshall Dermer >- Paula Lamberg >- Jay Moore >- Alan Baron >travel to Madison - stay: College Park Regency, 1402 Regent Street, Madison, WI >* Sat P.M. We have been invited for Brats and conversation with Glen >Sallows at his home. > >June 4 Sunday >*11:00 A.M. Glen Sallows - Wisconsin Early Autism Project - hopefully with >a parent and child demonstration of some of the Lovaas techniques. >Travel to St. Cloud (400 miles) >* Stop Wonder Spot - wrap up tour, possible drop student at Wisconsin >Dells transportation connection, Twin Cities airport, or drops at locations >on I-94 enroute back to St. Cloud > >Gerald C. Mertens, Psychology Department, Whitney House, 720 4th Ave. >South, St. Cloud State University, St. Cloud, MN. 56301-4498 / Office Phone >(320) 255-2138, Department Secretary (Mary Williams) Phone (320) 255-4157, >2 possible FAX numbers: (320) 202-0919 or (320) 255-3098 (BOTH OF >THESE ARE GENERAL OFFICE FAX INCLUDE MY LAST NAME ON FAX) >email [EMAIL PROTECTED] > >Home Address: 916 10th Ave. S., St. Cloud, MN. 56301 / Home Phone (320) >251-3134 > > > > > > > >. > > > > > > > > > > > > >Gerald C. Mertens, Psychology Department, Whitney House, 720 4th Ave. >South, St. Cloud State University, St. Cloud, MN. 56301-4498 / Office Phone >(320) 255-2138, Department Secretary (Mary Williams) Phone (320) 255-4157, >FAX: (320)255-3098 (320)202-0919 (GENERAL OFFICE FAX INCLUDE MY NAME ON >FAX) email [EMAIL PROTECTED] > >Home Address: 916 10th Ave. S., St. Cloud, MN. 56301 / Home Phone (320) >251-3134 > > > > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
behavioral engineering
My response was similar to Larry's. I have three children. Once upon a time, all 3 were under 5 years old-- at the same time. 5,3 & 1. I remember those days. Child rearing practices can be so controversial. Well, here were some of my responses to tantrums: 1)I think Larry's idea of directing was good. It works, too. Instead of directing, I would say that-- if they threw a tantrum and I "gave in" to their demands, they might think it "worked". So, now that they have thrown a tantrum, even if I could have been persuaded otherwise, I could not give in and reinforce this behavior. If the trantrum worked this time, then they might scream sooner and louder and longer next time they wanted something for which I'd said NO, and that would be bad. So, given that they threw a tantrum, compromise was out of the question. Take home message: choice of tantrum is bad strategy with the mom. 2) I took advantage of other kids throwing tantrums in public places. Pretend we're in the grocery store, and someone is doing the resistant rubber kid response, back arching, screaming, hitting mom, etc. I take my kid over to watch the scene like a spectator sport. "Hey, look, they're throwing a tantrum. What do you think? is that attractive to you? does that look good? look at the other people watching? what do you suppose they are thinking? do they admire this kid? or do they think, there's a brat? that's kinda what you look like when you throw a tantrum. what do you think the mom should do now?" and so on. The commentary is safe from the distance, and they usually have pretty good answers- like, they look silly, that's annoying, the mom shouldn't give it to 'em. Actually, tactic #2 was used in n=1 research with an autistic child. They took pictures of the child during a tantrum. Later, in a calm moment, they showed the child their own picture during the tantrum and discussed the incident. Overall occurrence of tantrums decreased significantly. 3) I would use this same tactic, #2, only with them as the star. I would say: by the way, you might want to look around. People are watching. Do you think they are looking at me? No. They are looking at you. You look pretty ridiculous right now. I mean, what if everybody were laying on the floor kicking and bawling like you? (A little Kantian logic thrown in there.) Wouldn't that be ridiculous? It's not working, and YOU look obnoxious. 4)If I was in a safe place, I might leave them alone in the aisle with their tantrum. I would be keeping watch from the end of the aisle or via the convex mirror (shop lifting prevention device mounted up high). They would quieten and look around , but I'd be out of sight. The tantrum was quelled without benefit of an audience. 5)If we were in a public place, maybe waiting in a slow line, and they threw a tantrum, I might say: I bet you think I won't just park this shopping cart and leave the store right now. You might think, ah, people are watching and she'd be embarrassed. Well, that would be a mistake. I know you must be tired, and you need a nap. I need for you to be patient long enough for us to get through this line. But I want you to know that if I have to leave right now, it won't be pleasant for you. I usually only had to back up my promise ONCE, and that was enough to show that I would not be intimidated by screaming in public. It wasn't long before my girls learned better ways of getting what they wanted. For example, instead of screaming for sugared cereals, they'd be bringing me boxes of cereal with the nutrition label side presented for inspection whilst reciting commercials: look, mom,two bowls of this cereal with milk, plus two eggs, toast, and a bottle of orange juice provides 25% of the minimum daily requirement of all these vitamins. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
re-sending the IQ test
Ok now try it. Open the attached file. EnJoyce Iqtest.exe Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
IQ Test
> >This test is for real. > >Attachment Converted: "c:\eudora\attach\Iqtest.exe" > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
women in Psychology
This past month, we discussed texts and materials about women for the traditional History and Systems in Psychology course. I just received a brochure from U of Wisconsin Oshkosh for a curriculum reform instititute for science, gender and community. The workshop to develop course reform and development is June 10-14. It is expensive- cost is $2500 for three-member teams (includes materials, instruction, food and lodging), and there would be additional travel costs, but I thought that it might be a good forum to develop the women's component of the History and Systems course. It says scholarships are available. Among the sciences listed- biology, chemistry, computer science, mathematics, and physics- I find it interesting and informative that women in Psychology are not included as women of science. I think we belong in the list. I consider myself a scientist- a psyentist- and definitely see a need to include women as pratictioners, women as subjects (i.e., white male as norm), women's issues as topics, and perspectives of women in Psychology- in the History and Systems course. Perhaps we need to add to the discussion of History and Systems in Psychology, the effects of feminist scholarship to those of other schools - Functionalism, STructuralism, Behaviorism, etc. Is anyone interested in forming a team? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
call for research collaborators
t to mean that I have chosen the gateway model over the adolescent problem behavior cluster/syndrome model. I am not taking a vote, I'm just posing a simple research question about how perception these activities affect early onset. What is my target population? 3rd to 6th grades. I want to know how these children are perceiving the risks of participation, how they are accessing opportunities, and what contributes to their choices, when they first begin experimentation behavior. There is another aspect of this research that may also hold appeal to some folks out there in TIPSDOM. We want to ask how they- the children- feel while they are using or playing: Are they seeking excitement or escape? Do they lose track of time? Do they feel like a different person? Do they "get lost as if they were in a daydream"? There is research to indicate that "addicts" fall into two camps, those who are seeking sensation and those who are escaping reality. That research also indicates that they make different choices of risk activities based on their need for stimulation/arousal, or need for numbing/escape. We want to see if that hypothesis is supported in early decision making regarding risky behaviors. I invite your comments or suggestions on either of these research topics. I hope our humble server can handle your cascade of creative, CONSTRUCTIVE email replies. I hereby copyright my ideas...witness...thank you...and hope that I find some good colleagues to help shape this proposal and mine (mind) the treasures of these data. Joyce Johnson Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004
stats question/ Geometric Distribution
I hope someone can answer this stats question for me. Brace & Brace Understandable Statistics teaches the Geometric Distribution. I have ten stats texts on the floor of my office now, none of which listed geometric distribution in their indexes. The question is: do you ever include the P(0) where r=0 in the geometric distribution? We (my class and I) got a different answer than was listed in the test bank. Below I will type a problem given in Brase & Brase Understandable Statistics test bank. Here is the test question Ch 5A #5. The probability that an airplane is more than 45 minutes late on arrival is about 15%. Let n= 1,2,3... represent the number of times a person travels on an airplane until the first time the plane is more than 45 minutes late. (c) What is the probability that more than three flights are required before a plane is more than 45 minutes late? Text Answer Given Using formula P(n) = 0.15(0.85)^n-1, P(n>3) = 0.764 We assume that we subtract probabilities 3 and lower to obtain probabilities greater than 3. P(1)=.15 P(2) = .1275 P(3)=.108375 sum P(1)+P(2)+P(3)=.385875So 1-.385875 = .614125 The test bank lists the probability as 0.764. We cannot figure how they obtained that answer. In one alternative, you could redefine the success as .85 that the plane will be on time and failure at .15 that it will be late. In that scenario, the probabilities that the first three flights are successful are P(1)= .85. P(2) = .1275 p(3) .0191 the sum of which equals 0.9966. So that doesn't answer the problem. Help. Thanks. Joyce Johnson Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004
RE: Watch for Shell ads
Rick wrote:
> Think back to childhood. Remember what some of your favorite toys (or the
>logos of the time) looked like?
>
> Gas logos would have "stuck" because a child riding in a car would have
>seen the huge sign with the logo (a shell, a red star [Texaco], a
>"Patriotic torch" [Standard--now Amoco], etc.) and would probably have
>recognized both the station ("Daddy stop for gas now?") and the logo in TV
>ads (catchy tunes, the logo prominent).
>
>
I liked the red pegasus for Mobil oil. I grew up in Dallas where there was
a statue of the red Mobil pegasus on top of a building.
Dr. Joyce Johnson
Assistant Professor of Psychology
Developmental/ Experimental
Centenary College of Louisiana
PO Box 41188
2911 Centenary Blvd.
Shreveport, LA 71134-1188
<http://www.centenary.edu/~jjohnson>
FAX 318 869 5004
Re: Past-life regressions
Maybe you should read his books. I had a student refer to his first book in a paper. So I got a copy and read it. What is particularly impressive is that he is, in his own words, left-brained and tradiationally trained. I think he trained at Columbia and practices at Mt Sinai in Florida. I am recalling his training and working sites from memory, so my locations might be wrong. But I have the fuzzy gist of it. He did not set out to explore regression hypnosis. He was using it in the traditional sense when his client, Catherine, I think, a lab tech from the hospital- could not overcome her problem swallowing. He had tried traditional techniques for about 18 months without success. He suspected that the fear of swallowing might reside in a childhood episode, so he was doing a childhood regression - not a past life regression-- when the first past life regression session occurred. He wrote that he held back his information for four years because of the ridicule he feared he would draw from his professional colleagues. He was quite surprised himself when it occurred, but the phenomenon was quite astonishing. Here was a person,his client, in a hypnotic state- talking about his father and his deceased son in a way that shc could not have known. His infant son had "chicken heart", where the heart is reversed in the chest cavity, and had died within 21 days, maybe 11 days, or so, after birth. And that had occurred years before. She used his deceased father's name that was not his common name- either his original name before Americanization or his nickname. Anyway, that was from his first book. In his third book, I think it is, two clients tell the same past life regression scene from two perspectives. Anyway, I was impressed by the sincerity of his approach. By the way, the past life incident with the swallowing revealed a death in a former life related to the throat, and upon awakening from the hypnotic state, the swallowing problem was resolved. At 06:15 PM 9/27/99 -0700, you wrote: >This semester, I have a student who (until she took my class) had been very >enamored with books about past-life regressions. In particular, she was >impressed with the writings of a psychiatrist by the name of Brian Weiss. >I did a quick web search on him and obtained a large number of hits. What I >am looking for are some skeptical examinations of his claims. I already >am well aware of the invalidity of using hypnosis for age regression and >past-life regression, in general. > >I came across something written by Gary Posner, but I was looking for something >in-depth on Dr. Brian Weiss. Does anyone have a good reference? > >Jeff Ricker >Scottsdale Community College >Scottsdale AZ >[EMAIL PROTECTED] > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
Re: Oh, so that's where I left that spoon!
I knew my daughter had read a couple of books about the Dalai Lama, so I forwarded the question to her. I liked her answer, so I would like to share it with you. >Return-Path: <[EMAIL PROTECTED]> >Delivered-To: [EMAIL PROTECTED] >From: Heather May Johnson <[EMAIL PROTECTED]> >To: "Dr. Joyce Johnson" <[EMAIL PROTECTED]> >Subject: Re: Oh, so that's where I left that spoon! >Date: Mon, 27 Sep 1999 20:12:24 -0400 (Eastern Daylight Time) >Priority: NORMAL >X-Authentication: IMSP > >I do know about this ritual.. but I had never thought about the clever hans thing. I do know that more than >one child is tested, and that they are usually tested around the age of two or three (but that would make >them equally susceptible for watching for hints... ) I also know that usually the child appears in a vision >to someone before he is found. Also, to prevent the kid from only picking up items that get smiles from the >chiefs, or whatever, they put several bright, shiny, attractive toys on the table as well. Usually, the dalai >lama is very attracted to a particular item, a set of beads that he wears around his wrist. Suposedly, the >child who reaches for the beads first, over all of the other items on the table shows a clear sign, as the >beads are dull and wooden, and there are other attractive toys to touch. Do you see what I am saying? Like, >the kid could reach for an object and get a bad or rewarding look from the priests, but he has to reach for >something first, and our present Kundun reached first for the beads, I think. > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
Re: A Question about Standard Deviation
If the first item represents a sample, the first weight, with mean and standard deviation, then wouldn't twelve such items deal with sample means? That is if item 1 is measured as xbar 1, then items 2 through 12 would be xbar 2, xbar 3, xbar 4, xbar 12. In that case, wouldn't the confidence interval for the large sample of 12 be determined using the standard error rather than the standard deviation? In this example, we are not asking the range for the mean of one item drawn at random, but asking about the range for the mean of a sample- thus invoking the standard error as denominator? At 04:06 PM 9/27/99 -0500, Jim Clark wrote: >Hi > >On Mon, 27 Sep 1999, Susan Shapiro wrote: >> If you know the mean and standard deviation for a population for the weight >> of one item and you are trying to estimate the probability of a range of >> weights when 12 items are weighed at the same time, can you simply multiply >> the mean and SD by 12? > >The best way to think of this is in terms of the distribution of >_mean_weight_ for 12 (or whatever number) items. From the >Central Limit Theorem, SEmean = SD/sqrt(n), so we can determine >the probability of the sample mean weight falling within various >distances of Mu, the population mean (e.g., +/- 1, 2, ... >SEmean). Once you have figured the desired upper and lower >boundaries for the mean sample weight, multiply those boundaries >by 12 to get the total weights. With some algebra, one could >figure out how to compute the sum boundaries directly. This >exercise is left for the reader! > >Best wishes >Jim > > >James M. Clark (204) 786-9757 >Department of Psychology (204) 774-4134 Fax >University of Winnipeg 4L05D >Winnipeg, Manitoba R3B 2E9[EMAIL PROTECTED] >CANADA http://www.uwinnipeg.ca/~clark > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
Fw: Spell Check =0)
EnJoyce > >>I have a spelling checker >>I disk covered four my PC >>It plane lee marks four my revue >>Miss steaks aye can knot see. >> >>Eye ran this poem threw it. >>Your sure real glad two no. >>Its very polished in its weigh, >>My checker tolled me sew. >> >>A checker is a blessing. >>It freeze yew lodes of thyme. >>It helps me right awl stiles two reed, >>And aides me when aye rime. >> >>Each frays comes posed up on my screen >>Eye trussed too bee a joule. >>The checker pours o'er every word >>To cheque sum spelling rule. >> >>Bee fore wee rote with checkers >>Hour spelling was inn deck line, >>Butt now when wee dew have a laps, >>Wee are not maid too wine. >> >>And now bee cause my spelling >>Is checked with such grate flare, >>There are know faults in awl this peace, >>Of nun eye am a wear. >> >>To rite with care is quite a feet >>Of witch won should be proud, >>And wee mussed dew the best wee can, >>Sew flaws are knot aloud. >> >>That's why eye brake in two averse >>Cuz Eye dew want too please. >>Sow glad eye yam that aye did bye >>This soft wear four pea seas. >> >> Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
applied social psych
Do you know of a website dealing with jobs in applied social psych? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
trippin'
I would like to pose another student question: Can someone self-dose ADHD with pot? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
Second Language and Brain Laterality-
I asked our resident expert about this. Here is a copy of his reply. At least he gives an author's name to help you search abstracts. Hi, Joyce. I took a short course on this sort of thing this summer and heard of many curious cases, but none exactly like this one. A major person on this is Michael Paradis. Some day I may read more on this issue. best, Ken Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
blue food coloring
P.S. I recall that it has also been tested with blue spaghetti. Blue maize corn chips were used by Birch, I believe, with preschoolers as a novel food, with ham spread. Blue chips may not be as novel now as they were then. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> FAX 318 869 5004
articles from Nature
fyi Time-dependent reorganization of brain circuitry underlying long-term memory storage BRUNO BONTEMPI, CATHERINE LAURENT-DEMIR, CLAUDE DESTRADE & ROBERT JAFFARD <http://www.nature.com/server-java/Propub/nature/400671A0.abs_frameset> Memory for places learned long ago is intact after hippocampal damage EDMOND TENG AND LARRY R. SQUIRE <http://www.nature.com/server-java/Propub/nature/400675A0.abs_frameset> A basal ganglia pacemaker formed by the subthalamic nucleus and external globus pallidus DIETMAR PLENZ AND STEPHEN T. KITAL <http://www.nature.com/server-java/Propub/nature/400677A0.abs_frameset> Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
** William Safire's Rules for Writers
EnJoyce >> -Forwarded Message- >> From:"What's So Funny?", INTERNET:[EMAIL PROTECTED] >> To: [unknown], [70673,2043] >> Date:7/30/99 1:28 PM >> RE: WSF? ** William Safire's Rules for Writers >> >> William Safire's Rules for Writers >> Remember to never split an infinitive. The passive voice should never be >> used. Do not put statements in the negative form. Verbs have to agree >> with their subjects. Proofread carefully to see if you words out. If you >> reread your work, you can find on rereading a great deal of repetition can >> be avoided by rereading and editing. A writer must not shift your point >> of view. And don't start a sentence with a conjunction. (Remember, too, >> a preposition is a terrible word to end a sentence with.) Don't overuse >> exclamation marks!! Place pronouns as close as possible, especially in >> long sentences, as of 10 or more words, to their antecedents. Writing >> carefully, dangling participles must be avoided. If any word is improper >> at the end of a sentence, a linking verb is. Take the bull by the hand >> and avoid mixing metaphors. Avoid trendy locutions that sound flaky. >> Everyone should be careful to use a singular pronoun with singular nouns >> in their writing. Always pick on the correct idiom. The adverb always >> follows the verb. Last but not least, avoid cliches like the plague; seek >> viable alternatives. >> Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: films
Good. good call. Can't get the exact title right, but Searching for the Next Bobby Fisher (gifted); Orlando (Sally Potter film) about gender stereotyping; The Mask (Cher) and what was the Mel Gibson film about the man with the elephant face syndrome? Man with a Mask? or Man with half a face?; on a lighter note, there are a couple of good scenes to excerpt from Holy Man (Jeff Goldblum, Kelly Preston, Eddie Murphy). I think I could find some good scenes in Clerks, Mall Rats, Hackers, Chasing Amy, Shakespeare in Love, Groundhog Day, and some Chris Tucker material (Friday Night,Money Talks, Rush Hour). There is social psych stuff in Tin Men (Richard Dreyfuss), Tommy Boy (Chris Farley, Dana Carvey), Waterboy and Wedding Singer (Adam Sandler). Ok I'll quit. OH, wait, cognitive, Clean Slate was that Dana Carvey movie where he lost his memory and had to start over every morning with a tape player. We forgot Michael Douglas losing it in Falling Down. And how could we overlook Shine, with Geoffrey Rush? At 08:43 PM 7/16/99 -0500, you wrote: > Forgive any repeats; we need a compilation! > >Goodwill Hunting (giftedness, self-image), The Truman Show (motivation, >socialization, etc), My Left Foot (motivation, disability, etc), Rain Man >& >coping with disability, etc), The Witness (child testimony), The Burning Bed >(domestic violence), The Manchurian Candidate (hypnosis), episodes from >Jerry Springer (desensitization to violence, aggression, and sheer idiocy), >episodes from Seinfeld (social psychology), > JL Edwards >[EMAIL PROTECTED] Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: films for psychology
Thanks. Surprise. I was thinking the same thing this very morning, how if we collaborated (many hands make light work) we could put this together faster and spread the fun around. Video streaming does not require the large data files and time required for downloading as did the former video clips. At <http://www.real.com/products/tools/authkit/index.html> you can download the free beta version of Real Producer that allows you to capture video if you have a video card. Do you really spell Bill with three L's? At 04:07 PM 7/16/99 +0100, you wrote: >Dr. Joyce Johnson wrote: >> >> I love to watch movies, which I think will be clear by the end of this email. I was reading your interaction on using movies in psychology, and I >> wanted to share my ideas. > >> Someday I want to construct a Psychology class around films, just as I have plans to build one around novels someday. > >Joyce et al., > >I have shared the same interests but haven't found the time or the technology >to undertake it yet. Possibly we will have to do this as a group and collect >the video clips and share them? > >In any case, as part of the PRISM II conference I was involved in this last >Spring, one of our speakers shares a similar interest and has spent >considerable time incorporating movies dealing with psychopathology into his >teaching and his put it all together in a book. I suggest you check it out. > >Movies and Mental Illness: Using Films to Understand Psychopathology by >Danny Wedding (our guest speaker) and Mary Ann Boyd. It has a 1999 copyright >and is published by McGraw-Hill Publishers - College Division. > >Best wishes, > >Bill > > > > > >* * > >* TIPS LISTOWNER - CONTACT DIRECTLY IF YOU * >* HAVE PROBLEMS AT:* >* * >* BILL SOUTHERLY[EMAIL PROTECTED] * >* DEPT. OF PSYCHOLOGY [EMAIL PROTECTED] * >* FROSTBURG STATE UNIVERSITY[EMAIL PROTECTED] * >* FROSTBURG,MARYLAND USA 21532* >* PHONE : (301) 687-4778* >* * >* * > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
more films
Mercury Rising (Bruce Willis) for Autism (pervasive developmental disorder) Rain Man PDD/ Autism Little Man Tate giftedness (btw,that is not how the real OM competition works) One Flew Over the Cuckoo's Nest (Jack Nicholson) Psycho old/new Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
films for psychology
d. I could teach the students how to do the video capture, how to build it into the html format, and have them research the psychological concept that the scene that they have selected portrays, and write the page around the video clip. After a few semesters, we might have built quite an interesting site. WE could just index the principles, and your students could click on a page to see the movie clip. It would encourage them to look for psychological principles in their environment, and perhaps, to remember them better. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
SET TIPS NOMAIL
SET TIPS NOMAIL Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Statistics Textbooks (Summary)
I guess I missed this query. I don't see my text on the list. I use Brace & Brace Understandable STatistics. I like it. At 11:37 AM 6/8/99 -0400, Mark Sciutto wrote: >I would like to thank everyone who responded to my request re: stats textbooks (even though I mistakenly left the subject field blank). Twenty six people responded and 12 different texts were identified. The full results are below. The frequency count for each text book is in brackets following the reference. > >1. Gravetter, F.J. and Wallnau, L.B. (1996). Statistics for the Behavioral Sciences, Fourth Edition. Brooks/Cole. ISBN: 0-314-06806-6 [7] > > >2. Aron, A. & Aron, E.N. (1998) Statistics for Psychology, 2/e. Prentice Hall. ISBN 0-13-914078-6 [4] > >3. Pagano, R.R. (1999). Understanding Statistics in the Behavioral Sciences, Fifth Edition. Brooks/Cole. ISBN: 0-534-35390-8 [3] > >4. Hurlburt, R.T. (1998) Comprehending Behavioral Statistics, 2nd Ed. Brooks/Cole. ISBN: 0-534-34889-0[2] > > >5. Jaccard, J. & Becker, M.A. (1997). Statistics for the Behavioral Sciences, Third Edition. Brooks/Cole. >ISBN: 0-534-17406-X[2] > > >6. McCall, R. B. (1998) Fundamental Statistics for Behavioral Sciences, (7th Ed.). Brooks/Cole. ISBN: 0-534-52371-4 > [2] > > >7. Kranzler, G. & Moursund, J. (1999). Statistics for the Terrified, 2nd edition. Prentice Hall. ISBN 0-13-955410-6 [1] > > >8. Kiess, H.O. (1996) Statistical Concepts for the Behavioral Sciences, 2nd edition. ISBN: 0-205-16648-2 [1] > >9. Vaughan, E.D. (1997) Statistics: Tools for understanding data in the behavioral sciences, 1st edition. Prentice Hall. ISBN 0-02-422733-1 [1] > >10. Hopkins, K.D. Hopkins, B.R. & Glass, G.V. (1996). Basic Statistics for the Behavioral Sciences, 3rd Edition. ISBN: 0-205-16086-7 [1] > >11. Lockhart, _Introduction to Statistics and Data Analyis_ Pub by Freeman in 1998 [1] > >12. Grimm, L.G. (1993) Statistical Applications for the Behavioral Sciences. Wiley. [1] > > > >Thanks again. > >Mark > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Statistics course with Excel
I, too, have used Minitab. The student version was reasonably priced. Our Info Tech folks set up our stats lab so that each student had a password to enter their Minitab student program. We did this so that we could abide by the site licensing that the program was used only by a single student. Understandable STatistics by Brace & Brace (Heath Pub) has a technology guide that accompanies the text that has Minitab homework problems to complement the text chapters. It also offers instruction for TI calculators. We currently use SPSS on the server. It is MUCH more expensive. Schulman (pub by Chapman & Hall) has a book called Statistics in Plain English in which he demonstrates how to do most statistics problems in SAS, SPSS or Minitab. He shows how to input the data, how to order the analyses, and how to interpret the output pages. It makes a good resource. At 03:55 PM 6/7/99 -0500, Jim Clark wrote: >Hi > >On Mon, 7 Jun 1999, Steve Milliser wrote: > >> I am looking into using Microsoft Excel in my introductory >> level statistics course in the Fall. Have any of you tried >> doing this or do you know of a friend/colleague who has? > >There was a _huge_ debate on this several years ago on one of the >stats teaching newsgroups. In general, statistics types thought >it was an abominable idea. It may have been a psychologist who >suggested it. So you might want to be careful who you ask! > >The closest I have come to this was using Minitab in a few >classes. I liked the ability to let students "do" the operations >by specifying equations and not having to do the mundane >calculations. That is, students could specify something like: > >let col = (y - My)^2 >let ss = sum(col) > >and Minitab would fill in the cells and produce the SSs. I still >do a bit of this even now with students using SPSS compute >statements. > >The major danger I would try and avoid is having the system take >up too much overhead. That is, students should not have to take >too long to learn enough about Excel to do their work. >Otherwise, it becomes more a class in spreadsheets than >statistics. > >Best wishes >Jim > > >James M. Clark (204) 786-9313 >Department of Psychology (204) 774-4134 Fax >University of Winnipeg 4L02A >Winnipeg, Manitoba R3B 2E9[EMAIL PROTECTED] >CANADA http://www.uwinnipeg.ca/~clark > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: looking for text info
I have taught the leading 6 authors in Developmental texts, and I prefer Laura Berk's books above them all. Our education department requires a lifespan course for future teachers, so I use Development through the Lifespan by Berk. Allyn & Bacon, publishers At 08:36 PM 6/6/99, [EMAIL PROTECTED] wrote: >I am thinking about using a different text next semester for my Child >Psy. course. I've used the Berger book for the past 9 years, and it >has worked well. But I'm thinking I may be interested in a change, >especially since a new edition is coming out for the fall, and I will >have to re-work my course to accomodate this edition anyway. > >About 95% of my students in the course are El Ed majors, and Child >is a requirement for them. I've examined the Helen Bee book, "The >Growing Child, An Applied Approach", and was wondering if anyone has >used it. Since my students are not Psychology majors, I've tend to >emphasize application over theory, and this text looked like it >would be a good choice. I would very much appreciate any comments >from anyone who has used or reveiwed it. > >Thanks! > > > > > >Kathleen Kleissler >Psychology Department >Kutztown Universriy >Kutztown, PA > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: concurrent validity
I used concurrent validity to support the 5-scale test of self-esteem by Alice Pope. We administered the Rosenberg test of self-esteem, the Coopersmith scale of self-esteem, and the Pope 5-scale test of self-esteem to youngsters in all grades. We compared the outcomes from the 3 measures, 2 of which are well-grounded measures according to Blasovich and Tomaka. There was high positive, significant correlation between the 3 outcomes and we concluded that the Pope test was a valid measure of self-esteem. At 10:57 AM 5/17/99 -0400, Michael Sylvester wrote: > I need a ghood description of concurrent validity and a few examples. > >Michael Sylvester >Daytona Beach,Florida > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Rip's funny signs (humor)
Bumper sticker on our campus: Just Say No to Sex with Pro-Lifers At 12:45 PM 5/13/99 -0400, Michael Sylvester wrote: > > >On Thu, 13 May 1999, Pat Cabe wrote: > >> When we lived in Ithaca, NY, there was a trash-hauling company with the >> following slogan painted on their truck: >> >> "Satisfaction guaranteed or double your trash back" >> >> (Hey, I gotta get these grades in!!! Quit interrupting me!) >> > >Bumper sticker seen on campus: "Normal people worry me." > > >Michael Sylvester > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
RE: Popular Psychology 101
My colleague (who is also department chair) and I discussed the use of The Bell Curve as a supplemental course text, and decided NOT to adopt it as a required course reading b/c the end result would be money in the coffers of those who support such an approach. We discuss it, but do not endorse it. At 07:20 AM 5/12/99 -0700, Annette Taylor wrote: > >Well, if we're adding names to the list, I'd go with >Bradshaw, for getting in touch with your inner child >and ? and Bass for helping you figure out just who it was that >sexually abused you as a child (since 80% of us women were!)--gosh >I just can't remember the first author's name--repression? > >annette > >On Tue, 11 May 1999, Rick Adams wrote: >> >> And, of course, we have to add a few names to the list such as Ken Wilber, >> Stanislav Grof, Sigmund Freud, and (obviously) the Skinnerians (who believe >> everyone can be manipulated as though s/he lived in a box.) Better add "The >> Bell Curve" too, for the racist segment that seems to be appearing more >> frequently on many campuses, Dworkin for those who want to better understand >> that every male is a rapist, and Leonard Jefferies for those who view >> melanin as a neurotransmitter involved in the control of violent behavior. >> But leave out Chopra, Weil, and Schlessinger. Even a psychologist has _some_ >> pride! >> >> That should do it. >> >> Rick >> -- >> >> Rick Adams >> [EMAIL PROTECTED] >> Department of Social Sciences >> Jackson Community College >> 2111 Emmons Rd. >> Jackson, MI 49201 >> >> >> > >Annette Taylor, Ph. D. >Department of Psychology E-mail: [EMAIL PROTECTED] >University of San DiegoVoice: (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 > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
RE: Popular Psychology 101
There are 3 parts of that series, in case you are interested in its adoption. You know that they have a workbook to accompany their book, Courage to Heal, and a brief version of the that holds only the principles. At 07:24 AM 5/12/99 -0700, Annette Taylor wrote: >Hey, it was Bass & Davis, Davis & Bass () the Courage to Heal >annnette! > > >Annette Taylor, Ph. D. >Department of Psychology E-mail: [EMAIL PROTECTED] >University of San DiegoVoice: (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 > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: question
Had you heard this one: If a man speaks in the forest, and there is no woman there, is he still wrong? At 10:38 AM 5/12/99 -0400, Michael Sylvester wrote: > I am teaching Cognitive Psychology this summer and while discussing >Sensory input and perception,a student asked: >"if a tree falls in the forest and there is no one around, >does it still make a sound?" > >I assume yes because a tape recorder could be left there to monitor >the forest activity. > >Michael Sylvester >Daytona Beach,Florida > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
summer reading
I bought a copy of Candice Pert's book Molecules of Emotion at SEPA and read it over Spring Break. I loved it. She recounts the beginnings of psychoimmunoneurology and takes us from her beginnings in Snyder's lab to the present. The format follows what she might present to an audience. It was very readable. The narrative is on three levels. She talks about the science of how the opiate receptors were identified, how peptides work, and their locations throughout the body. It is her view that these peptides are the physical manifestation of, and source of, emotions. At another level, she discusses the dynamics of how the art of Science is REALLY done in America- politically. Finally, she shares her personal experiences including moments of discovery, her relationships, and how she has managed the integration of emotion, spirituality, and healing. I highly recommend it. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: party game; theme songs
I remember an exercise we did in Cognitive lab with Lincoln pennies- and asked Ss (students) to draw the head of a penny. Many were surprised that they could not remember which way the profile faced, even though it was familiar. The take-home lesson was incidental learning. I thought that this exercise was similar. At 08:25 AM 4/28/99 -0700, Dr. Barbara Watters wrote: >Oh, what wonderful childhood memories were aroused by your posting, >Joyce! I'll cease my singing for a moment :) to ask a teaching-related >question to all: I'd be interested in hearing TIPSters' ideas regarding >use of this activity to stimulate discussion of concepts in social >psych, developmental psych, and/or intro psych. > >Barbara Watters >Mercyhurst College > >Dr. Joyce Johnson wrote: >> >> EnJoyce >> >> > >> >Following are the first lines to the theme songs from well-known T.V. >> >shows. Can you name them? ... actually, see how many you know! >> > >> >a) Come and knock on your door >> >b) Welcome back, your dreams were your ticket out >> >c) Baby if you've ever wondered, wondered whatever became of me >> >d) Here we come, walkin down the street >> >e) Diamonds, Daisies, Snowflakes >> >f) I used to be sad, I used to be shy >> >g) Boy the way Glenn Miller played >> >h) Let the time flow, let the love grow >> >i) Chico, don't be discouraged >> >j) Now the world don't move, to the beat of just one drum >> >k) Well. we're movin on up >> >l) 1,2,3,4,5,6,7,8 >> >m) Love, exciting and new >> >n) Lady Godiva was a freedom rider >> >o) this is it, this is it >> >p) Hello world here's a song that we're singing >> >q) Making your way in the world today, takes everything you got >> >r) You take the good, you take the bad, you take them both & then you get >> >s) Whatever happened to predictability? >> >t) Look at what's happened to me, I can't believe it myself >> >u) Show me that smile again, show me that smile >> >v) I've been down this road, walking the line that's painted by pride >> >w) Don't go to bed, with no price on your head >> >x) There's a magic in the early morning we found >> >y) Well, I'm not the kind to kiss and tell, but I've been seen with Farrah >> >z) Some walk by night, some fly by day >> > >> > >> > >> > >> Dr. Joyce Johnson >> Assistant Professor of Psychology >> Developmental/ Experimental >> Centenary College of Louisiana >> Shreveport, LA > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
party game; theme songs
EnJoyce > >Following are the first lines to the theme songs from well-known T.V. >shows. Can you name them? ... actually, see how many you know! > >a) Come and knock on your door >b) Welcome back, your dreams were your ticket out >c) Baby if you've ever wondered, wondered whatever became of me >d) Here we come, walkin down the street >e) Diamonds, Daisies, Snowflakes >f) I used to be sad, I used to be shy >g) Boy the way Glenn Miller played >h) Let the time flow, let the love grow >i) Chico, don't be discouraged >j) Now the world don't move, to the beat of just one drum >k) Well. we're movin on up >l) 1,2,3,4,5,6,7,8 >m) Love, exciting and new >n) Lady Godiva was a freedom rider >o) this is it, this is it >p) Hello world here's a song that we're singing >q) Making your way in the world today, takes everything you got >r) You take the good, you take the bad, you take them both & then you get >s) Whatever happened to predictability? >t) Look at what's happened to me, I can't believe it myself >u) Show me that smile again, show me that smile >v) I've been down this road, walking the line that's painted by pride >w) Don't go to bed, with no price on your head >x) There's a magic in the early morning we found >y) Well, I'm not the kind to kiss and tell, but I've been seen with Farrah >z) Some walk by night, some fly by day > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: defining anxiety
I think that "anxiety" meets Underwood's criteria for a fourth level construct. There are multiple stimuli and multiple responses. The multiple stimuli and multiple responses challenges the task of its operational definition. It also meets the definition of an "intervening variable" because it it is an inferred process that mediates between stimuli and responses. Stress would be another example, along with fear and anxiety. At 03:00 PM 4/24/99 -0400, Michael Sylvester wrote: > >is there a good definition of anxiety? >I do not have problems in understanding the symptoms or the causes, >but coming to a comprehensive definition is a bit difficult. >Some have talked about a "vague apprehension" and distinguish it from fear >by stating that fear is more specific,whereas anxiety is not. >Is that correct? > >Michael Sylvester >Daytona Beach,Florida > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Alleged facts
thanks, Stephen, for not holding me liable. Personally, I do know my "its" from my "it's." At 05:05 PM 4/22/99 -0500, Stephen Black wrote: >This was re-posted by Joyce Johnson for our amusement, so I don't >hold her responsible for the following... > >> >>> City with most Rolls Royce's per capita : Hong Kong. > >> >>> % of American's who have visited DisneyLand/World : 70%. >> >>> >> >>> An ostrich's eye is bigger that it's brain. > >> >>> A cockroach will live nine days without it's head before it starves >> >>> to death. > >And one they forgot: > >The word "it's" is used incorrectly four times on average in >widely-circulated "fact posts" on the Internet. > >-Stephen > > >Stephen Black e-mail: [EMAIL PROTECTED] >Department of Psychology phone: (819) 822-9600 ext 2470 >Bishop's University fax: (819) 822-9661 >Lennoxville, Quebec >J1M 1Z7 >Canada > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
cool
>whites. >>> >>> The cruise liner, Queen Elizabeth II, moves only six inches for each >>> gallon of diesel that it burns. >>> >>> The highest point in Pennsylvania is lower than the lowest point in >>>Colorado. >>> >>> Nutmeg is extremely poisonous if injected intravenously. >>> >>> If you have three quarters, four dimes, and four pennies, you have >>>$1.19. You also have the largest amount of money in coins without being >>>able to make change for a dollar. >>> >>> No NFL team which plays its home games in a domed stadium has ever >>> won a Superbowl. >>> >>> The only two days of the year in which there are no professional >sports >>>games (MLB, NBA, NHL, or NFL) are the day before and the day after the >>>Major League All-Star Game. >>> >>> Only one person in two billion will live to be 116 or older. >>> >>> The name Wendy was made up for the book "Peter Pan." >>> >>> In Cleveland, Ohio, it's illegal to catch mice without a hunting >license. >>> >>> There are an average of 178 sesame seeds on a McDonald's Big Mac bun. >>> >>> Pound for pound, hamburgers cost more than new cars. >>> >>> The 3 most valuable brand names on earth: Marlboro, Coca-Cola, and >>> Budweiser, in that order. >>> >>> When Heinz ketchup leaves the bottle, it travels at a rate of 25 >miles >>>per year. >>> >>> It's possible to lead a cow upstairs..but not downstairs. >>> >>> The Bible has been translated into Klingon. >>> >>> Humans are the only primates that don't have pigment in the palms of >>> their hands. >>> >>> Ten percent of the Russian government's income comes from the sale of >>>vodka. >>> >>> Ninety percent of New York City cabbies are recently arrived >immigrants. >>> >>> In 10 minutes, a hurricane releases more energy than all the world's >>> nuclear weapons combined. >>> >>> Reno, Nevada is west of Los Angeles, California. >>> >>> Average age of top GM executives in 1994: 49.8 years. >>> >>> Average age of the Rolling Stones: 50.6. >>> >>> Elephants can't jump. Every other mammal can. >>> >>> The cigarette lighter was invented before the match. >>> >>> If you yelled for 8 years, 7 months, and 6 days, you would have >>> produced enough sound energy to heat one cup of coffee. >>> >>> The human heart creates enough pressure when it pumps out to the >>> body to squirt blood 30 feet. >>> >>> Banging your head against a wall uses 150 calories an hour. >>> >>> On average people fear spiders more than they do death. >>> >>> The strongest muscle in the body is the tongue. >>> >>> It's impossible to sneeze with your eyes open. >>> >>> Americans on the average eat 18 acres of pizza every day. >>> >>> Every time you lick a stamp you're consuming 1/10 of a calorie. >>> >>> Did you know that your are more likely to be killed by a champagne >>> cork than by a poisonous spider? >>> >>> Right Handed people live, on average, nine years longer than left >>> handed people. >>> >>> In ancient Egypt, Priests plucked EVERY hair from their bodies, >>> including their eyebrows and eyelashes. (god, that must hurt!) >>> >>> A crocodile cannot stick its tongue out. >>> >>> The ant can lift 50 times its own weight, can pull 30 times its own >>> weight and always falls over on its right side when intoxicated. >>> >>> Polar bears are left handed. >>> >>> The catfish has over 27,000 taste buds, that makes the catfish rank >>> #1 for animal having the most taste buds. (Thus, do they taste >>> better??) >>> >>> The flea can jump 350 times its body length, that is like a human >>> jumping the length of a football field. >>> >>> A cockroach will live nine days without it's head before it starves >>> to death. > > >Let no debt remain outstanding, except the >continuing debt to love one another. >Romans 13:8 > >--- End Forwarded Message --- > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: PPV:Premack Applied
I would like one of those telecycles myself. About the tuition, that is somewhat the effect of tying scholarship moneys to GPA. We get the same effect that you described by lowering tuition to those who receive scholarships based on grade performance. Students who need a certain GPA to keep their scholarships will go to great lengths to preserve their grades, at the expense of learning. They will drop a class because they fear that they will not get a high enough grade, select easy course fare, select easy professors, and get anxious if the professor diverges from test-specific material. Don't you see this behavior? I do. In the learned helplessness versus mastery orientation approaches to achievement motivation, lh has performance as its goal, and mastery orientation has learning for its own sake, as its goal. Thus, learning for its own intrinsic joy is sabotaged when we reward test performance with extrinsic rewards- e.g., grades tied to scholarship money- which constitutes another form of the overjustification effect. At 01:35 PM 4/20/99 -0400, Michael Sylvester wrote: > >THe Associated press reports that a researcher has found a way to get >teens to lose weight. >A stationary exercise cylce is connected to a television in such a way >that the TV >will only stay on contingent on pedaling behavior.When the teen stops >pedaling the TV goes off. >This pedaling-per-view (ppv) seem to work in reducing weight. >Would this be a good example of the Premack principle? >A low probability behavior (exercise) is being reinforced by a high >probability response (watching TV). >The researcher also postulates that if people had to pay to ride elevators >and escalators,walking behavior would increase.Let me know about this >idea: >Would students improve academically if tuition was tied to GPA? >For example,students getting a 2.0 average one term would pay higher >tuition on the subsequent term,whereas those with a 3.0 average would >see no tuition increase for them on the subsequent semester. > >MIchael Sylvester >Daytona Beach,Florida > "my karma ran over my dogma." > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: XLSTAT add-in for excel
What are you talking about? My Excel has only two statistical add-ins, Analysis Toolpak and Analysis Toolpak VBA. The major limitation I have with Excel is that it does not do chi squares. I have spoken with their technical support about it. You have to "manually" table your data, then it will run a chi on your tabled data. That middle step is part of the analysis in SPSS and Minitab. At 03:30 PM 4/16/99 -0800, Ron Apland wrote: >Has anyone tried this add-in for excel (XLSTAT)? How does it work? >Is anyone using it as the stats package for Psychology >Statistics courses? > >I should add that we use SPSS presently for our basic >statistics course. What I'm looking for is access to more >complex statistics. Excel is more accessible to students >and SPSS requires additional modules too. > >Ron > >Ron Apland >Malaspina University-College >Nanaimo, B.C. > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Malingering scale
Well, as fate would have it, I shared a paper session at SEPA last week with a man who reported on Malingering scales. His name was Edward C Fernandez and he can be reached through Georgia State university. At 12:07 PM 3/30/99 -0500, George D. Goedel wrote: >This morning I received the following from a colleague on another ListServ. >Does anyone have any info I can pass along to him ? > >>During a deposition today I heard about a malingering scale called >>something like Wadell's Malingering Scale. Has anyone heard of this one? >>I,can find no listing of it in my assessment books which are pretty recent. >> If you have heard of it, where is it cited? > >Thanks. >George Goedel, Chairperson >Department of Psychology >Northern Kentucky University >Highland Hts., KY 41099-2000 >[EMAIL PROTECTED] > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
[FACULTY] Centenary IT Dept. Melissa Virus Warning
fyi >Return-Path: <[EMAIL PROTECTED]> >Delivered-To: [EMAIL PROTECTED] >Date: Mon, 29 Mar 1999 08:50:01 -0600 >From: Chris Derrick <[EMAIL PROTECTED]> >To: [EMAIL PROTECTED], [EMAIL PROTECTED], [EMAIL PROTECTED] >Subject: [FACULTY] Centenary IT Dept. Melissa Virus Warning >Sender: [EMAIL PROTECTED] > > >The Melissa virus is a non-destructive macro virus > >It sends itself as an e-mail attachment (usually from someone you know) > >When the attachment is executed (started or looked at) it copies up to >50 e-mail addresess from that machines e-mail address book. >It then attaches itself and sends e-mail to those 50 adresses. > >The mail will normally contain the words 'Important' or 'Urgent' in the >Subject line. > >TO DEFEAT THIS VIRUS > >Simply delete the the message without launching the attachment. This >will get rid of it. > >-If you receive a message, with an attachment, that you think is >legitimate, please contact the sender and verify that they sent it to >you and the attachments that it included. > > Thank you, > > > Chris Derrick > IT Dept. >- >This message was sent to all faculty on Centenary Campus >The 'Melissa' Virus is no hoax as you have probably heard over the weekend. Please keep this email around and reread it. This virus has spread through out some very important companies and damaged email around the world beginning in Europe. The morning title story from ZDNET News is below: 'Melissa' virus swamps corporate e-mail Virus spreads like wildfire, victimizing Microsoft, Intel, many others. By Mary Jo Foley, Sm@rt Reseller, and Lisa M. Bowman, ZDNN March 26, 1999 6:07 PM PT http://www.zdnet.com/zdnn/stories/news/0,4586,2233030,00.html SUMMARY: The virus is spread via email with subject: "Important message from," and followed by a name you might recognize. The virus is inside the Word attachment file within that email. "The body of the attachment consists of a text message that says, 'Here is that document you asked fordon't show it to anyone else ;-)." The infected documents reportedly contain information on porn Web Sites. DO NOT OPEN THIS DOCUMENT DELETE IT NOW This virus specifically affects Outlook email software and "triggers multiple emails" on ANY other email software platforms as Pine, Netscape, Internet Explorer, AOL, etc. BE ON THE LOOK OUT!!!!!!! AND DELETE IT NOW!!! Thanks, -- Christy Wrenn -|- Coordinator and Webmaster Centenary College of Louisiana Magale Library (318)869-5057 Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
[Fwd: The Oreo Test]
For your amusement. EnJoyce > >OREO PSYCHO-PERSONALITY TEST > >Psychologists have discovered that the manner >in which people eat Oreo cookies provides great >insight into their personalities. Choose which >method best describes your favorite method of >eating Oreo's: > >1. The whole thing all at once. >2. One bite at a time >3. Slow and methodical nibbles examining the results > of each bite afterwards. >4. In little feverous nibbles. >5. Dunked in some liquid (milk, coffee...). >6. Twisted apart, the inside, then the cookie. >7. Twisted apart, the inside, and toss the cookie. >8. Just the cookie, not the inside. >9. I just like to lick them, not eat them. >10 I don't have a favorite way because I don't > like Oreos. > > >Put your answers down NOW, then check below: > >Your Personality: >1. The whole thing: This means you consume life with >abandon, you are fun to be with, exciting, carefree >with some hint of recklessness. You are totally >irresponsible. No one should trust you with their >children. > >2. One bite at a time. >You are lucky to be one of the 5.4 billion other >people who eat their Oreo's this very same way. >Just like them, you lack imagination, but >that's ok, not to worry, you're normal. > >3. Slow and Methodical. >You follow the rules. You're very tidy and orderly. >You're very meticulous in every detail with every >thing you do to the point of being anal retentive >and irritating to others. Stay out of the fastlane >if you're only going to go the speed limit > >4. Feverous Nibbles. >Your boss likes you because you get your work done >quickly. You always have a million things to do and >never enough time to do them. Mental break downs and >suicides run in your family. Valium and Ritalin would >do you good. > >5. Dunked. >Every one likes you because you are always up beat. >You like to sugar coat unpleasant experiences and >rationalize bad situations into good ones. You are >in total denial about the shambles you call a >life. You have a propensity towards narcotic addiction. > >6. Twisted apart, the inside, and then the cookie. >You have a highly curious nature. You take pleasure >in breaking things apart to find out how they work, >though not always able to put them back together, so >you destroy all the evidence of your activities. You >deny your involvement when things go wrong. You are >a compulsive liar and exhibit deviant, if not >criminal, behavior. > >7. Twisted apart, the inside, and then toss the >cookie. You are good at business and take risk >that pay off. You take what you want and throw >the rest away. you are greedy, selfish, >mean, and lack feelings for others. You should >be ashamed of yourself. But that's ok, you don't >care, you got yours. > >8. Just the cookie, not the inside. >You enjoy pain. > >9. I just like to lick them, not eat them. >Stay away from small furry animals and seek >professional medical help - immediately. > >10. I don't have a favorite way, I don't like >Oreo cookies. >You probably come from a rich family, and >like to wear nice things, and go to up-scale >restaurants. You are particular and fussy about >the things you buy, own, and wear. Things have >to be just right. You like to be pampered. You >are a primadona. There's just no pleasing you. > > > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Precocious puberty
I have not seen that book in particular, but age nine in Mexico was the earliest birth I had ever heard of before. I also do not know the source. At 12:56 PM 2/24/99 -0600, David Murphy wrote: > Dear Tipsters, It referenced the youngest documented birth by a girl >who was age five! In that reference it was also stated that this girl and >her daughter ( I believe) went to the same grade school together, and I >seem to recall that it was in Central or South America.No, I am not >making this up and any help would be greatly appreciated. Thanks. --Dave >Attachment Converted: "c:\eudora\attach\dmurphy.vcf" Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: field experiences/internships for undergraduates
I have not written up my course for publication due to time constraints, but I plan to do so. I call it Co-Regulation in Mental Disabilities. We study co-regulation (Fogel) then go participate in the State Summer Games of Special Olympics Louisiana. I acquire the list of coaches and athletes within our area from the SOL area director. I telephone the coaches and find out how many of my students they want, when and where they practice. The first week of the class, my students go visit the athletes to watch or assist as the case may be. I assign the students to the athletes based on transportation (who has a car and who can ride with them) and interest. Meanwhile, my students are reading excerpts (usually about 2 articles or chapter excerpts a day) on co-regulation as a concept, conversation, dynamic systems theory, mental retardation (functionally challenged), risk factors for poverty and ethnicity, the effects of a mentally challenged child on the family system, and mental retardation as a subculture within the culture at large. We meet for about two hours a day during that first week (during a block of time when no out-of-class visits are scheduled) to have class discussions, role play, plan and share out-of-class exercises (like going to the mall with a sign around your neck that reads "I am different"). The next week we go to New Orleans (about 5 hours from Shreveport, where we are)and work as the grunt team for the largest athletic competition in North America-- Special Olympics Louisiana State Summer Games. There are 1500 athletes, 1000 coaches, 1000 volunteers the weekend of the games, plus parents and friends. We stay in the dorms at Tulane and work from 7 am (up at 6) to 10pm in the hot, humid climate of New Orleans in May. We are definitely unpaid. In fact, my students pay $300 each for the course above tuition that covers the cost of the vans, the dorms, and food. My limit is 28 students, and our associate registrar, who has her MA in Educ., is the other chaperone. My students set up tents, unload food trucks, put up chairs (they feed those 1500 athletes 3 meals a day during the competition), cook the food, serve the food, clean up after the meal, take down the volleyball nets, blow up 600 helium balloons for the dance, put up the stages, hang the banners, take down the stages, put the nets back up... as one student said- if you sit at it, on it, under it, or eat at itwe did it. The weekend of the competition, my students leave their work shift to go watch "their" athlete compete. They also spend an hour or two during that weekend to just "hang out" with their athlete and play games, eat together, go for a walk, etc. Universally, without exception, my students learn a lot about mental retardation. They lose their fear and avoidance of people with retardation. Athletes among my students appreciate the opportunity to compete. They end the course feeling good about their grunt work despite their aching tiredness. As for co-regulation, they become much more aware of how expectations affect a person's self-image and behavior, both in a positive way and a negative way. They also make the transition of applying the concept of co-regulation to their own relationships in their personal lives and in their small group work teams. At 01:38 PM 2/23/99 -0800, Astrid Stec wrote: >Have any Tipsters had experience teaching/supervising undergraduate courses >in which students get some practical, non-paid experience in areas such as >education, health, industrial/organizational psychology? We are considering >designing such a course and I would appreciate any ideas or experiences you >may have. > >Thanks in advance, > >Astrid >__ >Astrid M. Stec >University College of the Fraser Valley >Abbotsford, B.C., Canada > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: what do gays think of heterosexuals?
"Peoples is peoples" Their reaction to other members of the class may be due to other factors than their sexual orientation. At 01:01 PM 2/23/99 -0500, Michael Sylvester wrote: > how accepting of heterosexuals are gays? > I had two lesbians in one of my classes who avoided interacting >with the other students? > comments invited. > >Michael Sylvester >Daytona Beach,Florida > > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
phi
Questions, questions, I have questions. The Kaplan & Sacuzzo 4e Psych Testing book lists two different tests for true dichotomous and artificial dichotomous variables. What I have here is two instruments that measure gambling pathology. Both have criterion values for raw scores that place subjects into categories. Do I have an artificial dichotomous variable because there is a cut-off score that determines category membership? or is it not considered artificial b/c it is not a median split or some sample-dependent criterion? If this data is artificial, then I need a tetrachoric r. What the hey is that? The text does not supply the formula for the tetrachoric r- and I can't find it in any of my plethora of stat books. If you have that formula, please tell it to me. Ah, but is it a true dichotomy because either you ARE a pathological gambler or YOU'RE NOT? In that case, the appropriate correlation is the phi. The text lists the formula for phi, but I found better in 3 other texts. I understand that phi is to be interpreted like the r in the Pearson Product Moment Correlation. Here is the question: do I also take liberty to square phi and equate that with the coefficient of determination? Do I have any tests for significance of phi? or do the tests for significance of r (z, t, or r-tables) also hold for phi? Thanks Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
LIttle Albert
The students told me that their Weiten text says that Watson & Raynor did not reverse the CER with Little Albert, that they lost track of him and never knew what happened to the little guy. I had heard that they reversed the effect by having an assistant hold a white rabbit and pet it in another room, and gradually moved closet to Albert until he petted it. Fact or fiction? What REALLY happened? Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
words from Erma Bombeck
EnJoyce > >> IF I HAD MY LIFE TO LIVE OVER >> by Erma Bombeck >> >> I would have talked less and listened more. >> >> I would have invited friends over to dinner even if the carpet was stained >> and the sofa faded. >> >> I would have eaten the popcorn in the 'good' living room and worried much >> less about the dirt when someone wanted to light a fire in the fireplace. >> >> I would have taken the time to listen to my grandfather >> ramble about his youth. >> >> I would never have insisted the car windows be rolled up on a summer day >> because my hair had just been teased and sprayed. >> >> I would have burned the pink candle sculpted like a rose before it melted >> in >> storage. >> >> worried about grass >> stains. >> >> I would have cried and laughed less while watching television - and more >> while watching life. >> >> I would have shared more of the responsibility carried by my husband. >> >> pretending the earth >> would go into a holding pattern if I weren't there for the day. >> >> I would never have bought anything just because it was >> practical, wouldn't show soil or was guaranteed to last a lifetime. >> >> Instead of wishing away nine months of pregnancy, I'd have cherished every >> moment and realized that the wonderment growing inside me was the only >> chance in life to assist God in a miracle. >> >>"Later. Now >> go >>" >> >>"""I'm >>" I would seize every >> minute...look at it and really see it... live it...and never give it back. >> >> --In memory of Erma Bombeck who lost her fight with cancer. >> >> * . (\ *** /) * . * >> * (\ (_) /) * Guardian Angel * >> \_) . * . >> /___\ * .. * >> >> Here is an angel sent to watch over you...Pass this on to the people you >> want watched over >> >> >> > > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Stuttering
Dr Ronald Webster at Hollins College in Roanoke Va is a world reknown expert on stuttering and its treatment. You may reach the Hollins Communication Institute at 540-362-6528 His basic discovery was that stutterers have a neuronal/ motoric delay in transmission of internal feedback from the vibration of the vocal chords to the inner ear. (That is why stutterers don't stutter when they listen to delayed feedback).He facilitates that transmission by an electronic device that sends the feedback faster plus teaches a technique of gradual onset of speech sounds. Gradual onset explains the curious finding that stutterers don't stutter when they sing. The training, based on empirical research and learning principles, takes 3 weeks and the combination of "device" plus training "cures" over 90% of clients. It is amazing. At 09:15 AM 2/9/99 -0700, [EMAIL PROTECTED] wrote: >I am trying to amass information on the causes of stuttering. I have come >across speculations that stuttering may be due to problems in interhemispheric >communication involving the cortex, but little else so far. Does anyone on >the list have information on the causes of stuttering? > >Jeff Ricker >Scottsdale Community College >Scottsdale AZ >[EMAIL PROTECTED] > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: yoked-controlled design
Reference for Seligman's yoked design with learned helplessness: Miller, W. R., Rosellini,R.A., & Seligman, M.E.P. (1977). Learned helplessness and depression. In Jack D. Maser & Martin E.P. Seligman's (Eds.), Psychopathology: Experimental Models (pp.105-130). San Francisco, CA: W.H. Freeman & Co. At 12:31 PM 1/28/99 -0500, Michael Sylvester wrote: >Can someone give me a few examples of notably studies that employed >a yoked- controlled design? >I am aware of the executive monkey study of Brady. >What others are there? > >Michael Sylvester >aytona Beach,Florida > > Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
family size & income
Berk cites Rutter & Madge Rutter, M., & Madge, N. (1976) Cycles of disadvantage. London: Heinemann. quoting from Berk's Child Development 3e pp.573-4, "Large families are usually less well off economically than smaller ones are. Factors associated wth low income--croweded housing, poor nutrition, and parental stress-- may be responsible for the negative relationship between family size and children's well-being." Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Re: Question on maternal nutrition
Why would a woman continue to take birth control pills while pregnant anyway? I thought that they were teratogenic. Tell me what I'm missing. At 12:10 PM 1/26/99 -0600, Jean Edwards wrote: >&""One of my students asked why and I couldn't answer. I can't get >my hands on the original source (any of you know the relationship >between birth control pills and nutrition. Do birth control pills deplete >the body of nutrients, which ones, etc.? Thanks in advance to those who >answer.JL Edwards >[EMAIL PROTECTED] Attachment Converted: >"c:\eudora\attach\Question on maternal nutrition.gif" Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
roommate
I would prefer a nonsmoker, please. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
sepa roommate
I was able to get a reservation at Days Inn, the least expensive option. I am still advertising for a roommate. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
roommate
I realize that this is risky, but, is anyone going to SEPA who wants to share a room? I am presenting a paper. Since it is a regional conference, my provost only allows $600 travel allowance. The costs, even if I can get the least expensive room at $89 / night with tax, comes to $785. If Days Inn is full, the other lodgings are $140 per night with tax, and the total comes to $935. If I could share a room at Days Inn, my total comes down to $650, and at the more expensive places, still $725. Thanks. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana Shreveport, LA
Fwd: the admissions office
EnJoyce >>>>40 Things Admissions Never Told You >>>> >>>>1. Quarters are like gold. >>>>2. Two meals a day is standard. >>>>3. Road trip whenever possible. >>>>4. Going to the mailbox was never an ego booster/breaker before. >>>>5. You will begin to nap again. >>>>6. Your bookstore bill will almost equal tuition. >>>>7. Squirt guns=stress relief. >>>>8. Email becomes your second language. >>>>9. College students throw paper airplanes too. >>>>10. You never realized so many people were smarter than you. >>>>11. Western europe could be wiped out by a horrible plague andyou'd >>>>never know, but you can recite last week's re-run ofSeinfeld >>>>verbatim. >>>>12. You will never rent more movies in your life. >>>>13. No one is too old for video games. >>>>14. The health service nurses are there because they couldn't makeit >>>>at a real hospital. Never, ever forget that. >>>>15. Care packages are right up there with birthdays. >>>>16. The campus is only clean on parents' weekend and freshman >>>>orientation. >>>>17. It never stunk so much to get sick. >>>>18. Nothing you want to register for will be open. >>>>19. Beware of the freshman 15. >>>>20. Be creative in the dining hall. >>>>21. Classes: the later the better. >>>>22. You are no longer thankful that the fire alarms are here to >>>>protect you. >>>>23. Disney movies are more than just classics. >>>>24. Asleep by 2:30 A.M. is an early night. >>>>25. Cereal makes a meal any time of the day. >>>>26. New additions to food groups: Jolt Cola, Ramen, and Pizza. >>>>27. ATMs are the devil's advocate. >>>>28. Duct tape heals all wounds. >>>>29. Pro Wrestling is suddenly cool again. >>>>30. Keys have never been so important, yet you seem to lose themeven >>>>more. >>>>31. Showers become less important, sleep becomes more important. >>>>32. You will eat anywhere that is a buffet. >>>>33. You realize college is the ideal lifestyle, except for thosepesky >>>>classes. >>>>34. Procrastination is an art form. >>>>35. Jeans may be worn as many times as the wearer desires. >>>>36. The only time to dress up is when all your jeans are dirty. >>>>37. You'll eat anything if it's free. >>>>38. College football is the coolest thing on the planet. >>>>39. Cartoons are for all ages. >>>>40. You are never alone. Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
tenure support
Friends and Colleagues- I am up for tenure this year and my materials must be submitted by November 30. I need letters from colleagues that demonstrate scholarship. At times, I have responded to requests on this list with literature references or answers to questions. I woule really appreciate your support if you feel that you can write a favorable, even brief, letter of support to my chair. Web activity as a form of scholarship, is in its genesis. Time spent replying to a colleague over email does not usually turn up in a vita, annual faculty report, or publication. So time spent helping colleagues over listserv's may be lost as a form of teaching, scholarship, or service. I spend at least a half hour every day reading my TIPS email, and responding when I feel I can contribute. So if you can afford the stationery and the time, please let my personnel committee know that I have provided useful or scholarly information, colleagueality (remember all those EnJoyce missives), and that you would like for them to tenure me so that I can continue to contribute to this group. Thanks. Please send favorable letters to my chair: Dr Lewis Bettinger Dept of Psychology Centenary College PO Box 41188 Shreveport LA 71134-1188 Thanks again. Joyce Dr. Joyce Johnson Assistant Professor of Psychology Developmental/ Experimental Centenary College of Louisiana PO Box 41188 2911 Centenary Blvd. Shreveport, LA 71134-1188 <http://www.centenary.edu/~jjohnson> office 318 869 5253 FAX 318 869 5004 Attn: Dr Johnson, Psychology
