"teaching moments"
I respect the rights of faculty to develop their own approach to their classes and decide for themselves how they will deal with the unfolding tragedy in a sensitive manner. I guess the idea of "teaching moments" has become trivialized by the contemporary production line of factory-universities and the carnival atmosphere of teaching to be popular? Is this what teaching activities or lessons have become? I understand what respondents to my original post are saying and I have to agree that, in our times, the classroom has become the venue for dispensing commercialized packets of busy work disguised as pedagogy. I am not blameless here either. The phrase still means something special to me however. Teachers, educators, scholars, should have a responsibility to take the discussion to their students and fellow citizens, not wait til the discussion comes to them. Again, I agree we should be careful as to how we present material in class. I am just somewhat surprised that psychologist-scholars would so quickly diminish or inhibit their efforts to inspire students to think and question, to instill a scholarly curiosity and respect for the phenomena we study, and to teach and educate about psychological science when real life psychological phenomena are going to be so salient and powerful in the next months. Knowledge and understanding will be sorely needed. Education should move people to face life's challenges and provide not mere comfort, but knowledge and understanding. I know I must be naive, but I feel it is this rather than comforting illusory beliefs alone that provide real ability to cope with life's challenges. It is what our students need more of right now. The call to educate a citizenry---one that at present, sorely needs knowledge and understanding about global affairs, the power of cultural indoctrination, the diversity of people's beliefs, economics, and yes, psychological science--is not an easy one to answer at a time when people are angry and afraid. We know they will stubbornly cling to ideologies and behaviors tied to such fear and anger in their own cultural networks. Yet, education is what we do and is a responsibility we should especially embrace at a time like this. Sorry for this rambling rhetoric. I am going to work on some (old-fashioned) teaching moments. It's a responsibility I embrace even though it may involve some threat and challenge to the fears and comfortable preconceptions that are brought into the classroom. I will be sensitive and respect the needs and views of my students, but I will try my best to teach. I will be very lucky if I can promote a few moments this academic year, or indeed, if I will have many in my teaching career, but it's those moments I will strive for. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Sharks and Mozart
Gee Michael I am impressed to what lengths you will go for science. Take a chum with you ;-) Gary Peterson > > I am toying with the idea of conducting experiments in shark infested > waters in the Daytona Beach area.My plan will be to go into the water > and start playing recordings of Mozart to see if the calming effect > of the music will deter the sharks from attacking swimmers. > We have had a number of shark attacks in the area recently. > Suggestions solicited. > > Michael Sylvester,PhD > Daytona Beach,Florida > > > > > > > >
Fw: [A psychic in the board room
The future of positive psychology is here! I am sure grad programs in counseling or clinical work will want to be at the cutting edge and will involve such psychic readers or "intuits" in their programs to enhance spiritual growth and mind-body connections? Perhaps they already do. Have a good spring/summer! Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 > Off the wire ... > > By KEMBA J. DUNHAM > The Wall Street Journal > Seeing the Future > Loews Coronado Bay Resort in San Diego came up with a new > way to guide its 18-member management team in their > careers: hire a psychic to work with the executives. > Kathleen Cochran, general manager of the Loews Corp. > property, says she wanted a way of "moving the managers to > the next step." > She heard about Iris Carlton, a so-called intuit from San > Diego who holds a doctorate in theology and helps major > corporations predict industry trends. "Dr. Iris," as she is > commonly known, spoke at the group's annual > strategic-planning meeting in Carlsbad, Calif., last month. > Most of the managers also agreed to meet privately with Dr. > Iris, even though the one-hour sessions were optional, and > most seem pleased with the feedback, says Ms. Cochran. > "She told me that I had a bright future and that I was at > the right spot at the right company. It was uplifting," > says Allison Hayhurst, human-resources director at the > 440-room resort. > Dr. Iris told Controller Reg Byrd things he knew about > himself. He appreciated the confirmation. "It made me feel > more secure about who I am and what I can do," he says. > Dr. Iris "helped us see that we can overcome any challenge > facing our industry, do a great job and make money as a > team," Ms. Cochran says. "I know it sounds almost > cult-like, but that's what makes great companies and great > teams." She adds that the retreat left the executive team > "pumped," which is important because the travel industry is > taking a beating during the economic slowdown. > Dr. Iris says her approach to business makes perfect sense. > "I know corporate America thinks I'm woo-woo," she says. > "But in order for a company to be successful they have to > be willing to walk out on the razor's edge, even if that > means hiring an intuit." >
Re: critical thinking texts for senior sem
Joe, I like a small booklet that basically helps students understand arguments and evaluating arguments from psychology readings. It is The Critical Thinker by R. Mayer and F. Goodchild. (1990) from Wm. C. Brown. My fave is William D. Gray's Thinking Critically about New Age Ideas, 1991 from Wadsworth, but no longer in print--altho amazon.com can find you a copy or copies. Don McBurney's How to think like a Psychologist, 1996 from Prentice-Hall is intended for general psych and the articles are too short, but still, you could have seniors write more extensively on the ideas/issues covered. An upper level class may find it fun to go through Theodore Schick and Lewis Vaughn's "How to think about wierd things" 1995 from Mayfield publishing. Just some quick thoughts. If you need isbns just drop me a note. Gary Peterson Psychology Saginaw Valley State Univ. > 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] > >
Re: Evidence for Repressed Memories?
Is suppression the same as repression? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 > Dark thoughts > Freud may have been right: people can suppress memories > > Michael Anderson and Collin Green of the University of Oregon in Eugene > asked > 32 people to memorise a list of 50 or so simple pairs of words, such as > "ordeal" and "roach". > > The volunteers were then presented with the first word and asked either to > recall the second or banish it from their minds for four seconds. Volunteers > were asked to suppress the second word between zero and 16 times. > > The researchers found that volunteers were much less able to recall words > that > had been repressed many times - even when they were offered money to > remember. > "I'm not making the claim that you're forgetting the memory," says Anderson. > "It's inhibited, not erased." > > Full text: > http://www.newscientist.com/dailynews/news.jsp?id=ns519 > > > > _ > Get your FREE download of MSN Explorer at http://explorer.msn.com > > >
Re: visual neglect
Usually, "Ouch.Who said that"?? > Hi, > > Can anyone help me field this question: When patients with visual > neglect experience pain on the unattended side of the body (say, a hard > pinch on the unattended arm), how do they typically respond? > > Thanks! > > -- Dr. Michelle Miller > Assistant Professor > Department of Psychology > Northern Arizona University > Flagstaff, AZ 86001-5106 > [EMAIL PROTECTED] > http://jan.ucc.nau.edu/~mdm29/ > >
correl and causal inferences
If teaching about inappropriate causal inferences from correlational studies is your bent, you might want to integrate some critical thinking exercises in your lesson plans. I give time in most of my classes to these issues but found that when students read their texts or assigned articles, authors frequently imply or use causal language from correlational data. I am starting to develop this into a regular exercise where students explore a wide range of material--from magazine articles to jounal articles, where they might examine key problems in such studies. Students invariably jump on weak sampling and inappropriate generalization but have a harder time understanding the internal validity issues of research design. Hence, _I_harp on random assignments, basic control procedures, and potential confounding by having the students imagine themselves participating in the study. I encourage them to explore issues of causality and correlation and the slippery ways authors use causal language. For example, it might be useful to see if titles and/or discussion sections are the places authors make such claims as opposed to more carefully presenting things in the results section. Are apa journals or different areas more guilty than others? Anyway, I am finding this to be a useful assignment, and thought tipsters might find it useful or have similar ideas for exercises along these lines. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
mind/body/spirit
I must confess I shared Tom Allaway's reaction. I would hope the student can differentiate psychological science from these other "shadows" that characterize--some would say plague, psychological practice. On the other hand, there are serious ways to study whatever these terms are referring to, or coming to mean, in pop-culture. Perhaps, various counseling programs, health psych degree programs? It's hard to know without getting more information about the student's search. Perhaps, a program in transpersonal psychology? Perhaps some pastoral programs? Perhaps, Deepak Chopra's institute (doesn't he have one?). I'd have a range of feelings if my senior-level students wanted to go in that direction, but then such interests/ideas/fields may appeal to some. I would probably try to help the student consider such diverse options, her motivations for such study and, frankly, be curious as to such interestsbut then I'd wish her the best. (yes, I would sigh a lot ;-) Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
call for homeopathic curricula
Academic bemusement and bewilderment seems to be my state of late, and in this particular SSC (special state of consciousness) a pathway can be found to a new postmodern framework of knowledge (or, at least is feels that way--flashback time). In pondering ideas and views about preparing undergrads for applied or traditional psychology career tracks, and not forgetting the fact that only about one in ten of psych graduates pursue graduate work in psychology, it suddenly struck me how we can best "give psychology away." Less is more!!! Minimize exposure to such eurocentric core components involving traditional science, analytic reasoning, research designs placing undue emphases on controls and lines of eurocentric logic, and instead provide classes in living and working where the "psychology" best represents the "positive" values, ideals, hopes, stories, and legends of living and loving together in spiritual harmony. Contained in each class, in each curriculum, should be less and less of the traditional knowledge base, or methodological axioms, but rather greater discussion of the possible options to knowledge, and the validity of different "voices" in the pragmatic narrative which is life. Readers are invited to present creative curricular drafts -- the draftier the better--of this new, potent and powerful academic regime. The aim should be students who are able to "go with the flow," "get along and go along, so long as they come along" with a smile and a good heart. Such a curriculua should transcend the (largely Western) dichotomy of basic versus applied study in favor of matching one's psychic energy with the vibratory vectors of diverse perspectives in all paths or avenues of praxis. Following Maslow, we could cultivate a harmonic path of BEING rather than of mere doing or knowing, by ridding classes of traditional science content and, instead, helping them embrace the karmic content of new psychological empowerment. Admittedly, I am vague as to the specifics of such courses (such is the nature of SSS's (state-specific sciences), but I invite tipsters to creatively ponder the possibilities of this new homeopathic curriculum as a more popular--and surely marketable--academic avenue. I would guess that we all can think of examples of courses already on the homeopathic track. We might want to visit classes that prepare teachers--our colleagues in this area are often at the forefront of curricular innovation. The popularity, success, and potency of such alternatives as feng shui, homeopathic medicine, and non-traditional massage should suggest models for education that can be more successful by offering less substance and more of what our students want: hugs, good grades, and a job. With positive spirit, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Teaching Stats for the 1st time...
> On Sat, 23 Dec 2000, G. Marc Turner wrote: > > I have been teaching statistics to undergrads for many years, and the > amount and content of what I teach has been changing. I have come to > several conclusions. First, most of what we cover the students will not > remember. Thus, cover only those topics which the students are likely to > I haven't taught stats in years, but do teach experimental psych and labs in social psych and personality that are intended to expose students to research in these areas while giving them hands-on practice for the skills/knowledge they presumably, were exposed to in the stats/experimental design classes. Students really need to understand power and effect size, and the use of confidence intervals. The emphasis on NHST is waning, but they still need to understand what a statistical sig. test says and does not say. It sounds like many of us should ideally be doing two semester stats classes and two semester research design classes, but I don't think this is feasible for us at present. Along with the origins of these postings, I try to get some simple arithmetical operations involved in class exercises or homework. Like Rip's use of inter-observer agreement or simple calculations of means, or even, rhos, these can be useful to illustrate class ideas and is a way to continually point out that arithmetical, measurement, and analytical ideas are central to serious study. Ideas about variability, rates of change, distributions, differences, effect size, etc., can all be useful and reinforce stat concepts. That is, in addition to, and certainly not incompatible with, the psychic, the intuitive, the transpersonal-hermeneutic, mystical, and semi-spiritual dimensions most people associate with psychology (I am being facetious? ;-)Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: high school psychology
Enjoyed the url. Who said good scientific reporting should exemplify tentativeness and humility? I am sure the popular book on this would sell ha. Gary Peterson - Original Message - From: "George Hammond" <[EMAIL PROTECTED]> To: "Jim Matiya" <[EMAIL PROTECTED]> Sent: Sunday, December 03, 2000 3:42 PM Subject: Re: high school psychology > This will tell you everything you need to know... > figuring out how to teach it ... will make you > teacher of the year.. BTW... young people > understand it faster than adults, because their > minds are not yet contaminated.. > > > Website: http://people.ne.mediaone.net/ghammond/index.html > > > > Jim Matiya wrote: > > > > Hi Everyone, > > > > I have been asked to teach a college course called "Strategies for > > Teaching High School Psychology" I am asking for your help. > > > > What do think should be included in such a course? > > > > jim > > > > -- > > Jim Matiya > > Carl Sandburg High School e-mail me: > > Moraine Valley Community College[EMAIL PROTECTED] > > Tel: 708.301.6533 [EMAIL PROTECTED] > > Fax: 708.301.0226 http://www.d230.org/cs/matiya
Re: Searching for a scientist Physics/Psychology
Is the word and idea of "logic" here fostering a bit of equivocation? While Mike has expressed it, I think it is a fair depiction of Ron's thinking on these issues. An idea can "make sense" to an individual and thereby be said (by some) to have a "logic," peculiar to that individual's frame of reference (a bit presumptive that), but the logic of logical reasoning is not/should not be seen as tied to individual frames of reference. Rather, logic, as understood by logicians, is a form of reasoning that has value precisely because of its utility beyond particular individuals. This argument and the problems with it are not far from the (to me) silly treatment of so-called "state-specific" sciences popularized by C. Tart in the sixties. It is underlying a lot of claptrap in many areas of pseudoscience from paranormal research to views on alternative medicine. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 > Ron, > > You have captured my interest. However, just because a conclusion is logical from > an individual's frame of reference, it is not necessarily sound science. Like it or >
Re: dressing for tests
`Now that's confidence! Gives new meaning to "curve buster."
Gary Peterson
>
> My wife--a superlative student (I say with absolutely no bias)--used to
> march
> into class with nothing but a pencil in her hand, . It wasn't long before
she became known as the "curve
> buster."
>
> Pat Cabe
>
>
> Since we're talking about dressing for success, am I to assume from this
> context that Pat's wife marched into class naked? I'll bet her classmates
> noticed!
>
> Marty Bourgeois
> University of Wyoming
health psych
I also would like to hear views on this. I would like to develop a health or biopsych track, but really don't know what anyone with a bachelors with some emphasis in health psych could/would/should do. Is there a big need for students in grad programs in these areas? What kind of market would there be? Let us know what you find out. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Grades, Curving
Not much to add to responses to Mike's post or Linda's, but we do have a "writing center" here that is of help in Intro and other classes when they do written work (Our Gen Psych has about 60 students in each section). Our Academic Support staff have one or two Gen Psych tutors that can also help. They also have people who can drop by our classes to talk about study skills and note taking and I have also developed lectures on those topics, and put together a How to Study Booklet available to them. We have a special General psych section developed by our cognitive psych faculty that provides special help in studying, note-taking, etc. There might be ways that your upper level psych majors could get credit or just volunteer to help you out as tutor and other things. Great experience for them and help to you. As far as Mike's grade distribution, this is not uncommon in our intro classes and lately, for me in my Personality Theories class of all things! IF you are happy with the exam and feel students need the help in reading/studyiing (I find reading comprehension is poor), then I stick with the scores but emphasize they can improve as we have other things coming: Homework assignments, class quizzes, class participation points, more exams. I never curve, but if I had 4 or more exams, I might consider dropping the lowest or making it worth less. Hopefully, the straight talk, resources, and encouragement will allow their performance to levitate ;-) Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 - Original Message - From: "Linda Walsh" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Wednesday, September 20, 2000 10:25 PM Subject: Grades, Curving > I've appreciated all the great responses to Mike's questions since I, too, am > struggling with a similar distribution in a large introductory class. Most of > the students are new freshmen with poor study skills, so I've really tried to > work on those since day 1. Nevertheless about 70 of the class of 210 got D's > and F's. Anyone have particular suggestions workable in a large class? I tried > written test corrections but felt guilty that I couldn't meticulously correct > their corrections (some still hadn't gotten it right). > Linda Walsh > One other small suggestion when you are considering [EMAIL PROTECTED] > routinely take a special look at those questions missed by more than hal
Re: Developmental Question
Perhaps related to these questions is another regarding mom's REM time. During pregnancy her REM time increases? Is anyone aware of research as to why? Does this relate to CNS development of fetus? or how is it tied to REM of fetus? if at all? Or is it simply tied to sleep deprivation during pregancy? Gary Peterson : Re: Developmental Question > Jean et al, > > Is the word sleep appropriate when discussing life in utero? Anyway, I heard > somewhere (source amnesia) that a human fetus is in REM 100% of the time > prior to birth. > > This makes sense because REM is related to CNS growth and maturation in > children -- but since we are in this line, maybe the more knowledgeable among > us can enlighten. > > Thanks. > > Nancy Melucci > Los Angeles Harbor College > Huntington Beach, CA
Re: New brain scan findings
I think this makes for good class discussion, but I have to watch myself when drawing implications, as we tend to act as pastors sometimes in the way we draw out implications of such things for personal living and make them "relevant for our times." In the absence of sound theory to integrate the research, we might generate some discussion about conceptions of consciousness, skepticism and theory development in science, advances in neuro research, and whether psychology should just be neuroscience and the rest academic poetry, oops, there's that minister coming out again to "give psychology away." Neural network be praised, Gary Peterson - Original Message - From: "Jim Guinee" <[EMAIL PROTECTED]> To: <[EMAIL PROTECTED]> Sent: Monday, August 14, 2000 10:31 AM Subject: New brain scan findings > Reading Your Mind > More good stuff from the Great White North. > > How do we help students see the implications of such research?? > > FW: > > August 10, 2000 > > UK (New Scientist) - Canadian researchers have witnessed the emergence of a > conscious thought. Using imaging scanners to measure brain activity, they > recorded the moment when volunteers became conscious of images appearing in > front of them-and found that it all depends on how many neurons are firing in > the brain. > > Ravi Menon and his colleagues at the University of Western Ontario showed > people patterns of black and white stripes. While keeping the width of the > stripes the same, they increased the contrast slightly with each image they > showed. The volunteers were asked to press a button as soon as they could see > a pattern appearing. > > At first, the observers spotted no pattern at all. But when the contrast > reached about 2 per cent they started pressing the button to show that they > could see the stripes. The researchers imaged the brains of the volunteers > continuously during the experiment, using a non-invasive method of brain > imaging called fMRI. This visualises the amount of oxygen in the blood, a > measure which correlates with neural activity. There was an increase in brain > activity in the primary visual cortex of all the volunteers, corresponding to > each button press, and the signal got stronger as the pattern became easier > to see. "The neurons fire more as the contrast increases," says Menon. > > But the researchers could spot the signals even before the volunteers started > pressing the button. "They first pushed the button at 2 per cent. But we saw > a detectable response at 1 per cent," says Menon. He argues that the > difference between an unconscious response to the stripes and a conscious one > is all down to the level of brain activity. "You need a certain number of > neurons to fire to cross the threshold into consciousness," he says. > > Cognitive neuroscientist David Perrett of the University of St Andrews > agrees. "Considering the number of neurons firing is the only way to think > about consciousness," he says. "Consciousness is brain activity." But > psychologist Max Velmans of Goldsmiths College in London says that is just > part of the story. He argues that other elements, such as which neurons are > firing and at what frequency, influence consciousness. "If you go to the > cinema," he says, "all of your visual neurons are firing. Then you feel > something crawling up your leg. The signals from your leg in terms of energy > are far less than the flooding of your visual system from the film. But it is > more important to attend to your leg." > > Neuroscientist Susan Greenfield from the University of Oxford says the work > supports her idea that consciousness is like a "dimmer switch" that can be > turned on gradually. "I am delighted that they are looking at something > quantitative, so that we can look at degrees of consciousness," she says.
tickling
Regarding Drnanjo's request about tickles. I have no comprehensive explanation, but I do find that you CAN tickle yourself. A feather on the soles of the feet for example. The class could check it out for themselves--a methodological opportunity here. It is a tickle, but people often have in mind social tickles where someone else surprises us and grabs us and pokes us under the arms, etc. Tickling under the arms may be more socially constituted than sensory. These things can be discussed then as a product of more than one sensory system, plus both personal and social influences. In addition, the social uses of tickling, some people's annoyance at it, cultural differences, the role of unexpected touching, etc., might all make for useful discussion. Class discussion or home exercises could test these ideas. I do NOT usually make jokes about such psychological research requiring test ticklesexcept on tips. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: "Giving psych away"in intro
Linda, I am leary of some of this "giving psychology away" movement, but of course, find it easy and valuable to share with students some ways of thinking about psychology's relevance to their lives. Ways of evaluating information as consumers can be tied to work on judgment and problem-solving, much of social psych is relevant to issues from racial differences, conflict, to persuasion and "mind control" ideas. I explore the fads and positive contributions of neuropsych findings, the interesting applications of learning and cognitive ideas to fields such as education and business. Throughout it all, I am hoping to provide some help in their efforts to distinguish between what works and what is based on sound information. In discussing brightness and night vision we discuss the color of emergency vehicles, in covering perceptual illusions we explore the role of magic and everyday deception. I think it also imporant for them to recognize the limitations and tentativeness of good science and be cautious about the overgeneralization and oversimplification that comes from popularizing, selling, and legitimizing psychology. I guess here we could discuss the role of the APA? ;-) Just some quick thoughts, Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -Original Message- From: Linda Walsh <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Wednesday, July 05, 2000 6:38 PM Subject: "Giving psych away"in intro >Along the lines of APA's "Giving Psychology Away" or "psychology in the Public >Interest" campaigns, what "practical" psychology do you try to include in Intro >to Psych? Are there topics you discuss purely because you think they might be >helpful to students? > >Linda Walsh >University of Northern Iowa >[EMAIL PROTECTED]
Re: Power Point (digital slides) presentations
Why not just transparencies or real slides? Could you use digital photos with Powerpoint? With audio? If we are serious about visual facilitation of learning and not just repeating our points or outlining with Powerpoint, why not a good slide lecture/presentation? By slides I mean photos, vivid graphics, etc. Just an old fogey remembering some cool slide presentations with audio in the seventies, wheeze, puff Gary Peterson -Original Message- From: G. Marc Turner <[EMAIL PROTECTED]> To: Rick Reittinger <[EMAIL PROTECTED]>; [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Tuesday, June 13, 2000 6:28 PM Subject: Re: Power Point (digital slides) presentations >We have two rooms equiped with computers and projectors for multimedia. >BUT, most of the time I'm not in the multimedia rooms. So, here was my >solution for the past year: > >I found an old 486 (250MB hard drive, 16MB of RAM) computer that was lying >around unused. Installed Win95 and powerpoint. (The small HD doesn't allow >for much else.) Then I purchased a TView VGA-to-TV adapter (approx $120?) >and grapped a spare TV and a cart... now all my digital slide presentations >are presented on a TV screen. > >This methods works well in small classrooms, and you have to make the font >larger than usual so people can see it. Also, you have to make sure the >contrast between text and the background works (I use a dark blue >background and white text). I can even use it with the lights on (an >advantage over one of our multimedia rooms were the lights wash out the >projector). Students have responded favorably to it so far. I don't do any >animation or fancy slide transitions, just a brief listing of key >points/topics. Another thing, I can use the TV to show a slide and then >provide more info on the blackboard. Biggest downside, I can't be too far >away when it is time to switch to the next slide (or present the next line >on the current slide), but our classrooms are so crammed with student desks >there isn't much room to move about anyway... > >Hope this helps... >- Marc > >G. Marc Turner, MEd >Lecturer & Head of Computer Operations >Department of Psychology >Southwest Texas State University >San Marcos, TX 78666 >phone: (512)245-2526 >email: [EMAIL PROTECTED]
reading for new faculty
I felt guilty about not having something at hand to recommend to new faculty when Chuck Huff made his request for readings. I would suggest: Sacks, P. (1996). Generation X goes to college. Chicago, ILL: Open Court. Gary Peterson
Re: liberal arts reading for new faculty
What a refreshing request. Is a liberal arts education still possible? What do we mean by it these days? I have been reading: "Does anyone really believe anymore in the promise of the liberal arts, in the ideal of a well-rounded human being who pursues truth and wisdom as much as power and technological knowledge?" "The resurgence of interest in teaching in the university is not about the content of courses but about the style of the teacher. The search for the perfect technique that will both motivate students and make learning painless is as magical as the search for the Holy Grail. These teaching wizards advocate approaches like collaborative learning, smart classrooms, and long distance learning. Equally superstitious is the advocacy of critical-thinking courses, as if one could teach critical thinking as a technique." Could the new professor still share---indeed, have inculcated educational values that counter the above assessment? We may hope. Sorry my reading this week is less useful to the new faculty member, but I like the idea of such support for the new faculty and would also be interested in readings for them. Gary Peterson The above quotes are from: Stivers, R. (1999). __Technology as magic: The triumph of the irrational.__ New York: Continuum Publishing. >We have just negotiated a deal with a new faculty member who will be >arriving on our campus in the fall. I am planning on putting >together a set of books and readings that will help this person think >about: > >1) What a "liberal arts college" education is about and how it might >differ from the universities where most of us were trained. > >2) What a liberal arts psychology major and teaching might be. > >3) How to manage the transition from graduate student to faculty member. > >and other topics you might think important. I would appreciate >nominations of books and articles you think we should send include. > >I am already planning on including: > >Gibson, G. W. (1992). Good start : a guidebook for new faculty in >liberal arts colleges. Bolton, MA : Anker. > >McGovern, T. V. (ed.) (1993). Handbook for enhancing undergraduate >education in psychology. Washington, DC: APA. > >Schwandt, P, De Krey, G, & Lagerquist, L. D. (eds.) (1999). Called to >serve : St. Olaf and the vocation of a church college. Northfield, MN >: St. Olaf College. > >McKeachie, W. J. (1999). Teaching tips: strategies, research, and >theory for college and university teachers (10th ed.). New York: >Houghton Mifflin. > >and selections from the special issue: >Graubard, S. R. (ed.) (1999). Special Issue on Distinctively >American: The residential liberal arts colleges. Daedalus 128(1). > >Many thanks, >-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/
Re: Defining placebo
The problem I have with this (and of course it bears a more careful reading) is that she talks about experiencing outside of our bodies? How is this done? Shouldn't she say that we perceive the world _as out there_, but that perception and conscious experience is felt, and indeed, made possible by the lived body? She seems to create a needless separation--very Cartesian of her--but it is an illusory perception of inside and outside. What we experience as outside does not mean that it is outside...this is the problem many a clinoid therapist has learned painfully. Gary Peterson Sorry, I sent my previous post off by accident. I hadn't finished >writing it, yet. Let me try again. > >Speaking of placebos, there is a very interesting article in _Cerebrum_ >(Vol. 2, No. 1, Winter 2000) by Anne Harrington entitled "The whiteness >of lies: Swallowing the placebo effect" (pp. 71-86). The theme of the >article involves the following: > >"What placebo effects challenge us to ask is: How does the force of >human cultural imagination, on the one side, and the energy of human >sociability, on the other, interact to affect our biology and literally >make us sick or well? How does the brain function as a translator >between events we experience supposedly outside ourselves, in our >society and culture, and events we experience inside our bodies, in our >physiology and biochemistry?" (p. 72) > >She goes through a history of the placebo effect and ends up by >criticizing the conventional way we conceive of it within modern medical >and psychological science: > >"If placebo effects challenge us with the possibility that culture and >context are within the body as well as without, then many assumptions >guiding biomedical and neuroscience research will need rethinking. We >may find ourselves beginning to think differently about the historical >rationale for banishing meaning from biology. We may question some >conventional distinctions that see natural facts as one thing >(necessary, universal, and objective), and sociocultural facts as >another (contingent, value-oriented, and subjective)." (p. 85) > >I haven't read the article carefully enough yet to fill in the gaps >here. But I love when someone develops an argument that is contrary to >my own approach. It looks like it is a good assumption-questioning >article. > >Jeff > >-- >Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 >9000 E. Chaparral Rd.FAX Number: (480) 423-6298 >Psychology Department[EMAIL PROTECTED] >Scottsdale Community College >Scottsdale, AZ 85256-2626 > >"The truth is rare and never simple." > Oscar Wilde >"Science must begin with myths and with the criticism of myths" > Karl Popper > >Listowner: Psychologists Educating Students to Think Skeptically (PESTS) > > >
Re: I just know it's true, OK?
Jeff wrote:
In many cases, we are told to trust the verbal reports of such
>experiences ("why would these people lie about such an important
>thing?"); and again often are dismissed as extreme if we don't accept
>the report as evidence for the claim.
I can only share some thoughts based on what I do in class, particularly
my class on paranormal experiences. I lecture on this, but also review
examples of how sincere people can be mistaken, misled, etc. I also talk
about the "business" of entertainment, persuasive efforts, and tie these in
to our own personal efforts to affirm and confirm what we wish, what we
expect, and what we have been told. I think it is also useful to show them
when people are sometimes successful relying on experience and when such
intuitive judgment can be disastrous (See of course Dawes book on
psychotherapy, but also: Klein, G. (1998). Sources of Power: How people
make decisions.) I think both of these authors would point out the hard
work and kinds of experience that can be useful when making quick decisions,
as well as the limits of intuitive judgments when no corrective learning is
possible.
I also give them some info about pre-show work on talk shows, psychic
reading shows, magic, etc. That is, they learn about or get a glimpse of
what the tv audience seldom knows--how the host prepares the audience, the
involvement of the "psychic" with members of the staff and audience prior to
the show, etc. I suggest also the importance of motives and self-deception,
and am thinking of using research material in these areas more in the
future. I think we can also ask them to reflect about lies and the
circumstances wherein we all have found ourselves not being perfectly honest
about our intentions, experiences, or accomplishments. I then add factors
to this mix such as lucrative money from popular books, movies, publicity,
and personal/family motives. Whether it's being on stage with a hypnotist,
working therapeutic touch, dowsing, or being a therapist/patient, we find a
lot of reasons why people might lie or be self-deceived.
>
>Let's call this attutude the "I-just-know-it's-true, OK?" attitude.
>. Thus, the use of such examples
>are often not sufficient to result in changes in our students' attitude
>about the usefulness of subjective experience
>
>Thus, I am beginning to think that we need to find ways to get students
>to see directly how they themselves have been misled by their own
>subjective experience.
>
>Any ideas on how to do this?
Of course, direct experience with a psychic reading, perceptual
illusions, magic and psychic tricks, etc., can be useful here. At the
beginning of the class, after discussing respect for religous beliefs, I
will sometimes ramble about meditative states, religious visions as an index
of faith, and casually distribute a paper with a splatch of black pattern on
it. I ask them to contemplate their own religious traditions as they stare
at this sheet for thirty seconds. I abrubtly tell them to look up to the
heavens (okay, the ceiling, but use your imaginations!). They will see an
after-image of Jesus. I can tell who is most impressed, sometimes
frightened (rarely), or enjoying the experience. I then talk about the way
we could shape this experience even more with some "pre-show" work to create
a stronger context, the role of expectations, cultural socialization, etc.
Our own Bob Keefer uses magic well to help dispel the idea that "if you
experience it, it must be true." I also use mental tricks and psychic
illusions to drive home this point. We can discuss this more on the
critical thinking listserve, but the classic Barnum personality description
can be useful also to discuss the impact of personal experience, subjective
validation, etc.
Another idea: take a phenomenon about which we know a fair amount
regarding the hows and whys of self-deception---say, dowsing, the psychic
pendulum, ouija boards, etc., and then, after the class is aware of the
phenomenon, the role of misattribution, the hindsight errors, and
confirmation biases, have them talk to dowsers who believe and are sincere
(most of them). Then come back to class and share notes and observations.
(Give them some advice regarding respectful interviewing). A lot of these
exercises presume some first exposure to criteria for sound arguments, basic
methodological ideas, common reasoning fallacies, and errors of uncritical
thinking, but I think they might be worth a try as they can have a personal
and vivid impact on students.
As Louis mentioned, we can use our own experience and the lessons we
have learned about relying on intuitive (and usually self-serving) modes of
experience. For example, teachers' beliefs about learning styles, right and
left-brain education, and ahem, different nurturing styles of teaching,etc.,
to show the distinctions between evidence for learning versus just feeling
that the class is doing great. As you indicated,
Re: Intuition Gains Doctors' Notice
Just some thoughts on this news piece (thanks Jim). Aside from Jeff Ricker's wonderful diagnostic effort, I wonder how actual psych counselors and clinicians would respond? How would L. Witmer, the "founder" of clinical psych respond? He did not advocate talk therapy--something that came much later. Judith Orloff, the misguided psychiatrist mentioned in the piece, called herself a psychic psychiatrist in her early book on "second sight." Now she wants to improve the image of the psychic by employing the term intuition. I think this will work for her as it describes the "sensitive" and empathic experiences felt in a caring relationship. I think there are quite natural explanations for this, and much is self-deception, but I argued quite a while ago on this list that clinical workers and psychic readers have much in common--not that they should be equated, but that uncritical (cf. mindless) reliance on clinical relationships can promote some self-deceptive "insights" and "intuitions" not unlike those found in sincere psychic healers and fortune tellers. One of the authors mentioned in the article is T. M. Luhrmann. He argues that clinical/medical practice can be seen as divided between a tech oriented approach to the patient/client versus a humanistic, psychodynamic, find-your-own-voice-and-meaning-with-me approach. He favors the latter. Of course, science and skepticism, and critical reasoning are lumped with the nasty, cold, mechanistic, your-time-is-up-HMO approach, while the empathic, caring, build-a-relationship approach is coupled with the psychodynamic, humanistic, let-me-be-your-spirit-guide emphasis in alternative, new-age approaches. While simplistic, I think there are some valid points to this view. It is unfortunate that the emphasis on a more humane approach is being tied to a requirement to suspend critical reasoning, denigrate science, and embrace fantasy. Like I said, I am wondering what the responses will be in clinical (scientist-practitioner?) grad classes. One other thought---as with the emphasis on neurosciences---I wonder if part of the problem is the fact that psychologists have no consensus on what their subject matter is. What constitutes the psychological? Is it nothing but the physiological? I have my own answers here, but it seems to me that many clinical practitioners are being respectful of what they consider to be the valid psychological dimensions of their focus and practice in a field where the psychological is (seemingly) reduced to neural, biogenetic explanations. Are prescription privileges an effort to bridge both worlds--of powerful drugs and powerful magic? It is just that, in their heads, over time, with clinical experience, and befuddled psych education (unresolved mind-body issues), the psychological has become tied to meanings and values antithetical to science and principles of naturalism, determinism, and skeptical inquiry. Such cannot compare to the powers that come from forging mystical and quasi-religious relationships with devoted followers based on psychic intuitions. I suspect most clinical workers try to keep their feet in both worlds; they make efforts to respect both their psych/scientific education and their psych/practice skills and intuitions, but it may be rarer to find some working to resolve such issues. Back to grading finals, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 As we get older, let's try to stand for more and fall for less. >A Los Angeles psychiatrist teaches her clients to use intuition as a >self-diagnostic tool. A UT graduate student trains people to use ESP to "see" >remote objects. Along with homeopathic and herbal remedies, such >untraditional methods of healing and solving problems are on the rise. And >the publishing world has noticed. The L.A. psychiatrist has two books out. >The Austin "remote viewer" is under contract for his first, a memoir of his >days spying for the Army. > >They're not alone. A desire to escape the limits of the rational world >appears to be driving a new surge in literature about tapping into the >extra-sensory. Recent books include: "Second Opinions: Stories of Intuition >and Choice in the Changing World of Medicine" (Viking, $24.95) by Harvard >Medical School researcher Jerome Groopman, psychic medium Rosemary Altea's >"You Own the Power" (Eagle Brook) and Russell Targ and Jane Katra's "Miracles >of Mind" (New World Library). > >Dr. Judith Orloff, the psychiatrist, is the daughter of two physicians (she >cites a total of 25 doctors in her family, on both sides) and on staff at >UCLA Medical School's Department of Psychiatry. She sees people
adjunct guidance?
I wonder if others (adjunct or full time) might have some suggestions for the following query. I have a hard time finding qualified adjunct faculty--masters is a minimum. We have many fine adjuncts, but it is difficult to find those who appreciate science, critical reasoning skills, and also have real Knowledge of basic areas of psych, classic research, etc. When we bring them on board, they are observed by faculty and, of course, class evals are done for us all in each class. We have some general topic outlines of what we want covered in General and Child psych, but I am thinking of some kind of guideline to help adjuncts present critical thinking, emphasize a science perspective, and advise them in covering research studies with these goals in mind. Do any of you have something like this for your adjunct? Or heck, for any of the faculty? Many are masters level counselors, clinicians, and motivational speakers who bring in some nice anecdotes that make students happy, but they also are more comfortable talking as therapists than as educators, and the kind of topics discussed suggest their difficulties may be due to their acquired mental problem of CPD (see Ricker post). Just wonderin' Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Exam items
Hi, I agree that passivity in responding to test questions might be a
problem, and the kinds of simplistic MC questions they are exposed to might
lead them to all sorts of unstudious habits, but not all MC questions need
to be give-aways (nor should they be). The right kind of answer never
"slaps you in the face" on a good MC test, but rather engages you in
re-examining the issue/question/application being sought. The problem I
find in the Intro psych is that they were exposed to give-away MC questions
of the definitional sort...and many of the questions I like to use involve
application or illustrations of the concept which they have a tough time
with as they do not STUDY ACTIVELY to learn same. They complain that MC
tests given by others never gave them the problem they have with mine, etc.
I think some profs (and probably all high school teachers--I only
overgeneralize on Mondays) have had trouble developing good MC questions
that clearly tap knowledge of an idea or concept. Then too, students have
learned to challenge anything that involves more careful deliberation of
alternatives ("tricky questions"), and teachers have learned to stay away
from such challenges, hence, simple MC formats. I don't find essay or short
answer questions a solution to these kinds of woes. We teach our students
to NOT go with the first choice that hits them in the face as this
confirmation kind of strategy leads them to miss examining the rest of the
alternatives. I don't find essay or short answer questions to be less
passive--it depends on how they are constructed. I have colleagues who
simply tell them what to say and how to say it on such exams--they just have
to remember to fit the right answer to the right question. I just wanted
to sayI have no trouble with my MC questions. I would think the
matching would actually be more regurgitation--just fitting say, name with
concept, etc., and requires little mastery of the ideas presented. Matching
can take longer due likely to retrieval problems, and search thru the list,
but I don't find most matching to be too challenging---I am sure they can be
tho. For example, if concepts are matched to function, purpose, or
applications? Just some thoughts before finals Dr Nance. Gary Peterson
Gerald (Gary) L. Peterson, Ph.D.
Professor, Department of Psychology
Saginaw Valley State University
University Center, MI 48710
[EMAIL PROTECTED]
1-517-790-4491
, we have inadvertently given in to a certain passive
>attitude cultivated by many other institutions as well. What I mean is,
the
>right answer kind of "slaps you in the face" on a multiple choice item. It
>seems as if when we ask many of our students to make even a minimal effort
to
>
psych curriculum
Thinking about the stats pre-requisite and the limited appreciation of science shown by many students, led me to wonder about other psych requirements. Discussing problems of critical thinking and science education with some other faculty last nite, we wondered about the value of an integrative science class. I know some psych folks (like myself) who think they are doing some of this in Experimental or Research methods, but do psych students have much science to integrate---to give them a broader appreciation of science? Do most psych students go to psych to avoid heavy science? So, I was wondering, do some of you require a philos. of science class that attempts to integrate ideas, principles, basic operating assumptions? If a student were a bio/physics/chem type of student wouldn't they run not walk away from psych classes like education students from theory classes? Do any of you have a psych curriculum that requires other sciences, say a biology class? I remember, zoology was required as part of my undergrad major in psych. Just some end of semester ramblingI need to find warmer weather soon! One other comment I heard recently when I was talking about our students doing research projects in psych and presenting at local conferences. "Do you teach them the value of replication? I heard you psychologists do one-shot studies and then try to present or publish them. What impression do you give your students about the value of checking on your findings?" Well, this person was talking about being a judge at a science fair and how he always asks the students if they attempted to repeat the effects they found. Also, our reliance on complex anovas with many subjects can inhibit the kind of replication this person had in mind? I responded with some blabber about what we teach in methods classes, but his question did promote some thinking about how we present the idea of replication and how it's practiced in our journals. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
skepticism and religious students/books
Altho I basically agree with Jim Clark re: the uses of instructions regarding various bibles, etc., and I have had students who basically are interested in my paranormal class because they can bash psychics as being of the devil, I have mentioned the books below to students who see themselves as religious but are enraptured by the paranormal Now, there are many other aspects to this problem, so all I want to do is suggest consideration of: Kole, A., & MacGregor, J. M. (1998). Mind games: Exposing today's psychics, frauds, and false spiritual phenomena. Eugene, OR: Harvest House Publishers. ISBN; 1-56507-826-8 A controversial tome by a Christian magiciantho I think Kole is cool. Myers, D. G., & Jeeves, M.A. (1987). Psychology through the eyes of faith. New York: HarperCollins. A less controversial tome (well, okay, it could be ;-) with chapter headings matching the typical Intro Psych text, but also coverage of psychic stuff. Gary Peterson As we get older, let's try to fall for less and stand for more. Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Skepticism, Science, Religion, and Respect
I'd like to concur here with Jim and others about bible reading. Many
students are often able to find quips or general statements that affirm
their prejudices (this is modeled by those around them of course), but many
have not really studied the bible---especially, study in the sense of
critical inquiry. Many pastors themselves bemoan the glib way bible
references are tossed out. As Jim mentioned, it is sometimes useful to ask
them to explore the passages more carefully and thoughtfully. I don't
usually take class time for this but talk to the student individually about
such issues with reference to ideas about what it means to be a student,
critical thinking, reasoning fallacies, or similar topics. Gary Peterson
>> I hope this useful. Oh, read those first few chapters of Daniel. Your
>> student's understanding of what Daniel is all about is skewed. True,
>> Daniel has been picked up and people have misinterpreted it in
apocalyptic
>> terms, but that's another matter. There's some great stuff on
apocalyptic
>> predictions that didn't come true on the skeptical inquirer web site.
>>
>> Al
>>
>> Al L. Cone
>> Jamestown College <[EMAIL PROTECTED]>
>> North Dakota 701.252.3467 X 2604
>> http://www.jc.edu/users/faculty/cone
>
>Al makes a great contribution here. A common problem among religious
>people is distorting what is in the Bible.
>
>On the occasion a student or client states something that seems
>inconsistent with biblical teaching, or sometimes just plain wacky, I
>encourage them to find the verses that support that particular idea ("where
>does it say that?" "can you find other verses that support/contradict
that?").
>
>All too often religious ideology is based on someone/church group without
>any basis in scripture. Having them do a little "bible digging" is also
good
>because you don't have to attack their beliefs. Very often a little
perusing (or
>sometimes more than a little) will lead the person to do it for
him/herself.
>
>Cheers,
>
>
>*
>Jim Guinee, Ph.D. Director of Training, Counseling Center
>Adjunct Professor, Dept. of Psychology/Counseling
>Dept. of Health Sciences
>President-Elect, Arkansas College Counselor Association
>University of Central Arkansas
>313 Bernard HallConway, AR 72035USA
>(501) 450-3138 (office) (501) 450-3248 (fax)
>
>"Time is a great teacher, but unfortunately it kills all its pupils."
> -Hector Berlioz
>
>
way to go spartans/ Florida who?
Gee, Michael S., we should have bet a pitcher of beer on the MSU vs. Florida game. I didn't let my evening class out (well not too early) even tho, of course, I knew the Spartans would win. Was Florida ever ahead in the game? Teaching relevance? See the concept in most social psych texts on "basking in reflected glory." Suddenly we are all Spartans around here---when they win. See also the power of hindsight ;-) Suddenly, our red jerseyed (Cardinal) campus is awash in green (Spartan) color. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Fw: Twin coincidences
Tipsters, I asked Stephen about the term emergenesis as I suspected circular definition and mere labelling. Stephen asked that our correspondence be shared with tips so that others might also consider this potential problem. From the definition that Stephen obtained, the concept sounds like "chance" to me.. unless the specifics of the genetic combinations are more systematic and potentially testable. Isn't "emergenesis" simply another way of saying that unknown genetic things happen that make for suprising matches in toothpase preference, etc.? I applaud it being a naturalistic explanatory effort (could it be transpersonal ;-) but somehow it is still another way of saying "we really don't know, but of course it's genetic." I have no problem with "emerging properties" if that's what this concept is supposed to be, but it has been notoriously difficult to spell out what they might be and how they might work as explanations. I am curious not because I claim expertise about the genetics possibly involved, but rather more interested in what counts as a possible explanation of the twin similarities. Any other ideas as to the possible value of Lykken's idea of "emergenesis"? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -Original Message- From: Stephen Black <[EMAIL PROTECTED]> To: Gary Peterson <[EMAIL PROTECTED]> Date: Sunday, April 02, 2000 4:40 PM Subject: Re: Twin coincidences >On Sun, 2 Apr 2000, Gary Peterson wrote: > >> Hi Stephen, Could you elaborate on Lykken's idea of "emergenesis"? >> That is, how is it defined? My first impression is it has about as much >> explanatory power as Jung's idea of synchronicity, etcI'm sure you know >> where I'm going. If it is defined without reference to that which it is >> supposed to explain, then I will be pleasantly surprised.Gary >> > >The definition part is easy. Reaching for my copy, it says (long >definition, I'll take the most salient part): > >"emergenic: Arising as a novel or emergent property resulting from the >interaction of more elementary and partly genetic properties. An >emergenic trait might be determined by a configuration of >independently segregating polygenes interacting in the sense of >epistasis,or, at a more molar level, an emergenic trait might be a >property of a configuration of independent traits that are themselves >in part genetically determined..." > >Now I think your question about this is whether the concept is >scientific, or merely has the appearance of an explanation. Good >point. The mechanism has face validity for me: something like this is >plausible as a way in which genes could work, and the explanation >depends on well-established concepts in genetics. So it's no Jungian >fantasy. > >But is the hypothesis testable? Beats me. I scanned through the >article (which really deserves a careful read, which I haven't done in >a long time), and can't find anything I can see as a proposal to test >it. And if it's not testable, it's not science, is it? > >Gary: I'm replying privately because that's the way you sent your >query to me. But I'd appreciate it if you'd post your query, my >response, and whatever you want to add back to the list. This is a >topic where I'd be interested in the opinions of others as well. > > >Regards > >-Stephen > >
Re: Science and pseudoscience
Rick Froman, in reference to Michael Kane's quote about astrology, rightly noted the emphasis a student placed on what feels good. The "validation" of ideas based on what feels good or appears to work, is tied to psychology with William James' emphasis on pragmatic criteria. If beliefs lead to comforting, or useful consequences, then they are justified. In the area of pseudoscience, as well as psychotherapy, and other ideas, the pragmatic criterion of truth is stressed. Students seem to be saying, "what's the harm? If it makes people happy, it's true enough." Of course, this can be dealt with by arguing against the relativism it leads to, and the fact that it doesn't really answer the problem but puts it off on the different meanings of "being useful." In addition, one can point out the harm and deception that is promoted when falling back on simply "making people feel happy." Finally, as Chuck Huff noted, feeling good is not always the same as an effective outcome. Recent controversy over the Consumer Reports survey of client satisfaction with psychotherapy attests to the problem and popularity of the pragmatic criterion among psychologists. William James may have recognized a distinction between the consequences of a true idea and the consequences of believing, feeling happy about, and acting on that idea, but his exploration of pragmatism spun off more ways to rationalize delusions than ways to appreciate the hard work involved in "testing" popular belief. For my part, I have always felt psychotherapies rest their popular acceptance on the same sand as that of the psychic reader or astrological counselor. This makes it all the more important that our colleagues in clinical fields be able to distinguish themselves from such competition. Here is where the distinctions between the __goals__ of the psychic astrologer and the professional clinical worker should be important. Do modern therapists have different goals? Debate about, and differences in valuing various "ways of knowing," rest on adherance to different cultural institutions and values. They also have socio-political, and health consequences (See Fadiman, 1997). I think the student question/view should be dealt with sympathetically, and its ties to psychological thinkers recognized. I also think these issues make for interesting class discussion about the history of the scientist-practitioner model as well as the role of traditional shaman, witchdoctors, and healers in contemporary and so-called, traditional cultures (See Torrey, 1986).Gary Peterson Barzun, J. (1983). A stroll with William James. New York: Harper and Row. Fadiman, A. (1997) The spirit catches you and you fall down: A Hmong child, her American doctors, and the collision of two cultures. New York: Farrar, Straus, and Giroux Torrey, E. F. (1986). Witchdoctors and psychiatrists: The common roots of psychotherapy and its future. New York: Harper and Row. Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 >> **I think the quote speaks for itself, and it does not >> **express a rare view: If it feels good, it has value. >> **I guess there should also be little call for the cultural >> **degradation of racism or genocide, since they clearly >> **"work" for some people... > >I had a student tell me a similar thing about psychotherapy. I was >trying to communicate the importance of objective studies of >psychotherapeutic effectiveness since both the client and the >therapist have obvious biases in the direction of claiming that the >therapy works. The student responded, > >"Well, I know the clinician and patient will both be bias, but that >doesn't change the fact that to them it was a success and is that >not what the goal wasto alleviate a problem or give them a >personal victory over a problem? I think this is no different than >anything else, if it works...it works. If someone is diagnosed with >cancer and with medication goes into recession, it is considered >successful for a that period of time and the patient is grateful for it. >If it reoccurs, the patient was still given a reprieve from the horrible >condition and I think psychology is no different. Psychology for an >individual is based on just that...the individual and if you feel like it >is fixed and you are relieved from the problem you had...whether it >is from the actual therapy or just the "thought of the therapy"...I >think that makes success." > >I guess you can't argue with success. > >Rick > > >Rick Froman >206 Greenwood >Siloam Springs, AR 72761 >[EMAIL PROTECTED] >Dr. Rick Froman >Psychology Department >Box 3055 >John Brown University >Siloam Springs, AR 72761 >[EMAIL PROTECTED] >http://www.jbu.edu/sbs/psych >Office: (501)524-7295 >Fax: (501)524-9548
psych grad/career web sites
Tipsters: I am interested in compiling a list of sites useful to psych students interested in grad school as well as those who might want to explore related fields. If you have some sites that you or your students have found particularly valuable, drop me a note or post it. Here are some I found worth having my students check out: http://www.gradschools.com/ http://www.alleydog.com Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
memes as memes
Tipsters: I know some of you were more enamored of the meme idea than I, so here is a critical (but of course, I agree ;-) perspective from Martin Gardner reviewing Susan Blackmore's book The Meme Machine in the LA times. Gary Peterson http://www.calendarlive.com/calendarlive/books/bookreview/2305/t0014 3.html
Re: activities,demos,group work (long)
It usually depends on the type of class and the goals. In many of my classes I would love to increase the interest in learning and critical thinking--but this needs to be a clear goal, with students prepared and helped to learn or "catch" such interest from the class, and assessed objectively. "Student interest in learning" is likely governed by more factors than one class or teacher can provide. Yes, teachers can be inspirational, nurturing and caring, but here too some students will be turned off by the same teacher, and some relationships can become inappropriate (e.g., when the student needs legal counsel, mental health support, requires resources and counsel outside the purvue of the class). In my own view, content (which may includes skills and process) should be a priority at the college level. Class climate and good relations with the class can come about in many ways. Again, thanks for the stimulating post. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
class demos/group activities/list behavior
I agreed with a number of points Cheryl Schwartz made in a recent post about Davis, but one area that I thought useful for TIPS discussion concerns when and how and what kind of class demos or "illustrative" group activities might be used. That is, what kinds of "fun and games" activities are useful and when? Do we use the demo or group activity to reinforce some concept? How do we know we are successful? Perhaps, Louis just wants to convey a closeness or intimacy. This may be appropriate in some circumstances. Sometimes I want to give the class a break from lectures, or (in upper level classes) give them an opportunity to think thru problems, puzzle solve, etc. At other times, I develop a demo or display that is intended to be memorable and help them understand the concept. If we present the demo or illustration first does that help with later verbal explanations? To be honest, most of my motivation is to keep myself and the class pumped, interested, and involved, and then to use activities that I feel may either reinforce/illustrate/apply the concept and thereby further their mastery of the material. The Teaching of Psych journal is a valuable resource for ideas...but what do we know about the effectiveness of different types of exercises, demos, or illustrations. I think the pacing or timing of certain demos in the semester can be important. Too many all at once may hinder memory of what their purpose was. Some exercises can involve the class in fun arousal, but not promote learning of the difficult concept behind the exercise. Any other ideas on such?Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
psych book on paranormal
I notice that the apa has a new book out dealing with a variety of odd and paranormal experiences. I don't know if it has been reviewed yet, but from the names of the editors, my impression is that it will largely be composed of clinical anecdotes and discussion of hypnosis and dissociation. My hope is that it will provide some ties to actual psychological science. As a social psychologist, I hope also it provides some info about the social and family context. Anyway, it is called, "Varieties of anomalous experience: Examining the scientific evidence." The editors are E. Cardena, S.J. Lynn, and Stanley Krippner and you can find it at the apa web site. I just ordered a copy, as I am interested in such things, and of course our students are too. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Psychology's biggest challenge
Yes, Miguel, deja vu all over again ;-) While I am not as certain about psi as John's statement appears to imply, I continue to believe that the evidence, in spite of its flaws, shows a weak anomalous effect that I interpret as a manifestation of psi. I, therefore, support the gist of John's argument of not throwing the baby out with the bath water. In spite of its flaws? And we still await replication and some indication that the principle of parsimony is alive among those who seem to equate the indications of anomaly with the presumption of something called psi. And what kind of "explanation" is psi for this anomaly? In the absence of foundational evidence for psi, psi can hardly be a viable baby. Naming the baby psi, calling it an anomaly, and then saying psi is manifested by this baby is reminiscent of phlogiston, animal magnetism, or the soporific explanation for sleep. I think the experiences people report (non-laboratory phenomena) and interpret as precognitive or clairvoyant, which interested John, ARE valuable psychological material to mine and offer useful examples of individual and social psy--chology. I think psychological science can fruitfully help provide understandings of these--regardless the outcome of serious psi study. Wow, Miguel is right, this is deja vu on this list. Gee, I hope folks have not forgotten the lengthy discussions we have had on the subject with headings such as "science, evolution, and beliefs" on or around January '97, or those with the heading "Teaching skepticism- to what extent?" on or around October, '98 or some others we have had during the past four years where we have discussed some of the evidence for psi. Yes, I don't usually respond to this issue anymore as the archives should provide enough info. As far as CISCOP and other groups, I applaud their efforts to at least provide the public with some counter to the pseudoscientific nonsense that proliferates in the media and popular culture. These groups also have provided some valuable information to the public regarding the approach of science and the role of evidence. In my view, this was long missing from those who tend to presume unexplained anomalies or anecdote are psi. Most responsible psi researchers today (finally) also recognize the disparity between their research efforts and the pop-claims put forth regarding so-called psi.Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Black Psychohistory Month
This and John Serafin's post about those eager to undergo trephination reminds us that the will to believe and belong is greater than the will to learn and to know. This is something we encounter too often in our classes. Helping our fellow citizens learn to differentiate between their desire to see the world as they wish versus the world as it is presents an increasing challenge when (as it appears today) we must move against the popular tide stirred by pop-psychology and pseudoscience. I find Michael's nonsensical post demeaning to an understanding of the many actual contributions of African-Americans and others to psychology. At the same time, it simply illustrates an effort to demean the impetus to learn and respect history in favor of the latest fads to impose one's own favored (usually ethnocentric) views. I've come to cherish all the more those rare students and colleagues who exhibit the desire to learn, who attempt to question honestly, and seek to know what is rather than prosleytize for what merely affirms their ideologies. Finding and encouraging a real student who loves to pursue knowledge is a joy. Many others seem bent on having holes in their heads, and some even become psych teachers who revel in the draft between their ears.Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -Original Message- From: Michael Sylvester <[EMAIL PROTECTED]> To: TIPS <[EMAIL PROTECTED]> Date: Saturday, February 12, 2000 9:20 AM Subject: Black Psychohistory Month > >Just curious as to how many tipsters find time to recognize the >contributions of the Afrocentric world to Psychology. >Personally, I devote one class period to enumerate the contributions with >my classic lecture titled "What they never told you in Psychology class" >that: > >-The art and science of Psychology originated in Ancient Egypt and > long before Freud,Skinner and the Gestalt dudes,the Africans were >already advanced in the Psychoanalytic interpretations of dreams,that >they knew about the Law of Effect before Thorndike and perceptual >laws of figure ground were already familiar with the African hunters > > - Most of Sternberg and Howard Gardner's ideas of multiple intelligences > deal more with Afrocentricity than Eurocentricity. > >Next week : The Substantia Nigra,the melanin hypothesis and the roots of >soul. > >Michael Sylvester,Ph.D >Daytona Beach,Florida > > > > >
Re: psych trivia
Hi, I wanted to mention that it is not hard to gather interesting trivia and tidbits from History of psych texts (and David's web site) and use them in a game format in class. I use a set of trivia-pursuit-type cards originally developed by Rose Cogin at Texas Tech and lent to me by one of her students. I have since added several cards using other trivia obtained from texts or other history profs. I also ask the psych department faculty to provide trivia info about themselves--ahem, be sure it is what they are willing to share---that ranges from info about their mentors to personal habits and hobbies. I use the cards in a variety of ways, but most commonly arrange groups with play money, tokens and have them play thru as many cards as possible. It's a nice break from lecture. For ex: Who wrote 2192 rhyming couplets on the sex lives of plants? Cheers, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -Original Message- From: David Likely <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Saturday, February 05, 2000 12:05 AM Subject: re: psych trivia >Linda -- Well, if you're interested in OLD psych trivia, try >some of the on-line quizzes and such at >http://www.unb.ca/psychology/likely/psyc4053.htm >Some are linked from the top page, others from the >"Working syllabus." BTW -- I was delighted to tell >my students that some guy had to droip out of the >Millionare game last night because he didn't know >the term "Occam's [sometimes Ockham's] razor". >We had just got to Occam (ca. 1300 CE) in class. >-David > >Linda Walsh wrote: > >> I'm looking for a collection of psychology related trivia items that >might make >> an interesting lunchtime activity ...snip... > > >=== >David G. Likely, Department of Psychology, >University of New Brunswick >Fredericton, N. B., E3B 5A3 Canada > >History of Psychology: > http://www.unb.ca/web/psychology/likely/psyc4053.htm >=== > >
conceptions of psychology in science fairs?
I just had an interesting experience with a high school student who came to me asking about a possible psychology project for a science fair. She is taking special classes emphasizing science instruction and instead of the more common projects in biology, etc. she wanted to do something on factors influencing memory, perception, etc. I got her started on the possibility of examining the misinformation effect. . . Anyway, I heard from the high school instructor that her dad dissuaded her from pursuing such a project in favor of more traditional science work. I am sure there are many reasons, but given the popular conceptions of psychology, and perhaps the limited opportunities for science tracks in psychology, scholarships, etc., her father may have a point. Do any tipsters know of similar problems in the high schools of getting students to develop projects in psychological science? Are there prejudices or limitations for students interested in pursuing science, if their interest is psychology? Is the apa politiking for psychological science in the highschools? Perhaps, they are only encouraging alternative routes to knowledge like sweat lodges, dream analyses, and tarot cards? ;-)Just wonderin'..... Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: The moon illusion
I think Don McCready (sp) who was on NPR opposite Kaufman, did mention that many don't see it. I also haven't been able to experience it, but there must be something wrong with the moon-illusion mechanism in my brain ;-)Gary Peterson -Original Message- From: Bob Keefer <[EMAIL PROTECTED]> To: TIPS <[EMAIL PROTECTED]> Date: Monday, January 10, 2000 11:05 AM Subject: Re: The moon illusion > >On Fri, 7 Jan 2000, Patrick O. Dolan wrote: > >> I heard the story on NPR and it did sound like the standard answer >> (stemming from work Loyd Kaufman himself did 40 years ago). I saw >> him give a talk on this newer work a couple years ago at NYU >> (where he was emeritus- I was surprised to see him reported as >> faculty at Long Island U.) and my memory (and limited perception >> knowledge) has it as new techniques to combat alternative explainations >> that have come around since his original work. If this is the case, it >> may sound similar to his original explaination. > >Well, when I heard this on NPR, they made it sound like there were two >competing explanations for the Moon Illusion. But this doesn't answer >-my- question about this topic: > >What about those who don't -see- the Moon Illusion? > >I don't see it; the moon always looks the same to me. In graduate >school, we discussed this in class, but I never mentioned that I didn't >get it, i.e., didn't see the moon as larger on the horizon. Then, many >years ago, I saw a student poster at EPA about the percentage of people >who don't see this illusion. They told me they were having trouble >getting it published because no one believed that there were people who >didn't experience the illusion! (I'm sorry, I don't remember anything >else about it, and never followed up, as this is not really my area; I >was just relieved that I wasn't totally weird in this particular way.) > >bob k. > >--- - >Robert Keefer Associate Professor >Psychology Department Office Phone: >Mt. St. Mary's College (301) 447-5394, Ext. 4251 >Emmitsburg, MD 21727 e-mail: [EMAIL PROTECTED] >[Speaking for myself.] fax: 301-447-5021 >--- - >
Re: The moon illusion
Yes, I saw this in the paper also. Is there something new about this? I thought this was one of the standard explanations--quite a few years old. Perhaps some S&P folks can enlighten us as to what's new about this?Is it really considered the most efficient explanation? Gary Peterson >You might know this and maybe not. > >jim matiya > > >Answer Said Found for Moon Illusion > >.c The Associated Press > > WASHINGTON (AP) - The illusion that the full moon seen near the horizon >is bigger than the moon seen overhead is a trick the brain plays when it >perceives distance to a far object, according to new research by a >father-son team. > >In a study appearing Tuesday in Proceedings of the National Academy of >Sciences, Lloyd Kaufman and his son, James Kaufman, report that a test >with artificial, indentically sized moons showed that viewers of a >horizon moon perceived it as being farther away. > >The researchers said that when the moon is on the horizon, the brain >apparently picks up distance cues from the surrounding terrain and >interprets the moon as being more distant. This, in turn, causes the >brain to perceive the moon as larger, the researchers said. > >When the moon is overhead in an empty sky, there are no distant cues and >the moon is perceived as being closer and smaller, the researchers said. > >Lloyd Kaufman is a professor of psychology at Long Island University in >Brookville, N.Y. James Kaufman is a researcher with IBM in San Jose, >Calif. > >AP-NY-01-03-00 1716EST > > Copyright 2000 The Associated Press. The information contained in the >AP news report may not be published, broadcast, rewritten or otherwise >distributed without prior written authority of The Associated Press. > > > >
history and systems papers
Tipsters, the new semester begins in a few days and I am going over handouts, as well as goals. In my History and Systems class, students are asked to do a historical review or analysis, but I want to give them better help in actually thinking about the history they research. Instead of just a chronology or listing of events, I would like them to to develop some insight, interpretation, or idea as to how events and people came together. I want to give them a better idea as to the context in which events unfold, and the kinds of insights that historical analysis can provide. Does anyone have ideas or, ahem, tips as to suggestions, guidelines, or guidance I might give the class as they seek out readings for the histor paper? I will caution them about some problems and pitfalls of historical analysis, but want to give them a different edge this term Hope the new year is full of ideas, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
scientific contributions of psych?
Tipsters, I was just browsing a book about science and it listed progress in different areas of science such as astronomy, biochemistry, molecular biology, nuclear physics, information sciences. Of course, psychology was not mentioned. I wondered what could be listed as psychology's contribution to knowledge in the last hundred (that is, most of our history) years? We lack any unified framework, but we have made advances I suppose--more on the natural science end such as neuro, physio, s&p? I drew a blank except for the impact of cognitive-behavioral therapies, when it came to advances that involved contributions to the public good. I don't personally see anything but silliness in the "giving psychology away" idea (except for the therapies mentioned). So I thought I'd ask tipsters for ideas: What has been the progress, or where the advances in psychological science during the last 100 years? Is the contribution/popularity of cognitive-behavioral therapy solely based on scientific knowledge? I am sure we can think of something more constructive than parapsychology, the new "positive psychology," psychoanalysis, etc.? Regards and happy holidays, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Social Psychology Surprizes
Don, I would add discussion of what promotes interpersonal attraction, the apparent non-role for complementary needs (at least initially), the theoretical ideas from sociobiology with regards mating and attraction can also generate interest, discussion of the non-conscious processes of prejudice and person perception, the constructive nature of memory, the power of social roles and the subtle but strong influence of cultural features in social learning and ideas about the self. Of course, with the y2k issue and various apocalytpic groups, I plan to discuss their idea of what happens when predictions of doom are false...then you can get in to the classic Festinger work and even have them explore web sites about this issue. These are a few of my favorite "surprising" areas in social psych. Gary Peterson Saginaw Valley State Univ. This leads to my question for you all. What >findings do you think students will find most surprizing throughout a >course in social psychology? Hopefully they will remember some of the >biggies from their intro to psych/soc courses (e.g. obedience, bystander >effect), but what else do you think will be unexpected. This will either > >PS. I'd be interested in any other advice for the first time instructor of >social psychology. > > >Don Rudawsky >[EMAIL PROTECTED] >Department of Psychology >University of Cincinnati >(513) 558-3146 > >
harry potter
As I had asked for info regarding the popular children's books about the exploits of one Harry Potter, I wanted to let folks know that I have finished the first and now my wife is reading it. We don't have kids, but we both act like them often, and we find the Potter book a delight. As many tipsters noted, the books involve reliable story lines and themes that kids can easily relate to. I don't find the fantasies too dark or horrific, but fun and engaging. The books might be useful for discussion about fiction, pop culture, etc., in any number of psych classes. Regards, Gary Peterson
schacter and singer
Thanks to Stephen Black and Marty Bourgeois for their notes about the Schachter and Singer study. I located a useful review by Reisenzein (1983) that is also helpful. It appears that misattribution is alive and well (fairly strong effects), while the role of arousal in the emotional state is not necessary. Labeling per se, does not produce an emotional state--as some texts decree, but rather constitute part of the misattribution process. Well, of course... Thanks, Gary Peterson Reisenzein, R. (1983). The Schachter theory of emotion: Two decades later. __Psychological Bulletin,__ 94(2), 239-264. Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
schacter and singer replications?
Tipsters, is anyone aware of more recent info regarding the status of the classical Schacter and Singer study on arousal and attribution? My psycinfo searches revealed little. I vaguely recall problems with actual replication of this study. However, while the idea of undifferentiated arousal was mistaken, I thought the role of contextually induced attribution for the arousal was established. Anyone with more recent references? I want to update my coverage of this classic next semester. Thanks for any info. Searchingly, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Confrontations With Volatile Students...
Don, as others have noted, I would make sure the door is open and merely state class and school policy. What are your goals for the meeting? Do you wish to take judiciary action (or whatever disciplinary action you have there)? Do you wish her to redo assignments and behave? Spell out clearly what she must do. Do you have a statement about unethical or inappropriate behavior in the syllabus, college catalog, etc.? Point these out. It sounds as if she will deny and be difficult--in which case having a witness present MAY help, but you need to document your efforts to get her in line. If she persists, then take school action that hopefully is spelled out in some institutional procedure. Don't immediately take a confrontational stance, but rather one of concern over her work and performance in the class. Just some thoughts, Gary Peterson >Hi folks, > >I am facing, and dreading, a confrontation with a rather volatile student >tomorrow, and I'd love to hear any advice you might have to prevent >an explosion... > >This student is very entitled, if not downright spoiled, has an extremely >low frustration tolerance, and is a bully. Her classmates have finally >come to me to ask me to stop demanding their homework to copy and turn >in as her own. I wish they'd stand up to her, but the buck must ultimately >stop with me. > >Most recently this student took a students paper, copied it, and then >when I confronted her, lied to me and told me that she had worked with >that student, which he (the guy whose paper she grabbed) denies. > >How can I get the message across that her antics will no longer be tolerated >in a way that won't cause a screaming match? Thanks in advance... > > -- Don > > > > >-- >% Donald Carter Davis, Ph.D. ([EMAIL PROTECTED]): %% >GREEN BAY PACKERS = A DREAM DEFERED, A DREAM DENIED | FIRE RAY RHODES NOW!!! >WISCONSIN BADGERS = 1999 ROSE BOWL CHAMPIONS | MEET ME IN PASADENA, 1/1/2000 >>>>>>>>>>>>>Visit me! http://www.mcs.net/~yyz/yyz.html<<<<<<<<<<<<<<<<<<<<<< > > >
gen psych exercise/magical thinking/naive psych
The areas of so-called magical thinking, belief in the paranormal, experiences interpreted as paranormal, as well as class emphases on critical thinking are of interest to me. I am not now teaching Gen. Psych, but want to use the following the next time I teach the class. Ask the class if they have ever felt the stares of others they can't see. Ask next, if they felt there might be some kind of energy wave or rays coming from the starer's eyes. This should lead to some good discussion when you talk about what people think they know about their own psychology, intuitive beliefs, and actual knowledge of the visual system. It might also be fun to see if this correlates, not so much with general belief in the paranormal, but with specific ideas regarding ESP and particularly, telepathy. I think the exercise is also useful in a social psychology class regarding discussion of interpersonal communication, and the influence of shared social understandings affecting interpersonal behavior. The role of everyday experience and the influence of cultural beliefs regarding "making contact" with our eyes can also lead to some useful discussion---this can dovetail nicely with discussion of popular movies, romance novels, etc., where the eye-contact is often described magically and even as a kind of ESP. For some sound empirical references on belief in "extromissions" see the Winer and Cottrell article below. While beliefs in rays emanating from the eyes should be low if asked separately, Winer and Cottrell found such beliefs easily expressed in combination with the more common experience of feeling someone is staring at you. This latter ability to "feel the stares of others" increases with age. . For advanced classes, this phenomenon might make for useful discussion/detective work regarding the role of psychology, culture, and social psychology in the kinds of attributions and beliefs resulting from feeling yourself (correctly or not) the object of others' eyes. If you try this, let me know how it works as I won't be teaching General Psych for a while. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 Coover, J. E. (1993). The feeling of being stared at. __American Journal of Psychology,__24, 570-575. Cottrell, J. E., Winer, G. A., & Smith, M. C (1996). Beliefs of children and adults about feeling stares of unseen others. __Developmental Psychology,__32, 50-61. Peterson, G. L. (1998). Why I believe in (the social psychology of) mind-reading. Unpublished class materials. Titchener, E. B. (1898). The feeling of being stared at. __Science,__8, 895-897. Winer, G. A., & Cottrell, J. E. (1996). Does anything leave the eye when we see? Extramission beliefs of children and adults. __Current Directions in Psychological Science,__5(5), 137-142.
media depictions of the paranormal
Some might be interested in the research of Glenn Sparks on such topics--a popular summary of which appears in: Sparks, G. G. (1998). __Paranormal depictions of the paranormal in the media: How do they affect what people believe? __Skeptical Inquirer,__ 22(4), 35-39 See also: Gerbner, G. (1987). Science on television: How it affects public conceptions. __Issues in Science and Technology,__ 3(spring), 109-115. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 Bryant, J., & Zillman, D. (Eds, 1994). __Media effects: Advances in theory and research.__ Hillsdale, N.J.: Earlbaum.
mozart effect tues nite
The Mozart effect may be featured on the Fox Family channel tues nite--the show is Exploring the Unknown and the producer tries to present some scientific skepticism about paranormal issues. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: harry potter and child dev
Thanks to all the tipsters who responded to my post regarding the Harry Potter books. I am looking forward to reading them myself. Most of the replies by people who have actually read the books have been positive, with many pointing to the fun, adventure, and imaginativeness (or lack) of the character. My impression is that they are probably relevant to the challenges and feelings children may deal with today, and are probably more valuable than some of the gruesome old fairy tales we were exposed to as kids. I find the Christian fundamentalist view unfortunate, but not unexpected. I have colleagues of this persuasion also afraid of the critical thinking movement. I think all of this would make for some valuable discussion in a class involving psychology and contemporary literature, or pop culture and media influence. Magical thinking (below, from Jeff Ricker), is more grounded in the mundane struggles of apprehending the world, and I feel it remains a basis for common understanding in all cultures. Yet, I hesitate to say it is opposite critical thinking because I don't feel critical thinking is so removed or "above" our natural efforts to seek pattern, understanding, or meaning. Whether tied to "magical thinking" or not, good literature (IMO), like good scientific work, utilizes imagination to promote new understandings. I want to promote in our students a love of real mystery and not mere strangeness (See Sherlock Holmes 'A Study in Scarlet'). I think we can help them differentiate between imaginative interpretations about the world with reasoned knowledge of the world. The sense of mystery in the Potter books may just promote a valuable sense of wonder and adventure. I share Jeff's concern over some popular literature. I ask whether literature or art provides a celebration of imagination or merely serves to debase the wonderful capacity for critical reflection. Does the work cheapen our sense of mystery and wonder? Somewhere (I lost the reference), Einstein said, "The fairest thing we can experience is the mysterious: It is the fundamental emotion which stands at the cradle of true art and true science." Haack. S. (1997) Science, scientism, and antiscience in the age of preposterism. __Skeptical Inquirer,__ 21(6), 37-42, 60. Haddam, J. (1996) Art, reason, and reality. __Skeptical Inquirer,__ 20(5), 57-59. Peterson, G. L. (1998). The debasement of reason and realism in the Academy. Presentation at Michigan Academy of Arts, Science, and Letters. March 27, Alma College. Gary Peterson Jeff Ricker wrote: >I suppose this increase in popular presentations of superstition for children >parallels the presentations meant for adults. Magical thinking is the opposite >of critical thinking; and magical thinking seems much more inherent to us than >the critical kind: we don't have to teach magical thinking in our courses since >our students are already very good at it. > >Jeff > >>"The truth is rare and never simple." > Oscar Wilde > >"There are no dumb questions, just dumb people asking questions." > Randy Cassingham > >
harry potter and child dev
As an amateur magician and educator, I am interested in the reactions of teachers and others to the increasingly popular books featuring the Harry Potter character. I haven't read the books yet, but my understanding is the character uses spells and magickal powers to make the world right (for him). I predict reactions from concerned parents, as well as folks like us who may be asked our view of such books in relation to a child's (or adult's) ability to differentiate reality and fantasy, the kind of role model being fostered for people who are troubled, feel rejected by others, etc (do any Halloween movies come to mind here? ;-). There might be interesting discussion of coping and adjustment, and appropriate and inappropriate outlets for handling personal problems, etc. Harry is a student of witchcraft and wizardry (still a eurocentric charter school??) and faces dismal and paranoid-like dangers in his world. He rescues himself by his sorcery and magickal powers. Old stuff really, but I am also curious as to the popularity of such books at a time when science literacy in the U.S. is considered very poor (was it ever really good?), and a number of us in education are trying to find ways to encourage critical thinking. I have put Harry Potter on my reading list and will check them out for myself. Has anyone else heard of them, or had discussions about the books? Ask your Wiccan students? You can find some reviews at amazon.com of course. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
investigative excitement of research
Teaching Experimental Psych this term and finding a lot of my time tied to covering basic research designs of course. However, students don't get a sense of the actual thinking, problem-solving, and detective work that is less neat and yet more valuable to exploring research questions or just learning about psychological phenomena. I expect our Experimental Psych class will become a two semester class soon, in which case I may have more time to emphasize science as problem-solving and critical-thinking. While some texts even use the detective analogy in their title, I have found none that really can convey the seat-of-your pants kind of thinking and problem-solving aspects of basic research in an exciting way--at least not matching the fun I have in learning about things. Do any tipsters have exercises or assignments that try to convey this aspect of scientific problem-solving? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Fw: Can theories be true?
>Jeff, while I agree with Levy's initial point about the problem of >reification, his distinction between so-called "event theories" and >construct theories seems unnecessarily confusing, and potentially >misleading. What he terms event theories, in my view, are empirical >assertions not formally organized, nor intended as theories in themselves. >As he himself notes, if verified they then cease to exist as theoretical >statements but become facts. I consider them best understood as general >research questions or empirical statements. >He then speaks of Construct theories (actual theories these) as not >really capable of being "proven." This "p" word is taboo in my methods >classes for reasons he would probably agree with. But he presumes that this >is accurate about construct theories! and thus sets up a straw-man argument, >for science does not consider theories proven absolutes, but rather >organized frameworks that account for facts as known, with propositions to >develop and extend our knowledge (i.e. generate further empirical >questions). When he begs the questions about his Construct theories---that >is, that they require Proof, he then quickly states that of course, they are >not capable of meeting such a criterion. What does he argue for next? >Utility. Scientific utility in furthering knowledge or usefulness in >explaining the facts? Unfortunately, no. He now means that such theories >must be social relevant, or practically useful. While we all may applaud >such ganz Amerikanisch value, such meanings of utility ignore the most >valuable function of scientific theory--namely, providing the better fit >with the facts! In other words, Levy ends up arguing for a kind of >post-modern conception of theory evaluation where accuracy and generation of >objective knowledge is neatly ignored (not argued against, but presumed >irrelevant)! No wonder our scientific colleagues consider psychology a sham >science. If theory development should only meet the criteria of utility, >and utility means mundane usefulness, then surely, if people feel good about >it, or psychologists can find some way to confirm is potential application >(regardless of its truth value), then it satisfies Levy?! Humbug! Unlike >Levy, I argue that Correctness IS an important criterion of a scientific >theory. >I tell my students that a good scientific theory accounts for, helps >explain the facts and leads to its own revision with the development of new >propositions that garner new knowledge. I usually point to Piaget's ideas >as having had this kind of "utility" in that his theory promoted new >knowledge while also being revised considerably. Scientific theories are not >accurate just because they are proposed, but they should be proposed in ways >to facilitate their empirical demise or revision. The theory of natural >selection best accounts for the facts of evolution, though it is revised and >being critically investigated by serious scientists. It IS the correctness >of a theory that provides for its potential utility in science, and there >are reliable criteria by which such correctness can be judged; such as the >fit with more basic principles, the development of testable predictions that >are supported, integration/explanation of new findings, etc. Psychologists >don't usually confuse Event theory with Construct theory. Psychologists >like Levy, seem confused about science itself. Just my .02,Gary >Peterson > > >-Original Message- >From: Jeff Ricker <[EMAIL PROTECTED]> >To: TIPS <[EMAIL PROTECTED]> >Date: Wednesday, October 27, 1999 5:07 PM >Subject: Can theories be true? > > >>We have had this discussion before on TIPS: can theories (explanations >>of something) ever be considered "true," or are they only more or less >>"supported" by evidence. Levy (1997) makes a distinction between two >>kinds of theory--event theories versus construct theories--that might >>help us to address this question better in our courses. An event theory >>is an explanation of a particular set of related occurrences (such as >>"why does Bill usually laugh at Tom" or "did human beings evolve from >>ape-like creatures"), whereas a construct theory is an explanation of a >>particular idea that integrates a large number of occurrences (such as >>explanations of happiness or evolution). In other words, an event theory >>is an explanation of something tangible whereas a construct theory is an >>explanation of an intangible. Thus, event theories can be true or false >>whereas construct theories cannot be thought of in this way "because the >>ex
culture and separation-individuation?
I have been talking (in and out of class) about personality development and, particularly, Mahler's idea of separation-individuation which emphasizes the child's growing sense of autonomy as someone in-relation-to-yet-separate-from others. I bring in Erikson and others here, but have always felt such ideas, which seem to look upon personal development as achieving independence from others, is terribly culture-bound. Do any tipsters have sources to consult for a broader cultural perspective on the child's effort toward autonomy? Any cultural critiques of popular attachment or separation-individuation ideas, or infusion of other cultural perspectives on so-called "object-relations" views of child personality? Just beginning my search for a broader view... Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: freud freud freud
Yes, I also thought it was good for a laugh. Gary Peterson -Original Message- From: Jim Guinee <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Friday, September 17, 1999 3:05 PM Subject: freud freud freud >Source: >I was curious what others' reaction to this article would be. > >I don't think most of us would give Siggie some credit for his contributions to >psychology and psychotherapy, but after reading this I thought "Give me a >break!" > > >American Psychoanalytic Association (http://www.apsa.org/) > >100 Years Of Freud's Interpretation Of Dreams -- 100 Years Of Study Of The > Human Mind > >A century ago Sigmund Freud, in the spirit of scientific inquiry, and after >years of research as a neurologist, published The Interpretation of Dreams. >The book began his exploration of the mind and his development of >psychoanalysis. > >The book's publication also marked the real beginnings of scientific research >into the mind and to the development of truer understanding of mental health >problems. > >Because of its influence on scientific thinking, The Interpretation of Dreams >has led to everything from drug treatments for depression and schizophrenia, >to studies of neural networks with PET scans, and to further understanding of >learning, memory, and mental development. > >Before Freud, before The Interpretation of Dreams, the brain was studied as >an object. After he published Dreams, scientists began to look at the >connection between the nebulous and hard-to-define mind and the physical, >gray brain. What they discovered, and what they are still discovering, is the >incredible complexity of both brain and mind. > >The line where the brain and behavior meet is the focus of much of modern >neuroscience. And dreams are proving to be a foundation for much of that >research. After a brief period when dreams were thought to be little more than >mental fireworks, scientists are finding that they provide many insights into >the mind's workings. Freud called dreams the "royal road to the >unconscious." Modern scientists, using technology such as PET scans are >discovering that Freud's "road" is indeed "royal." > >While current work in neuroscience is leading to discoveries in brain function, >past work has led to better understanding of the brain's chemistry. This work, >which was presaged by Freud when he tried to integrate his observation of >dreaming with the biology of his time, has led to breakthroughs in drug >therapies for many mental illnesses including manic-depressive illness, >depression, schizophrenia, and psychosis. > >Perhaps the most profound effect of the Interpretation of Dreams is that it is >the foundation of all modern psychotherapies. In his effort to understand the >meaning of dreams Freud developed psychoanalysis, which has led to myriad >other kinds of therapies. > >Without the Interpretation of Dreams neuroscience might exist only as a >mapping project. Psychology might still be the study ill humors and their >effects on the brain. Without The Interpretation of Dreams modern, scientific >study might not be finding the insights into the mind that are saving millions >from the horrors of mental illness. The revolution Freud began one hundred >years ago is still continuing. >* >Jim Guinee, Ph.D. Director of Training, Counseling Center >Adjunct Professor, Dept. of Psychology/Counseling >Dept. of Health Sciences >President-Elect, Arkansas College Counselor Association >University of Central Arkansas >313 Bernard HallConway, AR 72035USA >(501) 450-3138 (office) (501) 450-3248 (fax) > >"When you are angry, do not sin; do not let >the sun go down on your wrath." Ephesians 4:26 > >
Re: masters level assessment courses
While not in a clinical or counselling program, I had the intelligence testing class first and the structure, procedures, established format of giving this test gave me an appreciation for some of the variability in scoring, administration, and interpretation I found with exposure to some of the later assessment approaches--such as projective tests and qualitative forms of assessment. I felt I had a better foundation on which to build and compare these other forms of assessment. just a few memories, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 some ways, I felt like when I took both intellectual and personality >assessment (and vocational assessment for that matter) that each >assessment measure was so uniquely devised that each measure became a >"mini-course." Some might argue this point, but it seemed that the WAIS-R, >the MMPI, the MCMI, the CPI, the Rorschach could have been taught to me >in any particular order. Each new test was a new learning experience and I >felt completely incompetent at first. > >> I would prefer to >> abolish the prerequisite requirement as restrictive, but my major concern >> is whether this would be a major breach of convention (not that convention >> necessarily equals beneficial!). Thanks for all opinions, btw. David W. > >I'm not a testing expert, so I cannot comment on the convention. But as >imply, convention is less important than what makes the best >teaching/learning outcome. > >Best wishes, > > > > >* >Jim Guinee, Ph.D. Director of Training, Counseling Center >Adjunct Professor, Dept. of Psychology/Counseling >Dept. of Health Sciences >President-Elect, Arkansas College Counselor Association >University of Central Arkansas >313 Bernard HallConway, AR 72035USA >(501) 450-3138 (office) (501) 450-3248 (fax) > >"When you are angry, do not sin; do not let >the sun go down on your wrath." Ephesians 4:26 > >
Zimbardo's notes and StudentU.com
Tipsters: I posted my rambling thoughts about the on-line note-gatherers before I read Jim Matiya's request for Zimbardo's notes from some teaching conference. I thought Jim's request was an interesting coincidence, but do not wish to suggest there is anything inappropriate with his request--at least I do not believe there is a problem with it. I posted my reply to Jim's post merely as a comment on our own reliance on note-taking, not to cast aspersions on Jim for making a simple request. Sorry Jim!Now, how about that problem in East Timor? Gary Peterson G. Peterson SVSU MIchigan
Re: StudentU.com
I was thinking, I could get Zimbardo's notes for General--just assign the students to use his notes and I would come to class for discussion/demos, and assessment. Of course, some profs would still have to lecture so that students could get their notes, but since people don't think much of lectures now-a-days, why not just have electronic books, or students take notes from the book and post them on the web? Now, are there ethical and copyright issues to consider? Intellectual property rights? If my students use notes from someone at UCLA and exercises from someone at Boston can they put on their resume that they had coursework from these institutions? Class evaluations would be interesting. If we could each prepare a video lecture and transmit this to other classrooms of the future, I would pick out some tipsters to make presentations on various areas, transmit their notes to the students, and I'd be happy to do likewise for others. Isn't this possible now via web instruction? Students could just go to the contributor's respective web sites to take an exam or solve problems, etc. As these are completed, appropriate documentation obtained, then I pass or otherwise give a grade for the course. Students can fashion their own course work from notes and on-line programs. I could check to see if I thought notes from Zimbardo's class were worthwhile. Now, when the Net goes down there might be a problem, but each student would be working at a different pace and the course would not have to conform to quarters or semesters...a kind of Keller method? Interesting possibilities to consider. Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -Original Message- From: Rick Froman <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Thursday, September 09, 1999 2:04 PM Subject: Re: StudentU.com Nina Tarner writes on 9 Sep 99,: > Faculty can also protect themselves from having their notes posted on the web > by copyrighting the notes. Or, you could just do what I and others do and post your notes to the web. I actually post my powerpoint presentations to the web for all to see. Having the notes should not be equivalent to the experience of being in class and taking your own notes. If it is, let's just sell the notes with the textbook and all get together for the final exam. Rick Dr. Rick Froman Psychology Department Box 3055 John Brown University Siloam Springs, AR 72761 [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych Office: (501)524-7295 Fax: (501)524-9548 "I can't promise to try but I'll try to try." --Bart Simpson
Re: MITOP
We should have hired note-takers to distribute his presentation to TIPS. Gary Peterson -Original Message- From: Jim Matiya <[EMAIL PROTECTED]> To: High School list serve <[EMAIL PROTECTED]>; tips <[EMAIL PROTECTED]> Cc: Kent Korek <[EMAIL PROTECTED]>; [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Thursday, September 09, 1999 3:47 PM Subject: MITOP >Phil Zimbardo attened the Midwest Institute for the Teaching of >Psychology. He presented his lecture on aggression and violence. Does >anyone who attened the conference have some notes? > >jim >
Re: Touch and aggression
Title: Touch and aggression She covered her difficult-to-refutetheories that massaging (touch therapy) premature infants translates into a 40%weight gain. But her most provocative (to me) point was a tantalizing suggestionthat Americans have more violence in our culture because we don't encourage touching. Difficult to refute theories? Then she did not present scientific theorizing, or you simply agree with the assumptions she made? In other words, you found her ideas persuasive, but have you evaluated her "theories" carefully or read the actual research? I am grossly oversimplifying, so will try to supply a few more points Yes, I know. I have come away from quite a few conference presentations with the same enthusiasm, and I also like this area of study, and what she seems to be saying agrees with my preconceptions as well. She found Americanadolescents were much more likely to perform "self-stim" behaviors such asflipping their hair (ah, America! there's one I'd like to see die an early death),cracking knuckles and jiggling their heels. She discussed how we give male childrenthe message that it is NOT okay to touch others (particularly other males), but itIS okay, essentially, to be aggressive "if necessary." Now this sounds like a lot of speculation and opinion. Methinks she should spend more time learning about culture and appreciating the danger of easy, oversimplified generalizations. Before anyone spews forth the "correlation is not causation" stuff, of which I amwell aware, please be aware that Dr. Field was careful not to make any global assumptions. There seem to be a few, but my point would be that if she really thinks she is doing scientific theory development then she must make these assumptions explicit and provide reason and evidence for them. I would ask my students to explore the assumptions in such work or "theorizing" and the presumptions that this researcher brought to her study. She is also an expert in her field and doesn't do sloppy research. Her talk was covered the next day in The Boston Globe. Hmm? Fallacious argument from authority and citation of non-empirical, pop-culture forums? What makes someone an authority? Because she has published in the area? The key here would be whether her published research was scrutinized by scientific peers, has been, or is capable of being replicated by others, and development of further research showing the scientific utility of her studies. Just because she is credentialed, published, or does a nice presentation doesn't make her an authority in my view. I know you know the Boston Globe has a wonderful cadre of scientifically literate cogniscenti and that must mean her work is really solid to have achieved such coverage ;-) NOT What say you? I think it has tremendous social psych. possibilities. Great stuff. I think it is neat. I think it is interesting and would have liked to hear more about, or references to, her actual research. I am more doubtful about her generalizations regarding American youth touching and think she was going beyond her data to imply such things. I don't think her work is really relevant (as far as I can tell here) to such arena, and become skeptical when researchers/presenters leap to such socially relevant, but pop-psych agendas. I have done some small field studies and lab work exploring self-touch, object-fondling, worry beads, calming stones, etc., so I am interested in the topic and would like to know if you have references to her work? Thanks Beth, Gary Gerald (Gary) L. Peterson, Ph.D.Professor, Department of PsychologySaginaw Valley State UniversityUniversity Center, MI 48710[EMAIL PROTECTED]1-517-790-4491
Fw: Hess Wins Trial; clinical work
Interesting news piece. Just think what they would do with Anna O? Or is that already being done? re: the mpd hindsight analyses? Was deja vu ever a "sign" of mpd? Ws dja vu evr a "sin" of mpd? Have a fun weekend, Gary Peterson G. Peterson, Gerald Peterson, Gary Peterson Gerry and Pete Peterson, aka Nosretep Saginaw Valley State Univ. > > >Milwaukee Journal-Sentintinal (AP WIRE) Sept. 2, 1999 > >Jury reaches verdict in negligence trial focusing on memories > >WAUSAU, Wis. (AP) - A jury awarded a family about $850,000 Thursday, >finding that a psychiatrist negligently treated a woman who accused him >of implanting false childhood memories of sexual abuse and sex with >animals. > >A 15-person Marathon County jury deliberated about 25 hours following >five weeks of testimony from some of the country's leading psychiatrists >in a trial that focused on repressed-memory therapy, including the use of >hypnosis, and the diagnosis of multiple personality disorder. > >"In my view, there is no defense for this kind of therapy. If that means >that this is now a message that this stuff has to stop, I hope the >message is delivered," said William Smoler, an attorney for Joan Hess and >her family. > >"This is a vindication this craziness was not her fault," he said. > >Mrs. Hess and her family accused Dr. Juan Fernandez III of implanting >false memories during hypnosis, leading her to believe she was sexually >abused by her father, that she had more than 75 personalities and that >her parents were members of a cult that forced others to have sex with >animals and witness babies being killed and eaten. > >Mrs. Hess, 47, the ex-wife of former Wausau Mayor John Hess, contended >none of things brought up in the memories occurred, and the ordeal of >believing that they did permanently harmed her. > >She contended some of the personalities caused her to threaten suicide, >forcing her to be hospitalized numerous times. > >The jury awarded Mrs. Hess about $450,000 for past and future medical >expenses and past and future pain and suffering. Each of her two >daughters were awarded $190,000 and her ex-husband was awarded $31,500. > >Smoler had told the jury his bill for expert testimony in the trial was >$150,000. He declined to reveal how much in legal expenses would be paid >from the $850,000. > >"There certainly will be money left for that family. I can't tell you how >much that is going to add up to," he said. > >Fernandez's attorney, Tom Rusboldt, called the verdict disappointing and >said he was unsure what the decision would mean to Fernandez's career. >The state agency that licenses doctors will be notified of the verdict, >Rusboldt said. > >Fernandez, who started a private psychiatry practice in Wausau in 1991, >declined to comment as he left the courtroom wearing a necktie that >featured a drawing of Daffy Duck. > >A decision will be made later on whether to appeal the verdict, Rusboldt >said. > >The jury answered eight questions, finding Fernandez was negligent in his >diagnosis of Mrs. Hess' emotional problems, in his failure to explain the >riskiness of his treatment of her, including that any memories that were >recovered could be false, and in getting her consent for it. > >Repressed-memory therapy contends victims of childhood trauma can forget >the abuse for decades and later be cured of adult disorders by recovering >their memories of the trauma. > >Fernandez began caring for Mrs. Hess in 1991 by monitoring the medication >she was taking to treat depression while she was getting counseling from >another therapist because of stress in her marriage and at work. > >Fernandez eventually authorized several hospitalizations for Mrs. Hess >because she was suicidal and he took over her care, including hypnosis. >The care continued until 1994. > >The trial featured more than 1,000 exhibits, including thousands of pages >of medical notes by Fernandez and writings by Mrs. Hess in a journal. > >Smoler predicted the verdict would help Mrs. Hess put her life back >together. > >"How could Joan not have had questions about how did this happen and why >did this happen," the attorney said. "I think that has been explained to >her. I hope that means there will be some closure and she can understand >it wasn't just herself going crazy." > >Smoler said some managed health care companies now refuse to accept >psychiatrists who use recovered-memory therapy, do hypnosis and have >patients diagnosed with multiple personality disorder. > >"You ought not to do this kind of therapy. Period," he said. > >Last Updated: Sept. 2, 1999 at 3:41:16 p.m. >http://www.jsonline.com/WI/090299/wi--repressedmemories090299.asp >
Fw: Snake oil at Harvard
The following sounds like a strange type of psychotherapy, purposely aimed at constructing false memories that fit with the ideology of the therapist. Anyone know about this kind of therapy? Is it just part of the general movement to find some (therapist constructed) "better" illusion by which to live? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 > >http://www.pbsp.com/harvsum.htm > > HARVARD MEDICAL SCHOOL >DEPARTMENT OF CONTINUING EDUCATION >10th ANNUAL SUMMER SEMINARS > >Psychoanalysis Enacted: Re-Experiencing the Old, Constructing the New > > Albert Pesso, Martha Stark, M.D. > and Bessel A. van der Kolk, M.D. > >August 2-6, 1999 > >Pesso Boyden System Psychomotor (PBSP) was co-created in 1961 by Albert >Pesso and Diane Boyden-Pesso. Their mind/body treatment approach derives >in part from their comprehensive knowledge of working psycho-dynamically >and their extensive experience working with trauma and abuse survivors. >The objective of this seminar is to help clinicians develop an in-depth >understanding of the contributions PBSP can make to their work with a >broad range of patients. The aim is to create theoretical and technical >bridges between PBSP and mainstream psychotherapeutic work. > >Of particular clinical usefulness is the way in which the PBSP therapist >empathically tracks the patient's verbal expressions, affective >experiences, bodily states, and core belief systems -- with an eye to >making these elements more accessible to the patient's consciousness. > >This microtracking facilitates emergence and re-experiencing of the >early-on traumatic parental failures. > >In addition, the PBSP therapist focuses on the patient's proactive >efforts to bring about that which he/she most needs in order to heal; the >patient choreographs" the moves of individuals enlisted as "ideal >parents" and then constructs kinesthetic/sensorimotor memories deriving >from gratifying interactions with them. > >This corrective provision is something that takes place in the present >but is experienced, and internally registered, "as if" it had actually >taken place in the past. The new memories are placed alongside the >original traumatogenic memories, thereby positively modifying future >expectations. In PBSP the primary therapeutic actions is therefore not >about grieving unmet developmental needs; rather, it is about >symbolically gratifying those needs. > >Inquiries should be directed to: > >Harvard MED-CME >P.O. Box 825 >Boston, MA 02117-0825 >Tel: (617) 432-1525 >Email: [EMAIL PROTECTED]
Re: What is a human being?
>> Louis_Schmier wrote: >> >> > The truth is that on that definition of zygote hinges--and >> > I told you these are dangerous waters that I don't really want to >> > stir, the crux of the abortion question which by your own statement >science >> > cannot answer. >> > And that is my point. Science does not have the answers to all the >> > questions, and there are questions asked that are outside >> > the realm of science. >> Yes, there are questions asked that are outside the realm of science and science doesn't have answers to all the questions people might ask. Does religion have answers? What kind and of what quality? Does religion "answer" all questions? Are there some things outside the realm of religion? Are moral questions answered best only by religion? See History 101 here. Has religion provided practical value in the difficult question about abortion? Has it provided any new and useful information contributing to the common good? I think science cannot address this question because it is not one settled by empirical study (that is, the value and or moral correctness of abortion), but science can and does provide useful information. Religion has provided? Louis, of course, did not wish to "stir" these dangerous waters with his questions, and I concur. The attitude I try to instill in my students is that of a learner, questioner. The danger to someone so motivated is that they must question to learn, not to win points, not to just feel comfortable, secure, or maintain preconceptions. Such waters, when stirred, remain muddy when participants ask questions motivated only by rhetoric. If they seek to learn, they must admit when they do not know and when inadequate information is available, explore alternative views, and recognize their decisions are not made with certainty but with an effort to deal with the practical demands they face, in line with the moral values they can reasonably justify.While individual scientists can be arrogant and pompous when it comes to their work or theories, it is the attitude of humble learner that I feel typifies the best in religion and science. As David Myers noted, early scientists had religious convictions that "made them humble before nature and skeptical of any human authority" (See Hooykaas, 1972; Merton, 1938 cited in Myers, 1998, P. 13). Religious institutions today, seldom express such a view. Cheers, Gary Peterson Hooykaas, R. (1972). __Religion and the rise of modern science.__ Grand Rapids, MI: Eerdmans. Merton, R. K. (1938). (1938; reprinted 1970). _Science, technology and society in seventeenth-century England._ New York: Fertig. Myers, D.G. (1998). _Psychology._(Fifth Edition) New York: Worth Publishers.
sensation-perc resources?
Tipsters: I will try this again. Perhaps there are no sensory-perceptual people out there in this "natural science"? group? BTW, does anyone outside of academia really believe that? It shows how ineffectual the academy is in educating colleagues and the general public about psych hmmm? Now, where was I? Oh ya, I am looking for places to buy equipment and/or materials for sensation-perception labs or demos. Are there any new kinds of materials or equipment being used that might be useful for undergrad labs or intro level coverage of these areas? Other than LaFayette, we were wondering if other places might handle some equipment/software, whatever. If there are any sensory-perceptual people out there, I'd appreciate learning what you like to do in your classes and/or labs. I'd like to build this virtual reality chamber see, and then pipe in the Blair Witch project and a lecture on creationism see, and . Well, I am really just interested in a source for S & P equipment/materials/software. Thanks, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Definitions of theory and hypothesis
Paul's post on the various meanings/definitions of theory struck a chord as I find that psych folks and text authors contribute to the confusions between some of these meanings and the idea of a scientific theory. It's no wonder that lay people hear the word theory and think naturally of everyday meanings. Some of us talk about theory development in our classes or texts, but this goes out the window when our texts or presentations use everything from pop-psych ideas to social movements as exemplars of theories. As the term is easily misunderstood, many of us feel it better to focus on ways of evaluating the ideas/perspectives and how they may be _developed_ into viable scientific viewpoints. This can lead more easily into examining and differentiating empirical versus non-empirical, scientific and pseudoscientific "theories," as has been done with creationism versus evolutionary theory. While scientific theory development is sorely needed in our field, the integrative development and spelling-out of formal links between concepts appears ignored in many of the popular or controversial ideas we see in our journals. Evolutionary theory has become more paradigmatic for the biological sciences, but I doubt that psych has such integrative frameworks. Do such ideas from Jung, to Skinner to Harris all count as theories? All count as scientific theories? Or are they at different levels of theory development, with some more adequately scientific? While I try not to further befuddle my students, I usually talk of Jung's ideas as interesting speculation, Skinner's as illustrating more systematic inductive inference, and Harris' ideas as at the beginning of theory development (where they will probably stay). How do others deal with the presentation of "theories" in class?Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 Paul Brandon wrote: >Definitions from Merriam-Webster: >= > >THEORY >== >1 : the analysis of a set of facts in their relation to one another >2 : abstract thought : SPECULATION >3 : the general or abstract principles of a body of fact, a science, or an >art >4 a : a belief, policy, or procedure proposed or followed as the basis of >action >b : an ideal or hypothetical set of facts, principles, or circumstances -- >often used in the phrase in theory freedom for all> >5 : a plausible or scientifically acceptable general principle or body of >principles offered to explain phenomena >6 a : a hypothesis assumed for the sake of argument or investigation b : an >unproved assumption : CONJECTURE >c : a body of theorems presenting a concise systematic view of a subject > >synonym see HYPOTHESIS
movies in class-second try
AAgh! Sorry about that incomplete post. I was interested in whether anyone who uses movies in class would find the Blair Witch Project useful. I was not impressed with the movie, but students have told me I should use it in class. Perhaps it would be useful in a discussion of fear and the psychological ploys used in the movie? I just think that there are others that could do the job just as well or better and also have a more developed story. I like the attempt at realism. At one point one of the characters picks up the videocamera and remarks about how it distorts the reality they are actually living. Perhaps that could be used as a take-off to discuss how experience itself is already a product of selective attention and preconscious organization? I thought the movie should have remained a documentary on the general plight of poorly educated generation Xers who do not know the outdoors. Hmmm, is there a parallel here with the young Kennedy journey? Some thoughts for those of us considering movie discussion in class. Cheers, Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
movies in class
Anyone find the Blair Witch project useful for class? I
Re: An Immodest Proposal
Dan, I agree that this might be a more useful approach;namely, to construct a framework of belief or systems that could be more socially and morally constructive. I don't agree that all supernatural belief systems are equally adaptive or moral (a point you were not making, but some do). As a psychological scientist respectful of human foibles, I often find myself having some sympathy for some of the new-age belief development precisely because they are trying to construct a more moral, humanistic, and yet realistic framework. A lot hinges on whether people feel the ideological framework of supernatural beliefs become a social and moral problem, or whether they simply feel the problem is with intrinsic human qualities. Does the gun pull the trigger or do people? As psychologists I feel we have to recognize that both are problems. Your post suggests that some are suggesting or presuming that religion will be/should be done away with given the advancement of.?? I think this is a straw man presumption, as I know of few who actually subscribe to such a view or consider it remotely likely. It is interesting to speculate as to different ecological conditions that might foster varying belief systems in future peoples who might inhabit space, but those of us grounded here, do seem prepared or disposed to construct belief systems to protect ourselves from direct encounters with reality. Perhaps it is because science has developed checks and methods to counter such self-deception that it is seen as a threat. I take the view that we always see efforts to develop new religious movements, but that a more useful approach is to support and encourage a more tolerant and also realistic religious temperament. Just some thoughts in response, I am sure others are far more attuned to such discussions than I. Gary Peterson Some references I have found thought-provoking on such issues: Becker, E. (1973). __The denial of death.__New York: Free Press. Berger, P. L. (1967). __The sacred canopy: Elements of a sociological theory of religion.__Garden City, New Jersey: Doubleday. Fromm, E. (1964). __The heart of man: Its genius for good and evil.__New York: Harper and Row Schumaker, J. F. (1990). __Wings of Illusion: The origin, nature, and future of paranormal belief.__ Buffalo, New York: Prometheus Books. -Original Message- From: Daniel Kruger <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Saturday, August 14, 1999 10:25 AM Subject: An Immodest Proposal >Given the recent postings on religious and supernatural topics, I would like to take the opportunity to suggest a new area of discussion. As intelligent and knowledgeable people, I believe we can progress beyond quibbles over whether the world was *really* created on the back of a turtle (etc.) and focus our efforts on something much more productive. Even with our tremendous advances in understanding in the last few centuries, religions and supernatural beliefs persist. Fields of social science such as anthropology have well documented the functions religions and supernatural beliefs play at both the individual and social levels. Given the recent findings that religious beliefs/behaviors may contribute to our well being even after other likely influences are controlled for (e.g., http://www.newswatch.org/mediacritic/july99/990701m1.htm), it is likely that the capacity for religious/supernatural beliefs has been adaptive for our survival and reproduction. > China and the former Soviet Union have demonstrated how difficult it is to eradicate religions/supernatural beliefs. Instead of taking this questionable approach, it may be more effective to evaluate components from different systems of belief to determine which are beneficial to individuals and society as a whole, and which should be cast aside to the dustbin of history. Some social scientists believe that understanding our world is not enough, we are obligated to improve it as well. Just about every other area of our lives has been or will be studied in this manner, it is only logical to extend this analysis to one of our most cherished domains. Perhaps the construction of a system of belief that maximizes benefits and minimizes adverse effects would be beneficial to our continued survival and quality of life. > >Daniel J. Kruger >Department of Psychology >Loyola University Chicago >
summer farewells
It's been an adventure. Just finished my spring class on the paranormal and will now go to see Mickey and Minnie and maybe Mikey in Florida---now that's paranormal! Thanks for cool tips and even the threads during the year! Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: psych is NOT (just) science
Super post Jeff! I think you have articulated the mystery-leads-to-illusory knowledge issue quite well. Hopefully we may learn more about the kinds of experiences that foster effective judgment and indicate real--tho sometimes implicit knowledge? I think these kinds of problems are inevitable in more complex judgments and scenarios involving multi-faceted relationships. The perception of: complexity=mystery=can't be studied, is of course, a central facet to the resistance we face from students and others regarding psychological science. I try to point out to them that the attitude of the scientist _should_ be a healthy skepticism about such easy and comforting demarcations between what can and can't be known. It's the old, "if you analyze it, you take away the magic" excuse that is a continual theme in public reaction to scientific knowledge (See the reactions to evolution and R. Dawkins' recent book on this problem). I think as teachers we need to find ways to make our sense of wonderment and appreciation about science more contagious. At the same time we need to point out that thinking carefully and making sense of the complexity (which is at the heart of scientific inquiry) enhances rather than detracts from that wonder. I don't consider intuition and the misattributions it may give rise to, as inherent nonsense howeverthere is a lot of psychology to study there. Gary Peterson Intuition does not say what things mean but scents their possibilities. Meaning is given by thinking. . . . C.G. Jung Just some other references handy: Ickes, W. (1997). _Empathic accuracy._ New York: The Guilford Press. Klein, G. (1998). _Sources of power: How people make decisions._ Cambridge, MA: MIT Press. Uleman, J.S., & Bargh, J. A. (1989). _Unintended thought._ New York: The Guilford Press snipped from Jeff's post: >"...part of the problem is that in the field of neurosurgery, it has >been difficult to reach hard, scientific conclusions about procedures >and treatments The COMPLEXITY AND MYSTERY of the brain has, >moreover, LED TO A CULTURE THAT REWARDS INTUITION, and has thus >convinced each neurosurgeon that their own experience is as valid as >anyone else's." (quoted on p. 136 of Stanovich; emphasis added by me) >
clinical judgment/psych science-practice
In response to Jeff's post about the art of psych practice: I was not trying to indicate or imply some celebration of the vagueries of clinical judgment and intuition. (I would include teachers' judgments too ha) I agree with Dawes' position about that. I was using the term art in a more general sense. I think we do have a possible psychology of the art of practicing psychology, judgment, intuition, etc., but was merely pointing out that the conception of psychology as a profession is not always in line with the ideas and ideals of academic psychologists. (A point I think Jim C. agees with) Further, it is this latter conception that is embraced by our students, many colleagues, and the apa (Dawes makes a similar point). I don't think we should talk generally about psychology's status without engaging these problems (and, for me distinctions) between psych as a field of scientific inquiry and various professions that are called psychology yet are directed at applying (hopefully in a scientifically and professionally sound way) psychology and other fields of knowledge. I think Dawes does a good job of presenting some of these problems and his book should be a part of grad and undergrad classes exploring these issues. I am not sure I would equate professional work in any field with the science(s) that may underly those fields however. I think we have much more to learn about intuitive judgment and the role of experience and expertise, while agreeing with Dawes that such may be rare in the clinical/counselling field. I don't find these fields quite as fraught with sloppy science or claptrap as some, but still feel they are not best seen as mere extensions of a basic science. Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: psych is NOT (just) science
Jim wrote: >I do _not_ in the slightest find it unfortunate that students >want to learn about themselves and work in professional arenas. >There is little point in developing a scientific understanding of >human behavior and experience if that knowledge does not get >transmitted to people who are going to be dealing with human >problems and suffering. The fundamental problem for me is that >too many people, including an unfortunate number of >psychologists, do not promote the science-practice connection >strongly enought. That is, they do not recognize or advocate for >the view that scientific findings have numerous applied >implications and that well-founded practice must be based on >solid scientific foundations. We are probably on the same path here, but since few picked up on this issue, let's talk. This is long, so maybe we should go off list, but what the heck. I have always been supportive of the scientist-practitioner model, but feel there is no need for someone to call themselves a psychologist in order to value the findings of social or behavioral science in their practice. I fail to see how medical doctors or psychiatrists or social workers shouldn't also be able to utilize and value a scientific approach. You don't find social workers calling themselves psychologists however, or medical doctors biologists. My point is that the idea of a scientist-practitioner model goes beyond psychology and a good clinical worker needs more than study of psychological research. I don't know if there are solid scientific foundations for psychological practice--I share the ideal, and find many clinical colleagues (especially those trained in psychology programs) to value scientific findings. I do not think practicing medicine is biological science, though I would hope it does indeed rest on scientific foundations. You seem to equate doing science with doing practice, or presume that one cannot practice what is not scientifically established. I don't know if this is a practical view. We agree that scientific knowledge will be used and should be used more wisely, but does that mean psychological inquiry must be, or automatically is motivated by application? > >Too much of applied psychology, including especially what goes on >outside psychology departments, is simply not rooted strongly >enough in scientific foundations. It is rather as though >chemical engineers were learning ancient alchemy or >unsubstantiated lay beliefs about our chemical worlds and then >going out to "practice" chemical engineering. This kind of >separation is all too prevalent in psychology, including clinical >psychology that purports to develop scientist-practitioners. > I actually agree, but would urge more specific examples of what you mean. I am aware of the pseudoscience, apparent ignorance of basic psychology, and other problems, but do not feel this represents all of therapy or therapists. I wonder if part of the problem is tied to this presumption that tackling psychological phenomena is akin to the chemist tackling the make-up of a chemical mix. It clearly is not as easy and it may be an entirely different kettle of fish, or else we wouldn't both agree there is a problem here. I just don't feel clinical psych should be tied to the scientific-academic field of psychology, but rather free to develop on its own and utilize scientific foundations found in other fields _in addition to_ psych. Psych alone is not adequate, in my view, to be the sole foundation for a helping profession that clearly requires a foundation of knowledge derived from anthropology, biology, neurology, sociology, etc. The tether to academic psychology creates unnecessary misconceptions, conflicts, and limitations in professional development. There are many fine and outstanding clinical and counselling psych programs struggling to impart research and critical decision-making skills to their students, and instill an appreciation for scientific findings. I just feel they do not need to be psychological scientists, because, to me psychologist means inquiry not practice. Perhaps the problem is that some in psychology wanted psych science to be THE foundation for clinical practice (I don't think Witmer would have tho). I think this is misplaced hubris. What kind of psychological knowledge are you speaking of here? >> speak about the problems of educating our students regarding the scientific >> status of psychology, and hopefully, instilling in them a respect for the >> value of a scientific approach, we should recognize (IMHO) distinctions >> between the art, skill, and professionalism of applied professionals, many >> of whom consider what they do as psychology, but clearly not always as >> science. > >I worry that this kind of attitude gives license to psychology >students to ignore science. The received message, whether >intended or not, might be that we do not need to learn about >scientific psychology to be effect
Re: Night lights and myopia
Yes, for me it was that Jesus-Mary-Joseph nite light that was supposed to be protective, but I guess it led to my nearsightedness and an early curiosity about visual illusions (e.g.,autokinetic effect). ;-) Gary Peterson -Original Message- From: Miguel Roig <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Thursday, May 13, 1999 10:33 AM Subject: Night lights and myopia >I just received this from a colleague and thought I post it to the list. > >>Compiled from Associated Press reports >>Thursday, May 13, 1999; Page A13 >>Night Lights and Myopia >>Children who sleep under the soft glow of a night light to keep the scary >monsters away may be more likely to suffer a very real and lifelong problem -- >nearsightedness. >Researchers at the University of Pennsylvania and the Children's Hospital of >Philadelphia say that youngsters who sleep in a dimly lighted room until age 2 >may be as much as five times more likely to develop myopia, or nearsightedness, >as they grow up. > >The Philadelphia study of 479 children, published in today's issue of the >journal Nature, raises the provocative possibility that too much light prompts >the eyes to grow excessively and skews their natural focus during the first two >years of life, when the eyes develop most rapidly. However, eye specialists >from many institutions dismissed the study as premature and incomplete. > ><>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< <>< >Miguel Roig, Ph.D. Voice: (718) 390-4513 >Assoc. Prof. of Psychology Fax: (718) 442-3612 >Division of Social Sciences [EMAIL PROTECTED] >St. John's University [EMAIL PROTECTED] >300 Howard Avenue http://rdz.stjohns.edu/~roig >Staten Island, NY 10301 >><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> ><> >
psych is NOT (just) science
I am enjoying the fun Psych 101 ideas while also engaging in end-of-semester thoughts about that old thread on Psychology as Science. Clearly, psych IS relevant to many of the areas touched on by our pop, new age writers, speakers, consultants and talk-show hosts(many of whom are psychologists). Out of over 200 majors, I doubt I would have more than a handful that are interested in the scientific field of inquiry some of us call psychology, but all are interested in learning about themselves, and most want to work in professional arenas--NOT science. I personally, find this unfortunate, but also recognize and respect the attraction to applied, professional practice. The psychology they see in popular and even apa publications is that of the profession, not just the science. While we speak about the problems of educating our students regarding the scientific status of psychology, and hopefully, instilling in them a respect for the value of a scientific approach, we should recognize (IMHO) distinctions between the art, skill, and professionalism of applied professionals, many of whom consider what they do as psychology, but clearly not always as science. I find the History and Systems class a useful place to present such issues, and engage the class in thinking about these distinctions and the challenges to psychology as science and psychology as practice. A Psych 101 class also may be a place to help make such distinctions between the field as science and as practiced, and the ethical/professional issues of applying, practicing, or "giving psychology away." The opposition some of us might face in persuading our students about psychology's scientific status, is that we are not apparently addressing the psychology that they see, aspire to, and seem thereby, to be talking about a field they find less visible in the bookstores or in popularly relevant psych classes. I don't feel you would succeed by taking the facetious titles we have been listing for Psych 101 and saying they are NOT what your class or psychology is about, but rather that they represent psychology poorly practiced, presented, with weak rational foundations, or sloppy, if not simply pseudo--science. Perhaps this is the picture that our colleagues in chemistry (and other disciplines) have of psychology which, when added to their faulty education in psychological science, leads to disparaging attitudes/stereotypes of our field. H Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
educ psych position available
>Educational Psychologist--Assistant Professor >(Available Jan. 2000 or Fall 2000) > >The Department of Psychology at Saginaw Valley State University >invites applications for a new tenure-track position in the area of >Educational Psychology. Qualitative research techniques, Developmental >Psychology, and Psychological/Educational Assessment are desirable areas of >secondary interest with the capability of teaching such classes as General >Psychology, Life-Span Development, Child Development, and Adolescent >Psychology in addition to Educational Psycholology. Some teaching >experience is essential. A strong research potential is preferred, and >candidates should be interested in, and capable of, involving undergraduate >students in their research. Excellent teaching/research facilities. >Excellent benefits package. Although ABD's will be considered, candidates >should possess the Ph.D. by Fall 2000. Send a letter of interest and vita >to: James Woods, Director of Human Resources, Saginaw Valley State >University, University Center, MI 48710-0001. For full consideration all >materials should be received by February 18, 2000. SVSU is an Equal >Opportunity/Affirmative Action Employer. > >Submitted by > >Gerald (Gary) L. Peterson, Ph.D. >Professor, Department of Psychology >Saginaw Valley State University >University Center, MI 48710 >[EMAIL PROTECTED] >1-517-790-4491 >
history/philos of science text?
Okay, the discussion and thoughts about psych as science got me ranting about the poor education my chemistry colleagues have about the history/philos. of science. Now I am being asked to recommend a good undergrad or popular text on this...one that is not just relevant to psych but students in chem, biology, physics. Does anybody have some ideas on this before I start my library search? Problem is, are any of these texts respectful of psychology as science, or will they just perpetuate the lack of dialogue with our science colleagues? Hmmm.Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
W. James material?
Tipsters: I am searching for a quote from William James dealing with free will, faith,choice, or perhaps his problem with depression? I seem to recall he mentioned someone clinging to a cliff and posed the question of whether belief that he could survive was not more functionally valuable than doubt. Does anyone have an idea as to the possible source? I checked Varieties and Principles, but it was probably in a collection of his letters. Thanks for any help/info. Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: IS psychology a science?
I think this is a good way to begin the H/Systems class, and I also find that many of the students still don't get it. I am thinking of developing some refresher lectures/demos on these topics. Stanovich's book may be useful here in the capstone class, and anticipating the kinds of naive, mundane objections to psych science that the students have might help. For example, discuss what we have learned about topics that people assume can't be studied (love, sex, emotion, thinking, judgment) by utilizing a scientific approach. Handout some research papers and show what has been done (this also helps them practice reading research, reinforce the experimental/research methods classes, etc.). Disabuse them of the appeal to absolutistic conceptions of Truth, Cause, which plague the novice/layperson and reinforce the conceptions of probablistic, tentative statements that characterize good science. Discuss the fact that our most reliable knowledge of the world--including human behavior, feelings, thoughts, etc., still has come from the tentative, questioning approach of science. Anyway, you get the idea. I think they need a renewed appreciation of knowledge painstakingly developed. I have another request: I have the students develop a major paper in the History and Systems class, but frequently find they have trouble doing anything more than listing a chronology (and, sometimes merely "lifting") and repeating what they read. I want to help them develop their own thinking about that history or aspect of the field. Has anyone some tips on this? Perhaps, a different paper outline? I am thinking of using papers from a history journal or perhaps psych review? for models to give them an idea of what can be done. They are expected to develop a final oral/ or poster presentation of this paper, but I find the papers really lack insight. Perhaps, a different kind of paper? Any ideas appreciated, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 >To provide another take on this issue. >I teach History of Psychology to our senior psychology majors--it is >required as a "capstone" class. At the beginning of the semester we talk >about what it means to say that psychology is a science, and we talk about >their conceptions of science and why they might or might not believe that >psych is a science. We read several articles on philosophy of science, >talked about determinism, the mind/body problem, and then did a semester of >history during which I continuously pointed out how psychology worked to >establish itself as an empirical fied. > >Well, guess what? Yesterday, last class, I brought up the question again. >Most of the students believe that psychology isn't "really a science" >because "humans are too variable and you can't ever really understand what >causes behavior" and "humans have too many choices". So what are we doing >here folks? I feel like everthing I've said has rolled off their backs ( I >also teach child development, in which I emphasize empiricism/scientific >approach). > >If we can't convince psych majors that psychology is a science, is there any >hope of convincing the world at large? > >Feeling discouraged... > >Kris Lewis >Saint Michael's College >Colchester VT > >> -- >> From: [EMAIL PROTECTED][SMTP:[EMAIL PROTECTED]] >> Reply To: [EMAIL PROTECTED] >> Sent: Monday, April 26, 1999 10:14 PM >> To: [EMAIL PROTECTED] >> Subject: Re: IS psychology a science? >> >> Annette Taylor posted a wonderful update describing how she attempted to >> explain the scientific aspects of psychology to the chemistry instructor >> who >> saw psychology as being unscientific. Nevertheless, in a second post, she >> seemed to take it all back by stating the following: >> >> > Science used to be defined in Popperian terms, as an enterprise with >> > its goal as prediction and control. Chaos theory thoroughly destroyed >> > that notion. Complex systems are unpredictable. >> >> Science is based on the notion that general principles describing >> predictable >> relationships can be constructed. I still am not very familiar with chaos >> theory, but I would be surprised if the goals of prediction and control >> have >> been "thoroughly destroyed" by it. If this is true, I (for one) will have >> to >> change how I teach my classes. I have two questions: (1) Can you explain >> how >> chaos theory has done this? And, (2) if it has, what do you now teach in >> your >> classes? >> >> You also wrot
catharsis and the clinical market/Fw: NYTimes Op Ed -
The coverage of catharsis in current texts is unclear and leaves students more perplexed than enlightened. I try to emphasize the research showing when venting and expression can be worthwhile and when it can be a problem (excuse and impetus for violence). The following piece also illustrates a problem of grief counselors rushing to scenes of tragedy with their presumptions about victims and catharsis. Relationships established on such foundations, by strangers outside the community, represent an interesting commercialization of clinical work and the "giving away of psychology" that raise ethical, professional, and historical questions. As we discuss the Colorado tragedy and the various psychological implications in our classes, I thought this Op Ed piece also presented some food for thought regarding research on venting, the social psychology of grief, community work, professional ethics, social relationships, and professional identities. What psychological research have you utilized in class discussions of the Littleton tragedy? Are the school shootings centered in the southwest (see Nisbett, 1993). Is this a recent phenomenon? Here in Michigan, we have had similar school massacres. Forty-five people died in one, including 38 children, when a school official set off bombs inside a school because of his anger over a tax increase threatening his farm (he felt like an outcast and faced a threat to his social identity?). He had wired the basement with more than 500 pounds of dynamite. The news account did not indicate if grief counselors rushed to help, there was probably not a lot known about media influence, and psychological analyses were not as pervasive. It was 1927. He was simply described as "pugnacious" and "morose." It would be interesting to find socio-historical research on the changes in social support and grief work from the 1920's to now, and the problems in providing support then and now. (Possible paper in Abnormal or History classes?) Getting my red/black ink pens ready for finals week, Gary Peterson Nisbett, R. E. (1993). Violence and U.S. regional culture. __American Psychologist__,48, 441-449. Saginaw News article, April, 23, 1999 "In 1927, a worse massacre" Taken from Hector Tobar article in the Los Angeles Times. Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 >==New York TimesOp-Ed > April 23, 1999 > > An Overabundance of Counseling? > > By SALLY L. SATEL > >WASHINGTON -- Shortly after the police, paramedics and television crews >screeched onto the scene at Columbine High School, the grief counselors >arrived. Coming in by the busload, such experts are now a fixture of >tragedy's aftermath in America. > >Many people, including President Clinton, who spoke of dispatching teams >of >counselors, assume that they are essential in traumatic situations. >Trained >in a technique called grief work, which says that the healthy response to >trauma is to "work it through" and find "closure," counselors urge the >victims to take several steps. First, they must focus on the awareness of >mental pain. Second, they must express their emotions. And third, they >must >talk about it. And talk. And talk. > >The problem is that this doesn't always work. An emphasis on experiencing >psychic pain can make some people feel even more vulnerable and out of >control. Forced ventilation makes little sense for those whose ordinary >coping style is to remain calm, maybe too calm for some people's taste, >and >spring into purposeful activity, like organizing fund-raisers for >victims' >families. > >Others, like Susan Cohen, who lost her only child in the bombing of Pan >Am >Flight 103 over Scotland, just want to be left alone. Writing in Time a >few >years ago, Mrs. Cohen called grief counselors "ambulance chasers." She >said >that the man assigned to the Cohens showered them with clichés about >hope, >quizzed them on their daughter's hobbies and simply wouldn't go away, >even >when her husband insisted on their privacy. > >Perhaps this counselor was unusually clumsy, but even so, evidence >suggests >that grief work can sometimes do more harm than good. "There is >surprisingly little evidence that talking about trauma in its immediate >aftermath is particularly helpful," says George A. Bonanno, a research >psychologist at Catholic University. "A number of studies even show that >expressing or talking about painful experiences can lead to further >emotional d
red ink
It is interesting how students will use popular ideas or basic superstitions to develop excuses and rationalizations for their lack of effective study. I have encountered the red ink aversiveness only once, a few years ago. The student just said red was more anxiety-producing. I thought it could be useful as an example of conditioning and have described it as such. It also provides a useful opening to discuss superstitious thinking and its relation to anxiety. I have lessened my use of red ink and use black more now; probably a form of avoidance conditioning to avoid student reaction and evaluation comments. Still, many papers now have all black ink on them and I still get the excuse-making defense now and then. Black, of course, is symbolic of fertility and reaching to the depths of the unconscious reservior to create anew, and balance out the daylight conformity imposed by rigid school structure. Hence, I am actually encouraging personal growth and creativity, albeit of a hidden dimension to personality. While all may be dark now, I assure the student that with their hard work and perseverance, they can break thru the dark to achieve a wholeness with a rainbow shining on their next paper and a lollipop attached. It is not so much the call for me to give up the red ink that is a bother, but when they want to arrange the seating, the apa layout of the paper, and the way assignments are given out so as to conform to Feng Shui principles, then I must draw the line---in red ink of course ;-)Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
phantom sensation demos?
Thanks Jeff, for the phantom smell article. I wonder if there are ways to induce phantom sensory experiences for classroom demos. I discuss the power of suggestion, set, and expectation and of course, these can be used to create illusory sensations, but I wonder if there are not other possible exercises that could create useful class lessons about sensory-perceptual processes. (Of course, we want nothing that would produce permanent damage, hee hee ho ho) Are there parallels to the deja vu or false memory demos where we might produce different actual smells and then induce a third new smell suggested (perhaps both verbally and via olfactory sensorium)? What kinds of things lead to inhibiting the chorda tympani and thus promoting increased sensitivity? Do tipsters know of ways to induce phantoms of touch? What is the neuropsychology behind sensations of lightness, floating, and heaviness or pressure such as are found with hypnogogic and hypnopompic states? Of course, whatever sensation occurs is mere fodder for the mill of attribution and the effort of making experience meaningful. Can you tell I am getting ready for my spring class on the "psychology behind paranormal experiences"? Gary (I am not rotten, I just smell that way) Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
personality lab projects
I teach a Personality Lab and Social psych lab. I look for projects that will enable the students to learn about the methodological approaches in these areas while demonstrating classic principles. I have no difficulty finding projects in the Social Psych lab, but am looking for ideas in the Personality Area that involve more than just descriptive-correlational reports. Survey and Questionnaire construction issues are covered, the Barnum issues in assessment, etc., but what kind of mini experiments might the class carry out? I am about to check my Teaching of Psych files, but thought I would see if tipsters might have some ideas. Our labs have no more than 15 students. Thanks, Gary Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
culture and self-growth
Is anyone aware of a reasoned critique of the self-growth/actualization ideas (Maslow, Jung, Rogers) from a cross-cultural perspective? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491
Re: Too many majors!
I agree with what Barbara is saying here, but a recent TIPS thread on what we should be conveying in the psychology curriculum left me with the impression that personal relevance, not depth is what the modern psych prof is expected to present. Issues and topics that require analytical reasoning and hard work to think and study were not mentioned. Knowing how the brain organizes visual information, understanding the measurement and methodological challenges of comparing data from survey instruments to psychophysical scaling methods, etc., did not seem to crop up in the discussion. Psychology remains a popular major. The challenge is to have a clear idea as to the curricular mission of the department and the resolve and political leverage to support it. We have a faculty union, but continually face the challenge of too many adjuncts (about 12 and we still have trouble covering some classes), but we also have support for departmental growth. We do not handle class advisement and scheduling for students...we have an academic advising office that does that. This means that psych faculty are more available to help students with career planning. We have a good psych student manual, good networking via Psych Club and Psi Chi (not perfect), require a "C" as passing for major classes, an annual career/grad school preparation seminar, an elective (but thinking of making it a requirement) class in Career Preparation, and about 200 majors and 275 minors in Psych. My suggestion is to build these and other contacts. If you are forced to do academic course advising yourselves, at least think about alternatives---hiring an academic advisor, working with other departments on possible pressure on the administration to help resolve the problems, computer advisement and registration, student workbooks where they hand you a completed sheet which you enter into the computer to check for psych criteria/prerequisites being met, etc. If you feel the program is attractive because it is weak and fluff (some of the posts presumed this?) then there are probably reasons for this that go beyond merely adding stiff, basic science type classes. That is, the department may not have a desire or the talent to offer that kind of program (alas, an alarming trend). Thus, I would examine carefully what you are trying to convey in the curriculum, and seek alternative ways to handle the advisement of your students.Regards, Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 -- >Kristina and TIPSters, >I'd be interested in hearing more about your college's psychology >program: number of requirements, types of requirements, cognates, etc.. >I wonder whether there is a perception among your students--as there is >at many institutions, I believe--that psychology is a "fall-back" >major. If I had a dollar for every time I heard a student say something >like, "I can't do science, so I'll major in psych," or "I don't know >what to study, so I guess I major in psych"...but then again, they get >to my stats class, and THAT myth is shattered! ;) > >But seriously, I strongly advocate for a minimum GPA for entry into the >program, as well as for a minimum GPA to remain and to graduate with a >psych major. The program should be rigorous in its emphasis on stats, >methods, critical thinking, computing, and so forth. Psychology >increasingly is influenced by advances in genetics and neuroscience. >If presented in this way, you may "weed out" students who are not >serious about the field. Of course, I'm sure that we all still want >students to take at least one psych course, regardless of their majors. >Indeed, they should! But I'd suggest that you think about your >program's requirements, and students' perceptions of them. > > Barbara > > Dr. Barbara Watters > Mercyhurst College > 501 E. 38th St. > Erie, PA 16546 > [EMAIL PROTECTED] > >Dr. Kristina Lewis wrote: >> >> Tipsters, >> Our department is trying to address a "problem" that may be facing some of >> youwe are a department of 7 full-time faculty (6 tenure-line and a one >> 2-year visiting position) and 320 majors at last count. This is a college >> that prides itself on small classes and individual attention.I think you >> see the problemwe're dying here! We have 50 advisees each, our classes >> are bursting at the seams, we can't offer upper-level seminar classes >> because we have to offer so many sections of lower level classes to meet >> demand, we can't require upper-level seminars because we can't offer them. >> The administration's response s
Re: Drugs, Therapy, Placebo
Thanks for the news post Jeff. I don't doubt the placebo effect, I recognize the problems of assessing treatment efficacy, and agree that traditional healers have much in common with clinical workers. I am wondering why no mention was made of cognitive-behavioral treatment however. I don't have refs handy but had thought that it had demonstrated superiority over psychoanalysis? Gary Peterson Gerald (Gary) L. Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 [EMAIL PROTECTED] 1-517-790-4491 > The psychiatrist Jerome Frank warned in his classic book >"Persuasion and > Healing" that the placebo effect might be the primary factor >underlying all > psychiatric remedies. The latest research supports Dr. Frank's >finding: > psychiatrists, psychologists and other "scientific" healers >are really exploiting > the power of human belief, just as shamans and witch doctors >do. > > > John Horgan is the author of ``The End of Science'' and the forthcoming > ``The Undiscovered Mind.'' >Get Your Private, Free Email at http://www.hotmail.com
Re: letters of rec.
Mathew, I learned by practice in trying to be helpful, tactful, and yet also convey some basic info about the person to colleagues. I also was able to see how other faculty wrote letters--ask a colleague for permission to look at old letters. Develop some general guidelines as to who you will write for. For example, they might be expected to have had you for a couple of classes, and/or worked with you in some fashion. If you feel you cannot write a positive letter, or a letter that is very informative, then be up-front with the student about that. In some cases, if they are really in need of someone to write, and I have declined only because I do not have much to say, I will agree to write a letter, but tell them it will be limited. I try never to be in a position to have to write anything seriously negative---I would refuse to write the letter. Also, be cautious and humble about your impressions of students, whether positive or negative. Try to stick to specific things they did or work accomplished. On a number of occasions, lackluster students have asked for letters and I felt challenged to keep the letters upbeat (after giving in and agreeing to write them). In many cases, these students have done exceptionally well and appear to have lived up to the letters I wrote for them, so hesitatingly, years earlier. At our annual grad/career preparation seminar in the fall, faculty tell students about letters of recommendation, their policy in writing them, and we all stress getting to know the faculty, getting involved in Psi Chi and/or Psych Club, becoming involved in faculty research, senior research projects, lab work, etc., conference presentations, etc. The clinical faculty speak about the kinds of things clinoid programs ask about, and the rest of us mention what other programs might be looking for and the kinds of recommendation forms we usually fill out for various schools. That is, most programs ask about the ability to work with others, communication skills, general knowledge, etc. Students should be made aware of these issues early in their psych curriculum. Finally, I will often ask students to give me a letter describing the classes they had with me, extracurricular activities, work experience, field experience, research work, papers, etc. I ask also for some idea as to what they want to do and try to learn of their motivation for pursuing further study. In many cases, this helps to refresh your memory and gives you some information you can use in your letter. Also, as advisor to our Psi Chi chapter and our Psychology Club, I always stress the benefits of leadership and involvement in these organizations. Over the years I am sure you will find yourself developing a style and type of letter that best represents the accomplishments and goals of your students. Best wishes, Gary Peterson Saginaw Valley State University >TIPSers-- > >As a beginning faculty, I have already been asked to write several >letters of recommendation. I have not had the chance to sit on >committees that regularly get thousands of these things every year >(graduate admissions, job search), so I am not very confident about my >letters (too glowing, not enough???). Does anyone know of any resource >on how to write an effective letter? How did you learn to write letters? >What about the ethics of writing letters for students that you don't >think are that great? > >Matthew P. Winslow >Eastern Kentucky University >
Re: Useful tidbits from psychology
m I think that is a great idea Chuck. The catharsis notion you presented is a good one to raise discussion. Just a few thoughts about that: Exercise and physical workouts are often mentioned in class as cathartic. I have found it useful to point out the differences between this and non-productive aggressive outbursts. Also, the Pennebaker research, finding that talking things out and writing things down suggests there are ways to express problems constructively. I find the steam-pressure-cooker model serves as a useful focus of some critical reflection for students. The tips archives probably has loads of other topics that tipsters felt needed debunking or de-mythologizing, so I won't vent any further ;-) Gerald L. (Gary) Peterson Professor and Chair, Department of Psychology Saginaw Valley State University University Center, MI 48710 Phone: 517-790-4491 Fax: 517-790-7656 E-mail: [EMAIL PROTECTED]
Re: Textbook Request for I/O
I would second Bob Wildblood's choice of the Muchinsky text. I have used that and supplemented it with material from business texts on Management when I taught the class. Gary Peterson [EMAIL PROTECTED] -Original Message- From: G. Marc Turner <[EMAIL PROTECTED]> To: TIPS <[EMAIL PROTECTED]> Date: Monday, February 15, 1999 5:57 PM Subject: Textbook Request for I/O >I have recently discovered that I might be scheduled to teach an >Industrial/Organizational Psychology course in the near future. Since I >haven't ever taught in this area, I'm wanting to get an early start on the >basics, such as selecting a textbook. So, here's my request: > >What are some good textbooks for I/O? > >This course will be offered as part of a multi-institute initiative >off-campus, so I'm not entirely sure how to describe the students in terms >of ability or even age. So, give me any ideas you might have off-list and >I'll summarize the responses in a week or two. Thanks in advance to >everyone... > >- Marc > >G. Marc Turner, MEd >Department of Psychology >Southwest Texas State University >San Marcos, TX 78666 >phone: (512)245-2526 >email: [EMAIL PROTECTED]
tellatubby as conditioned stimulus
Rev. Falwell said that gay groups were themselves seeing tinky winkey as a gay icon? Perhaps it is a Jungian archetypal image due to the color psychology of purple and the balance of opposites represented by the triangular antenna(if that's what that thing is?). Unconcsiously the creators (not THE creator of course) of the tellatubbies, in their efforts to appear sex-neutral, were drawn to this archetypal image which actually reveals their unconscious ideological agenda of promoting Jungian ideas. The unconscious unisex ideology of The Creators combine here with the overt sexual focus of the polarized Gay and Christian fundamentalist communities to reveal a societal complex and conditioned fear of sex. Due to these overt and covert associations, we may find tinkey winkey becoming a feared object to some fundamentalist children and a hallowed icon to the gay community. The use of such techniques (hidden) in these programs, are forced upon our children, and can be traced to the early amoral, secular-humanistic views of behavioral psychologists. However, Rev. Falwell and others are merely engaging in the symbolic analyses made popular by Freud, Jung, and others--to gain insight into the inner sanctum of the psyche. Such analyses often reveal frightening archetypal themes in what appears to be innocent images. Who knows what dark evils lurk behind the color purple? Of course, your shadow knows. Sorry, I couldn't resist. I am sure we will be inundated with various psycho-social analyses of the telatubbies, so I thought I would brainstorm a few. There probably are some interesting class discussion topics in all of this, but I think I will just lie down a while ;-) What class is this? Is the weekend here yet? Gary Peterson Somewhere in Michigan
Re: Distinction between different meanings of consciousness
I agree with Ed here also. But here is another way to promote critical thinking: Explore the problem of reification in psych and social sciences; that is, the tendency to treat abstract terms and hypothetical process words as if they are fixed things. Much of the historical work on consciousness, mind, etc., implied dynamic, on-going processes more in keeping with what we may learn from neuro, but it is fascinating to see how our language efforts promote static images of such ideas. Again, I think students might benefit from such discussion of the treatment of these concepts. Gary Peterson -Original Message- From: Pollak, Edward <[EMAIL PROTECTED]> To: Tips (post) <[EMAIL PROTECTED]> Date: Saturday, January 30, 1999 12:07 PM Subject: Distinction between different meanings of consciousness > >Jeff Ricker asked: "Has anyone ever seen a discussion of this distinction >between the everyday and psychological meanings of the term "unconscious"? " > > >Julian Jaynes' "Origin of Consciousness and the Breakdown of the Bicameral >Mind" has a favbulous discussion of consciousness in one of the early >chapters. It's especially useful for making a distinction that I favor: > i.e., that it's a mistake to think of consciousness as a "state." You're >much better off thinking of it as a process. In other words, it's >"something we do" (like addition) rather than a "state you enter" (like >sleep). >~~ >Edward I. Pollak, Ph.D. Office (610)436-2945 >Professor and Chairperson Home (610)363-1939 >Department of Psychology FAX (610)436-2846 >West Chester University[EMAIL PROTECTED] >West Chester, PA 19383 www.wcupa.edu >~~~ >Husband, father, biopsychologist and bluegrass fiddler... >not necessarily in order of importance. AAFOUF#0064 >
Re: Distinction between different meanings of unconscious
Jeff, I think this would be a good way to point out the fallacy of equivocation and let the students find other examples where the conclusions reached imply a different meaning than the meanings of terms in the premises. In addition to unconscious, try terms such as social reality, reality construction, mind and mental, etc. It is easy for the reader as well as the author of such arguments to get confused when terms are not clear nor used consistently. See new-age gurus such as Deepak Chopra, but also other pop writers. Gary Peterson Saginaw Valley State -Original Message- From: [EMAIL PROTECTED] <[EMAIL PROTECTED]> To: [EMAIL PROTECTED] <[EMAIL PROTECTED]> Date: Saturday, January 30, 1999 9:37 AM Subject: Distinction between different meanings of unconscious In discussing with my intro-to-psych students how confusion can arise when we use the same term to refer to different ideas, I often use the example of the word "unconscious." There is an everyday meaning of this term--a "much-reduced awareness of external events"--and a psychological meaning of this term--the "set of mental events of which the individual is not aware." (Even the psychological meaning of the term varies among the psychodynamic and cognitive approaches, but I am not concerned with that here.) Thus, the everyday meaning of the term involves variations in how aware one is of external events (changes in the "state" of the conscious level) whereas the psychological meaning of the term involves variations in how aware one is of internal events (changes in the "level" of awareness--e.g., conscious to preconscious to unconscious levels). I like using this distinction to make the point that controversies may sometimes be due to the fact that the same term is used in different ways by different researchers: students are familiar with both meanings of the term but they probably never have thought about the fact that they use this term in different ways at different times (thus, it illustrates the problem for them in their own lives). But, I have never seen this distinction discussed anywhere. In fact, it seems to me that several intro textbooks (such as Weiten's, which I used to assign), confuse the two meanings of the term. Has anyone ever seen a discussion of this distinction between the everyday and psychological meanings of the term "unconscious"? Such a discussion might help me in making the point about different meanings of the same term; and it also might help me in making sure that the distinction I am making is a real one. Jeff Ricker Scottsdale Community College Scottsdale AZ [EMAIL PROTECTED]
visual jiggling
-- > Faith, I have an air purifier in my office and the computer monitor >jiggles when it is on. I believe that it occurs more when I am staring >at it as the deflux produced by opposed correlational processes is >produced by electromagnetic radiation from the purifier as well as my >intentional stance. Since the wavelets from both human and machine >sources are not in sync, or at least not parallel, the driving of the >monitor and its attendant software lose their attentional rhythmicity >resulting in tremor. See Ron, I have been learning something ;-) > Okay, Faith, I am sorry for the nonsense, but I do have the same >problem with the air purifier, and it MAY indeed be due to the >electrical interference of the machine, altho I was wondering about the >role of negative ions, but the earlier answers from tipsters also make more sensegee, now I don't know which might be the better explanation. I better turn my purifier up and get ready for class. >Guess I am not ready for the mature teaching list yet, sorry. Gary > > Gerald L. (Gary) Peterson,Ph.D. > Professor and Beleagered Chair > Department of Psychology > Saginaw Valley State University
