RE: More on academic astrology
The biography on his web site mentions his native Canada. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Thursday, September 06, 2001 1:31 PM To: TIPS Subject: Re: More on academic astrology On Thu, 6 Sep 2001, Stephen Black wrote: First, France, then the US, now India. Is this some new kind of virus? From the newsletter for the Chronicle of Higher Education 9sept 6, 2001): THE SUPREME COURT OF INDIA has agreed to hear a petition lodged by academics seeking to quash the government's decision to allow universities to award degrees in astrology. The move comes amid increasing criticism that the government's nationalistic Hindu campaign is damaging higher education. Stephen Like the rock group BTO song You ain't seen nothing yet and while on these pop culture themes,can anyone tell me where the folk singer Gordon Lightfoot is from? I have heard that he is from Washington State.Others have him as born in Canada. This is related to the teaching of Psychology,because of his song If I could read your mind. Michael Sylvester,PhD Daytona Beach,Florida
RE: Gallup/creationism
I nominate Michael to design the first non-Eurocentric faith-based research methods course. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Friday, February 23, 2001 12:50 PM To: TIPS Subject: RE: Gallup/creationism And now that Bush seems to ascertain that Faith based programs do a better job in alleviating addictions and other social ills than all psychology programs combined,I would say that teaching some aspect of religion could be beneficial in Courses like Social Psychology and Psychology of Addiction. Michael Sylvester,PhD Daytona Beach,Florida
RE: Policy to forward TIPS posts?
I will reinforce both remarks and note that I have had a member of TIPS deny my request to use a post. It would be wise to ask. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Bill Southerly [mailto:[EMAIL PROTECTED]] Sent: Wednesday, January 17, 2001 10:47 PM Cc: [EMAIL PROTECTED] Subject: Re: Policy to forward TIPS posts? TIPSters, I think Rick's excellent summary reflects closely my own thoughts. Whether it is legal to forward someone's message to TIPS without their permission, I believe is still open to interpretation from the various rulings I have read. This is particularly true since TIPS messages may be considered a "public" communication and not a private communication. Thus, given the unknown legal status of email messages I have always adopted the viewpoint of asking permission first. As colleagues, I think this approach is appropriate as well, however I understand Miguel's dilemma in that I have been in similar situations with wanting to use a post now and waiting for permission to be received. Because of this experience, I ask for permission to use the post in not only a current course but future courses as well. No one has ever said no. So I would suggest that seeking permission to use a post is at this time the most defensible approach. Best wishes, * Bill Southerly, PhD Department of Psychology Frostburg State University Frostburg, MD 21532 [EMAIL PROTECTED] (301)-687-4778 * Rick Adams wrote: 1. From a strictly regulatory perspective, TIPS _isn't_ public. Bill has the right (and responsibility, if the person is disrupting the list) to remove anyone he wishes from the list and thus prevent them from accessing the messages. That he seldom, if ever, has a need to do so isn't the issue--his right and ability to do so clearly defines the list as private. 2. When anyone joins the list, they receive an introduction to the list that includes the rules and regulations of the list, which they are expected to abide by as a condition of membership. Thus it is totally up to Bill's discretion whether or not messages may be shared (so long as the author agrees to sharing them, of course). 3. Under US Copyright laws (other nations may differ), the content of email messages has been found by the courts to be protected material. Thus distributing the messages w/o the specific permission of the author is fundamentally the same thing as distributing photocopies of a journal article under the same conditions--something that we, as college professors, well know is not acceptable. 4. While many messages _are_ posts that convey valuable information for students, by the nature of this list it _is_ for instructors, not students. Thus making a blanket rule that any material could be shared could easily cause posters to avoid posting messages they would prefer not be read widely by students. It's true that students _can_ join the list, but few do and it could be reasonably argued that those who do so have an above average interest in psychology that serves to motivate them to join. 5. Finally, much of the list content--due to the long term interactions that occur here between members--contains material that many of us would choose not to share with students, at least in an unedited form. We respond to posts in many cases based on a knowledge of the poster (consider many responses to Michael Sylvester's questions, knowing Michael's strong commitment to non-Eurocentric approaches, for example). While the content of those posts may be valid and academically useful, the presentation in such cases is "skewed" by personal considerations that could cause real discomfort for the poster if s/he knew they had been shared with students unfamiliar with the list "personalities." The simplest solution is--as it is for a journal article--to ask the author directly for permission to share his/her post. In most cases, the request will be met with a "yes," in some cases it may be met with an "ok, but I'd like to edit it a bit first," and on occasion it may be met with a "no." Of course, individuals who post regularly, or who are posting what is essentially a lengthy informative (and neutrally oriented) message, are both free and encouraged to add a tag line to their messages stating that "This message may be freely distributed so long as it is not changed in any manner," or a similar statement. That way, both those who are willing to share their messages and those who would prefer not to do so will have their desires met and no animosity over private email being shared with a class will occur. Hope this helps, Rick
RE:
Try [EMAIL PROTECTED] Web site: http://www.films.com Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Richard Pisacreta [mailto:[EMAIL PROTECTED]] Sent: Wednesday, December 27, 2000 2:58 PM To: [EMAIL PROTECTED] Subject: Can any of you provide me with the email address for "Films for the Humanities and Sciences" website? Thanks. Rip Pisacreta, Ph.D. Professor, Psychology, Ferris State University Big Rapids, MI 49307 email: [EMAIL PROTECTED] _ Get your FREE download of MSN Explorer at http://explorer.msn.com
RE: disk personality test?
I think it might refer to the DISC which, as I recall, is a short version of a type indicator. It gives Myers-Briggs-like descriptors. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Jim Guinee [mailto:[EMAIL PROTECTED]] Sent: Tuesday, November 21, 2000 10:04 AM To: [EMAIL PROTECTED] Subject: disk personality test? Hi Has anyone heard of a "disk personality test?' It purports to measure behavioral styles. My wife found it in a parenting book -- I told her it is probably one the author made up, but then again I could be wrong. Anyone? anyone? Jim Guinee, Ph.D. Director of Training Adjunct Professor President, Arkansas College Counselor Association University of Central Arkansas Counseling Center 313 Bernard HallConway, AR 72035USA (501) 450-3138 (office) (501) 450-3248 (fax) "The ballot is stronger than the bullet" -Abraham Lincoln
RE: Recounts and Statistics
My admittedly limited understanding of this process is that some of the older technology like punch cards are unreliable but not predictable. In other words, if you do a recount using the same set of ballots and the same machine to count them, you will likely get a different count but it is not necessarily more accurate. Unless the machine has more trouble reading some patterns than others, you would expect multiple runs to cluster around a mean that would approximate the true count. I did notice on the Palm Beach ballot, the punch holes were right next to each other for the various candidates (i.e., 4,5,6,7,etc.). In my precinct we also use punch cards but the choices are spread further apart (e.g. Bush might be 5 and Gore 10). Is it possible that having them so close could have led to some choices "bleeding" over into the next either through a punch being too large or a slight misalignment when it is run through the counting mechanism? This might explain the high number of ballots being read as having two punches. What do you think? Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Paul C. Smith [mailto:[EMAIL PROTECTED]] Sent: Friday, November 10, 2000 8:56 AM To: 'James D.Dougan'; [EMAIL PROTECTED] Subject: RE: Recounts and Statistics To add to that question, it should be noted that the "swing" resulting from the recount was not uniform across counties. Here are the numbers (change in votes from count1 -- count2, with one county yet to report): Towards Gore: Bush: Alachua + 65+ 62 Broward + 43+ 0 Dade+ 62+ 0 Duval +184+ 0 Gadsden +170+ 0 Hillsborough+ 0+ 47 Lake+ 0+ 47 Martin + 0+106 Nassau - 73-124 Okaloosa+ 0+ 50 Orange +105+ 0 Palm Beach +751+108 Pinellas+417- 61 Polk+216+ 79 St Johns+ 0+ 49 These look to me to be consistent with the notion that there were regular processes causing the incorrect counts, and that those processes tended to operate against Gore's voters for some reason _other than_ the fact that they were Gore's voters (in other words, that they acted directly on some kind of demographic or geographic basis and only indirectly on the basis of voting decision). At the same time, unless you believe that there was fraud on both sides, the fraud hypothesis looks pretty weak (look at Nassau County, for example, or the infamous Palm Beach, or Polk). Paul Smith Alverno College Milwaukee
No Subject
I am interested in reviewing and doing research on the effectiveness of e-learning in college courses. Has anyone done research on this? Is there a good source for this kind of literature? I have our library doing a literature search, but I think there may be a lot of things that are not published in the usual places. Any help would be most appreciated. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807
RE: Personality test for counselors
This thread is really starting to scare me. First, as Bob Hill points out, how reliable are any of these measures at predicting any kind of meaningful behavior? How much of the variance can they account for in such a complex task as being a good counselor or clinician? Second, it seems that you are making the assumption that a "pathology" that you can "detect" is a permanently debilitating condition justifying exclusion from a profession. If this is so, why are you in the profession that you chose? Third, why should we assume that, because someone suffers from a pathology, they are incapable of providing help to others? Fourth, it would seem that reliance on interviews for screening may be a valid indicator of how well faculty might get along with a graduate student, but it would be a real case of hubris to assume that you are able to meaningfully predict who will be the most successful with greater accuracy than past performance indicators. Might you not run the risk of picking people who look most like yourselves? Sorry for sounding abrasive, but since the purpose of the list is sometimes best served by stirring up controversy and we all like a good argument, I thought I would err on the side of bluntness. Or maybe I'm just sensitive because too many people lately have told me they know my Myers-Briggs Type. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Bob Hill [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 01, 2000 9:28 AM To: Rick Froman Cc: TIPS Subject: Re: Personality test for counselors Screening candidates for pathology before admitting them into a graduate program for mental health professionals appears a responsible admissions criteria. We use personal interviews with 3 different clinical faculty for our short list applicants and look for interpersonal skills, maturity and a lack of personality disorder pathology among other things. Using a clinical measure may be problematic for screening applicants due to the lack of validity data supporting the use of such measures for the purpose of predicting success among mental health professionals. That said, if I were to use a measure I would probably use the Personality Assessment Inventory (PAI) or perhaps the CPI, and watch for any prominent elevations on clinical scales. The PAI scales are more interpretable than the MMPI. Such elevations might lead to further assessment during interview rather than exclusion based solely on test scores. Bob Hill Psychology Appalachian State Un. Rick Froman wrote: Our graduate school is looking for an appropriate personality test to give to students in the counseling program to identify personality characteristics relevant to counseling. They are attempting to screen for people who may have a difficult time in a counseling placement. Do any of you use personality tests for a similar purpose in your graduate programs or know of a test that might be useful for this purpose. They had been using the MMPI but it wasn't working for them. Thanks for your help. Rick Dr. Richard L. Froman Psychology Department John Brown University Siloam Springs, AR 72761 e-mail: [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych/froman.htm
RE: Student Question: Learned helplessness
As I recall, he had to drag dogs to the other side with the barrier completely down. Other attempts, such as calling them and putting Hebrew National franks on the safe side did not work. It took a number of times for some of the dogs. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: pamela [mailto:[EMAIL PROTECTED]] Sent: Monday, October 30, 2000 8:35 AM To: [EMAIL PROTECTED] Subject: Student Question: Learned helplessness Hello, This student question came up during the chapter on learning. I don't have the original article and can't find further discussion of LH in any of my texts. Following Seligman's original experiments, were there conditions under which the learned helplessness behavior was extinguished? If so, how many unpaired trials before the dogs regained escape behavior? Were there attempts to carry the dogs over the divider to "teach" the benefits of escape? Thanks, Pam
Sabbatical Leave Policies
Which of these are acceptable sabbatical arrangements at your college? 1 year at half salary. 1 semester at full salary. either of the above 1 year at full salary other: Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807
RE: Booting bouton
That must be fairly common. We had the same thing. It would have been in Missouri in the early to mid-70s. I just looked it up. The short a is a second pronunciation, but you should still pronounce the t. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Rick Froman [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 11, 2000 10:05 AM To: '[EMAIL PROTECTED]' Subject: RE: Booting bouton When my wife was pregnant, the nurses would always talk about how many sonnemeters she was dilated. They did not accent ohter words in a similar way. I finally determined that they were referring to "centimeters". Rick Dr. Richard L. Froman Psychology Department John Brown University Siloam Springs, AR 72761 e-mail: [EMAIL PROTECTED] http://www.jbu.edu/sbs/psych/froman.htm -Original Message- From: Mike Scoles [mailto:[EMAIL PROTECTED]] Sent: Tuesday, October 10, 2000 10:37 PM To: tips Subject: Re: Booting bouton I can go along with this one. There is a dude in the "Mind" series that says, "sigh-naps" though. What's the skinny on that? - The Other M.S. Stephen Black wrote: The on-line medical dictionary didn't have it, but the regular one at http://www.dictionary.com/ did. Unfortunately, the pronunciation marks don't reproduce with my mailer, but they specify boot-ON (accent on the second syllable). Case closed? -- * * Mike Scoles *[EMAIL PROTECTED] * * Department of Psychology *voice: (501) 450-5418 * * University of Central Arkansas *fax: (501) 450-5424 * * Conway, AR72035-0001 ** * http://www.coe.uca.edu/psych/scoles/index.html
RE: Missour-e vs. Missour-ah
When Michael S and I attended It was Missourah to rhyme with the rah! rah! cheers. Given the way the football team has done since, the current pronunciation is miz-er-ee. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Valerie Eastman [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 11, 2000 3:12 PM To: John W. Kulig; Michael Sylvester Cc: TIPS Subject: Missour-e vs. Missour-ah Yes, Mizzou is the school, specifically the University of Missouri-Columbia. I grew up in a small town along the Missouri River and I pronounce it Missour-e. I have yet to find any rhyme or reason for who pronounces it how (geographically speaking). Right now I live in Springfield (southwest Missouri) and I hear it both ways. There is quite a debate about what is the "correct" pronunciation. Personally, I have better things to do, and I guess I'd better go do them... :-) Val Eastman Valerie J. Eastman, Ph.D. Associate Professor of Psychology Behavioral Sciences Department Drury University 900 North Benton Avenue Springfield, Missouri 65802 office: 417-873-7305 fax: 417-873-6942 [EMAIL PROTECTED] - Original Message - From: "John W. Kulig" [EMAIL PROTECTED] To: "Michael Sylvester" [EMAIL PROTECTED] Cc: "TIPS" [EMAIL PROTECTED] Sent: Wednesday, October 11, 2000 1:25 PM Subject: Re: Booting bouton Michael Sylvester wrote: And while on this subject is it Missouri or Missourer? I graduated from there, and when in doubt-I say Mizzou. This is a simplification, but, Missour-e if in St. Louis or Kansas City. Missour-ah if anyplace else. I would guess that in Columbia it can go either way. Mizzou refers to just the University, no? -- --- John W. Kulig[EMAIL PROTECTED] Department of Psychology http://oz.plymouth.edu/~kulig Plymouth State College tel: (603) 535-2468 Plymouth NH USA 03264fax: (603) 535-2412 --- "What a man often sees he does not wonder at, although he knows not why it happens; if something occurs which he has not seen before, he thinks it is a marvel" - Cicero.
RE: d) two of the above
Which two are correct? Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Friday, October 06, 2000 12:48 PM To: TIPS Subject: d) two of the above The following from a test item bank caught my attention: The ideal scientist would possess the following characteristic(s): a. openness b. willingness to make risky decisions c. skepticism d. two of the above e. all of the above The answer given as correct is d. Even though a student might answer d,would the prof know which two the student would be referring to? I guess I could construct my own items with choices such as: any of the above, two of the below,one above and one below and so on. Comments invited. Michael Sylvester,Ph.D Daytona Beach,Florida
RE: Millennium Schizophrenic symptoms
Didn't we have a post last year about a minister who was casting the devil out of computers? He had taken over the computer's memory and intelligence, sending unwitting people to porno chat rooms, etc. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Bill McCown, Ph.D. [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 04, 2000 12:27 PM To: Michael Sylvester; TIPS Subject: Re: Millennium Schizophrenic symptoms No kidding, I did see and adolescent schizophrenic who believed that Pokemons were part of a conspiracy of some sort. While I think that is true, I think we were on different wave lengths about that one. I also saw, and I am serious, a paranoid schizophrenic woman during the 70s who believed that smiling faces (you know, the kind that Wal Mart has recently revived) were a signal to her. While none of these are quite what you mean, Michael, they do capture some of the flavor of cultural factors relevant to psychosis.
RE: What's in a name? The case of Gay
Not only that. He asked patrons in another bar where he could find a gay bar because he was going to shoot a gay. They gave him directions and then called the police. Not quite Kitty Genovese, but when details come out, it could be an interesting case study. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Thursday, September 28, 2000 9:58 AM To: TIPS Subject: Re: What's in a name? The case of Gay did you read or hear about that guy in Virginia whose last name was Gay.He said that he became the butt of jokes because of his last name. So he went to a Gay bar and shot and killed a gay guy. Michael Sylvester Daytona Beach,Florida
RE: Bachelors - Masters - MBA - PhD
Now that's what we mean by customer service in education: 24/7 by 365. Advisors must be really well trained to determine the difference between those with life credits suitable to a Masters ABD and a Ph.D. I guess they must have formulae for determining when it indeed has been "piled higher and deeper". Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Richard Pisacreta [mailto:[EMAIL PROTECTED]] Sent: Monday, September 25, 2000 11:41 AM To: [EMAIL PROTECTED] Cc: [EMAIL PROTECTED] Subject: Fwd: Bachelors - Masters - MBA - PhD I thought that you people might find this recent email sent to me interesting. Rip From: Bachelors_Masters_MBA_PhD Bachelors_Masters_MBA_PhD CC: [EMAIL PROTECTED] Subject: Bachelors - Masters - MBA - PhD Date: Fri, 22 Sep 2000 14:46:12 -0400 (EDT) U N I V E R S I T Y D I P L O M A S Obtain a prosperous future, money earning power, and the admiration of all. Diplomas from prestigious non-accredited universities based on your present knowledge and life experience. No required tests, classes, books, or interviews. Bachelors, masters, MBA, and doctorate (PhD) diplomas available in the field of your choice. No one is turned down. Confidentiality assured. CALL NOW to receive your diploma within days!!! 1 - 3 1 2 - 5 7 7 - 1 6 7 7 Call 24 hours a day, 7 days a week, including Sundays and holidays. _ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com.
RE: N versus N-1 [Was: Another Standard Deviation question]
Why is 1 the magic number? I see how it makes more radical corrections for smaller sample sizes. But was it chosen for a theoretical or practical considerations. Michael S: Don't even think about referring me to Three Dog Night. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Claudia Stanny [mailto:[EMAIL PROTECTED]] Sent: Monday, September 25, 2000 10:46 AM To: [EMAIL PROTECTED] Subject: N versus N-1 [Was: Another Standard Deviation question] From: "James D. Dougan" [EMAIL PROTECTED] Subject: Another Standard Deviation question Back in the "good old days" all (or at least most) of the undergraduate statistics texts taught the standard deviation using ther "N-1" formula. The "N" formula was perhaps mentioned in a footnote, but often not mentioned at all... Now, virtually all of the texts teach the "N" formula in the beginning under descriptive stats, then introduce N-1 later under inferential. The formula for computing the sample variance using N as the divisor is the correct descriptive statistic to compute for the sample variance. As a descriptive statistic, the variance formula with N as the divisor is accurate. It is exactly equal to the variance of the sample (whereas the formula using N-1 is a smaller value). But this statistic is biased as an inferential statistic (biased in the statistical sense -- the long run average or expected value of the statistic does not equal the value of the population parameter it is used to estimate). The variance computed using N-1 is an unbiased estimator of the population parameter. Claudia Claudia J. Stanny, Ph.D.e-mail: [EMAIL PROTECTED] Department of PsychologyPhone: (850) 474 - 3163 University of West Florida FAX:(850) 857 - 6060 Pensacola, FL 32514 - 5751 Web:http://www.uwf.edu/psych/stanny.html
RE: info: subliminal
My recollection is that Zajonc was extending the "mere exposure" effect on attraction by demonstrating that the exposure could be so minimal as to escape notice. I believe he was most interested in demonstrating the robustness of the relationship between exposure and attraction rather than the perceptual properties, and I do not recall such comparisons of supra v subliminal. Of course, the details are barely liminal to me now. Reference: Kuntst-Wilson, W.R., Zajonc, R.B. (1980) Affective discrimination of stimuli that cannot be recognized. Science, 207, 557-558. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael J. Kane [mailto:[EMAIL PROTECTED]] Sent: Thursday, September 14, 2000 9:12 AM To: [EMAIL PROTECTED]; [EMAIL PROTECTED] Subject: RE: info: subliminal At 04:24 PM 9/13/00 -0400, Michael Quanty wrote: Research by Zajonc showed that being exposed to nonsense stimuli below threshold increased S's liking for them. The more often someone was subliminally exposed to the stimulus the more they liked it (e.g., a Turkish word flashed 16 times would later be rated higher than one flashed 2 times). Hello, I'm not familiar with the Zajonc work, but other researchers have demonstrated that one need not expose novel stimuli below any threshold to get these kinds of "mere exposure" effects. Did Zajonc compare subliminal to supraliminal exposure? If so, and if subliminal presentations had greater effects, I'd find that interesting. Best, Mike Michael J. Kane Department of Psychology P.O. Box 26164 University of North Carolina at Greensboro Greensboro, NC 27402-6164 email: [EMAIL PROTECTED] phone: 336-256-1022 fax: 336-334-5066
RE: Zajonc subliminal experiment
You are correct about the Turkish words being used for social facilitation research. He also used them in exposure and attraction research. I know they were used in supraliminal demonstrations of exposure leading to attraction. I also know that Zajonc and his colleagues demonstrated the exposure effect for stimuli that subjects were unaware of. I don't know for sure that they used Turkish words in the latter experiments. Theoretically, they should work. In reference to Michael Kane's earlier question about the relative efficacy of sub v supraliminal exposure, Myers' Social Psychology text cites research showing that "mere exposure has an even stronger effect when people perceive stimuli without awareness". Bornstein,R.F., D'Agostino,P.R. Stimulus recognition and the mere exposure effect. Journal of Personality and Social Psychology, 63, 545-552. Looks as if I have some reading to catch up on. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED]] Sent: Thursday, September 14, 2000 8:47 AM To: TIPS Subject: Zajonc subliminal experiment On Wed, 13 Sep 2000 [EMAIL PROTECTED] wrote: Research by Zajonc showed that being exposed to nonsense stimuli below threshold increased S's liking for them. The more often someone was subliminally exposed to the stimulus the more they liked it (e.g., a Turkish word flashed 16 times would later be rated higher than one flashed 2 times). I'm somewhat confused by this. The Zajonc "Turkish" experiment I know is a pseudo-subliminal experiment, where the subjects are led to believe they're taking part in a subliminal perception experiment, but aren't. In the experiment, the subjects are told that words will be flashed on a screen, but nothing is (typical social psychologist deviousness). The point is to study predictions from the Hull-Spence model relating to social facilitation effects. Is there another Zajonc experiment where he really does it? My experiment is: Zajonc, R. and Sales, S. (1966). Social facilitation of dominant and subordinate responses. Journal of experimental social psychology, 2, 160-168. -Stephen Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/
RE: info: subliminal
Research by Zajonc showed that being exposed to nonsense stimuli below threshold increased S's liking for them. The more often someone was subliminally exposed to the stimulus the more they liked it (e.g., a Turkish word flashed 16 times would later be rated higher than one flashed 2 times). Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Janice Gearan [mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 13, 2000 1:57 PM To: 'Michael Sylvester'; TIPS Subject: RE: info: subliminal The Bush campaign seems to think so! Good discussion topic re: this subject. Jan Gearan Associate Professor Mt. Wachusett Community College Gardner, MA -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Wednesday, September 13, 2000 10:40 AM To: TIPS Subject: info: subliminal do subliminal perceptual techniques influence behavior? Michael Sylvester,Ph.D Daytona Beach,Florida
RE: Visually impaired student in a stats course
A faculty member at our college several years ago wrote some software to turn a computer into a talking calculator for a blind student in his stats class. I am trying to track it down now. More relevant, though, is that his work was supported by IBM and they had a huge library(?) of resources to assist people with various challenges available for free. Gotta run now to a meeting but that might get you started. Michael B. Quanty, Ph.D. Psychology Professor Senior Institutional Researcher Thomas Nelson Community College PO Box 9407 Hampton, VA 23670 Phone: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Maxwell Gwynn [mailto:[EMAIL PROTECTED]] Sent: Tuesday, August 29, 2000 5:18 PM To: Teaching in Psych list Subject: Visually impaired student in a stats course TIPSters: I will be teaching a stats course in the winter term which a visually impaired (sightless) student will be taking. Although I will be working closely with our Special Needs Office to assist this student, I'd appreciate hearing from anyone who has instructed a blind student in a statistics course. The SNO has arranged to have a copy of the textbook, and all course handouts, assignments, and exams brailled, along with another student's lecture notes. They will include tactile representations of the graphs and figures. This student has taken a research methods course with me, and did quite well. However, I'm anticipating that a stats course with emphases on equations and data handling (along with an introduction to SPSS) will be quite a different challenge for the student. Thanks in advance for any tips you may be able to provide which will make the course the best learning situation for the student. Please respond directly to me ([EMAIL PROTECTED]) and if there is any interest expressed I'll summarize the responses and post to the list. -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada
RE: Real Life Applications
There is a person at the University Of Missouri (Columbia campus) who
teaches a class designed around this idea. I don't have more info. It was
in an alumni mag. I believe he was in math, not psych.
Michael B. Quanty, Ph.D.
Psychology Professor
Senior Institutional Researcher
Thomas Nelson Community College
PO Box 9407
Hampton, VA 23670
Phone: 757.825.3500
Fax: 757.825.3807
-Original Message-
From: Serdikoff, Sherry L. [mailto:[EMAIL PROTECTED]]
Sent: Saturday, August 26, 2000 3:08 PM
To: TIPS
Subject: Real Life Applications
Hi folks. In my research methods class this semester, I'm trying to place
more emphasis on why it is important to understand the nature of
scientific research even if they do not plan to pursue careers where they
will be conducting research. In order to make the point personally
relevant for each student, I'm thinking of including some sort of
assignment that requires each to identify instances of real life events
where having an understanding of research methods can make a difference.
At first I was thinking of requiring the instances to be ones with errors
(e.g., asserting causation based on correlational data) or what I tend to
think of as "sneaky" statements (saying "No drug has been shown more
effective than XYZ" which people tend to interpret as "XYZ is the most
effective" which of course is not necessarily the case). But, now I'm
thinking of including any kind of examples like understanding TV
commercials (knowing what it means when they say a particular drug had a
series of side effects but no more than a sugar pill) or news reports
(understanding the margin of error in a political polls).
My question is this. Before I start from scratch, does anyone know of or
use anything like this that they'd be willing to share?
Trying to not unnecessarily reinvent the wheel --SLS
+++
+__Sherry L. Serdikoff, Ph.D. +
+ * * School of Psychology +
+ * OO * James Madison University +
+ ** MSC 7401 {)__(} +
+ *(. .)* Harrisonburg, VA 22807 (oo) +
+ \ / E-mail: [EMAIL PROTECTED] -o0o-=\/=-o0o- +
+ \/ Telephone: 540-568-7089 +
+ FAX Number: 540-568-3322 +
+++
RE: Applied Survivor Activity
I think you and Louis should team teach a class (good cop, bad cop). We could start pools on which students and teachers survive. -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]] Sent: Monday, August 21, 2000 11:21 AM To: [EMAIL PROTECTED] Subject: Applied Survivor Activity I am toying with the idea of incorporating the Survivor paradigm in class. Just as in the TV series,someone gets kicked off the island;in my Classroom version I would ask students to secretly vote who they feel should be kicked out of the class.The criteria to be used to express their desire to kick a student out of the class would be: -stupidity of student - unrelenting tardiness - lack of communication - poor critical thinking skills - dozing off -anyone with Tourettes' The students who are voted to be kicked out would then be escorted out of the class and permitted to re-enter after they have apologized to the class. It is hoped that this activity would lead to a high self-monitoring of behavior and hence improve classroom morale. Michael Sylvester,Ph.D Daytona Beach,Florida - This message was sent using Panda Mail. Check your regular email account away from home free! http://bstar.net/panda/
RE: (Fwd) URL: ethics complaints APA resignation
If this truly is just an old story, I would be very interested in how it turned out. This has made me less confident than I was at the beginning of the day to talk about constructed memories of abuse. Does anyone know how things turned out? -Original Message- From: Rick Stevens [mailto:[EMAIL PROTECTED]] Sent: Thursday, June 29, 2000 2:13 PM To: TIPS Subject: Re: (Fwd) URL: ethics complaints APA resignation Unless I am missing something, this is just an old story. It all seems to be at least 4 years old. Jim Guinee wrote: It's the never-ending story... http://fmsf.net/apa-complaint.shtml -- _ Rick Stevens __ _ Psychology Department __ _ University of Louisiana at Monroe ___ _ [EMAIL PROTECTED] ___ _ http://www.ulm.edu/~stevens/ulmpage.html _
RE: Liars Anonymous
There is but htey never meet where or when they say they will! SorryToo many papers to grade. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: A Bolding [mailto:[EMAIL PROTECTED]] Sent: Wednesday, April 26, 2000 1:24 PM To: [EMAIL PROTECTED] Subject: Liars Anonymous Is there a support group for people who are compulsive liars? __ Do You Yahoo!? Send online invitations with Yahoo! Invites. http://invites.yahoo.com
RE: Social Psychology Surprizes
When I teach Social Psychology, I use David Myers' text. The supplemental material includes a true/false quiz on topics covered in the course. I make students complete it the first class period. Most get 50% or less and it leads to lively discussion. The exercise works equally well when I use it at The College of William Mary or at my more nontraditional teaching venues. I usually preface the scoring with reminders that they have completed at least 6 hours of college credit in Psy and that a monkey cuold get 50%, etc. After scoring I discuss the common sense notions and the hindsight bias as impediments to their earning a good grade unless they apply themselves. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Don Rudawsky [mailto:[EMAIL PROTECTED]] Sent: Wednesday, December 22, 1999 9:45 AM To: [EMAIL PROTECTED] Subject: Social Psychology Surprizes I'm teaching social psychology in the winter for the first time. As I was reviewing the introduction to the text I'm using (Aronson, Wilson Akert) I noticed they make a brief mention that students should avoid deciding that social psychology is just common sense, not to get lulled to sleep by it's simplicity. It reminded me of my own experience as an undergrad taking a large introductory soc. psy. course and sure enough I thought it was a little too easy and slacked my way through. I didn't fall in love with the topic until I later took a more advanced course and began to realize the complexities. 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 go on my course webpage, be incorporated into my introductory remarks to the class, and/or developed into a full scale activity where I give the students brief vignettes and ask them to predict the behavioral, cognitive, and emotional outcomes and provide their own explanations. Maybe I'll follow this up at the end of the quarter by asking them what they found most surprizing, but since it's my first time I'm asking you all for your suggestions. Thanks, Don 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
RE: terminal drop hypothesis
Maybe you should approach this millenium with a little more optimism and start with just the 2. Who knows? Wasn't that Fountain of Youth supposed to be somewhere in your area? Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Thursday, December 09, 1999 1:54 PM To: TIPS Subject: terminal drop hypothesis A few years ago,I had a tombstone made with 19-- on it.I was not aware that I would live past 1999. Now it seems with that Y2K,I will have to have it changed (at the cost of $500) to have a remake of the tombstone to reflect the new millennium. 20--. Michael Sylvester
RE: Nosing out suspects
Last night on the news, one of the networks (Dan Rather, I think) did a piece on airport security in which they found dogs to be 100% accurate in sniffing out guns in baggage (I believe; since I was only patially attending, I am not necessarily a reliable eyewitness to this). They were far superior to the fancy security devices that were being monitored by minimum wage, poorly trained security people. On a related topic, I remember from an industrial psychology class a reference to research showing that pigeons were superior at removing flawed phamaceuticals from an assembly line than were humans. The company did not implement a pigeon quality review team, though, because of image concerns. Is there a grain of truth in any of this? I would like to use it as an example of discrimination learning if I can verify it. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Kenneth M. Steele [mailto:[EMAIL PROTECTED]] Sent: Friday, December 03, 1999 8:50 AM To: TIPS Subject: Re: Nosing out suspects On Thu, 02 Dec 1999 23:41:14 -0500 (EST) Stephen Black [EMAIL PROTECTED] wrote: I've often wondered about the scientific accuracy of claims that dogs can be used to track people, sniff out drugs, etc. They seem based mostly on anecdotal reports. It might be interesting to review the literature and see if there was any serious attempt to rule out Clever Hans and identification by the handler. -Stephen Stephen is not the only one to question this capability, as the following reference attests. AN: 1992-00446-001 DT: Journal-Article TI: Testing the individual odour theory of canine olfaction. AU: Brisbin,-I.-Lehr; Austad,-Steven-N. SO: Animal-Behaviour. 1991 Jul; Vol 42(1): 63-69 IS: 0003-3472 PY: 1991 AB: Used 3 male dogs trained in human scent discrimination to evaluate whether the Ss could distinguish the scent of their handler from the scent of other humans, irrespective of the body part from which the scent had been collected. Ss were successful at distinguishing scent obtained from the hand of their handler from that of the hands of strangers, but could not similarly distinguish their handler's scent when it was obtained from the crook of his arm. Results suggest either that there is no such thing as an individual human odor or that dogs trained with standard methods do not spontaneously identify individual odor components of scents taken from different parts of the body. Results question the practice of using dogs to identify individuals from scented objects in law enforcement. ((c) 1999 APA/PsycINFO, all rights reserved) KP: discrimination of scent of handler vs other humans taken from different parts of body, trained male dogs MJ: *Odor-Discrimination MN: Dogs- Stephen Black, Ph.D. tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's Universitye-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Department web page at http://www.ubishops.ca/ccc/div/soc/psy Check out TIPS listserv for teachers of psychology at: http://www.frostburg.edu/dept/psyc/southerly/tips/ -- Kenneth M. Steele[EMAIL PROTECTED] Associate Professor Dept. of Psychology Appalachian State University Boone, NC 28608 USA
RE: Calculating sample size in a random sample
For a .05 level of confidence and precision of +/-5%, he would need 286. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Marie Helweg-Larsen [mailto:[EMAIL PROTECTED]] Sent: Wednesday, December 01, 1999 11:31 AM To: TIPS Subject: Calculating sample size in a random sample Hi Tipsters I have a student in my reserch methods course who wants to select a random (representative) sample of our college population (about 1000 students). How many subjects does he need? I seem to recall a formula to answer this question but I can't find it in any of my text books. Thanks Marie Al Cone wrote: Jim, Not all that hard to do if one describes the behaviors that such people would be engaging in during class. Al Al L. Cone Jamestown College [EMAIL PROTECTED] North Dakota 701.252.3467 X 2604 http://www.jc.edu/users/faculty/cone -Original Message- From: Jim Clark [mailto:[EMAIL PROTECTED]] Sent: Sunday, November 21, 1999 3:35 PM Cc: TIPS Subject: RE: Teaching uncertainty Hi On Sun, 21 Nov 1999, Al Cone wrote: in to dualistic/absolutistic thinking. An, in progress, student project which described professors whose behaviors typify each of Perry's three levels, strongly suggests than students would prefer to be taught by relativist as opposed to dualistic professors. I wonder if students can tell the difference between dualistic and committed professors (probably not unless teachers communicate how they arrived at their committed position?), or is there a difference (undoubtedly yes, in my mind)? Best wishes Jim James M. Clark (204) 786-9757 Department of Psychology(204) 774-4134 Fax University of Winnipeg 4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark -- Marie Helweg-Larsen, Ph.D. Assistant Professor of Psychology Transylvania University 300 North Broadway Lexington, KY 40503 Office: (606) 281-3656 Web page: http://www.transy.edu/homepages/mhelweglarsen/index2.html
RE: Handing out A's like candy
Based on research that we have done, I would be surprised if that is the case. For those who are interested in this topic and want to look at some data, you can start at our web site: http://www.cnu.edu/cbmts . Our research basically shows that, in the vast majority of cases, students who complete prerequisites for upper level university courses at community colleges perform at levels comparable to students who completed the prerequisites at the university. The web site includes a number of papers and presentations that summarize the findings. We also will assist other community colleges and universities that are interested in improving students' transfer outcomes based on sytematic research. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Jeff Ricker [mailto:[EMAIL PROTECTED]] Sent: Tuesday, November 16, 1999 10:13 AM To: TIPS Subject: Re: Handing out A's like candy Annette Taylor wrote: I know that as a general rule we find that students who transfer into our school after 2 years at a J[unior] C[ollege] are as likely as not to be academically dismissed after 1 year here [at the University of San Diego]. This is an interesting finding. I am assuming that Annette is discussing the results of an actual study performed at her school. If this finding is generally true, it would be very disturbing since many students start out at community [junior] colleges. Does anyone have data looking at the question of whether or not GPA at community colleges predicts to a reasonable degree GPA after transfer to a four-year institution? I'm just thankful that my school is known far and wide as the Harvard of the Northeast corner of Pima and Chapparal Roads. Jeff -- Jeffry P. Ricker, Ph.D. Office Phone: (480) 423-6213 9000 E. Chaparral Rd.FAX Number: (480) 423-6298 Psychology Department[EMAIL PROTECTED] Scottsdale Community College Scottsdale, AZ 85256-2626 "The truth is rare and never simple." Oscar Wilde "Instead of having 'answers' on a test, they should just call them 'impressions'. And, if you got a different 'impression', so what? Can't we all be brothers?" Jack Handey
RE: Styles of Loving
In the early Christian church, it was the name for the love feast accompanied by the Eucharistic celebration. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Weisskirch, Rob [mailto:[EMAIL PROTECTED]] Sent: Monday, November 08, 1999 1:21 PM To: 'TIPS' Subject: Styles of Loving TIPSters, I was discussing Lee's Styles of Loving in class and was describing Agape as selfless love. For example, when one person sacrifices for the other, kind of when the wife of an alcoholic takes care of him. A student raised objection and said that in a "pre-marriage" course she learned that Agape is the type of love couples should aspire to. That you should put other's needs in front of your own. Being the Jew I am, I didn't want to mess with potential religious doctrine since I know the student's course was church affiliated. Does anyone know more about describing Agape in Lee's styles of loving? How is Agape part of Christian theology? Shalom, Rob Weisskirch Department of Child and Adolescent Studies California State University, Fullerton P.O. Box 6868 Fullerton, CA 92834-6868 (714) 278-2896
RE: PSYCHOLOGY2K
Michael Sylvester will start playing Mozart at all of his DJ gigs, raising the average IQ level of south Florida by ten points and reducing bar fights by 40 percent. His 15 minutes will end abruptly when an anonymous TIPSter leaks a story to the media about this being part of a great European conspiracy to keep the immigrant community in check. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Wednesday, November 03, 1999 8:40 AM To: TIPS Subject: PSYCHOLOGY2K How will Psychology2k differ from the current Psychology? My predictions: Psychochemistry will be in; Learning perspective will be out. There will be a Compact Disc model of behavior Clinical Psychologists will be able to prescribe drugs,but may tell clients to get them from Europe. Paul Smith,Mike Scoles and Paul Brandon will leave TIPS. Freud will make a comeback. Tenure will be abolished. Nancy Melucci will get a full time job. And what will happen to the Eurocentric perspective??? Michael Sylvester Daytona Beach,Florida
Adult Development
Can anyone point me to a list that would compare the physical capabilities of adults at various ages that I could use in an Intro class? Thanks in advance. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807
RE: Spanking
Unfortunately, I do not think your argument holds weight either. If we entertain the possibility that some of the spanking behavior could be elicited by children who have not responded to other forms of treatment, then if it is only effective in some instances, the outcomes of the spanked group could be worse than the non-spanked group, but still better than they would have been without spanking. In the extreme, a drug that cures 10 percent of a group of terminal patients would be seen as ineffective (lethal) if the "control" group is people who did not take the drug. Try using your logic if the results had turned out the other way Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Hatcher, Joe [mailto:[EMAIL PROTECTED]] Sent: Monday, October 11, 1999 9:59 PM To: TIPS Subject: RE: Spanking Hi Folks, I've done some thinking about this, and like Stephen, I don't think that one should read the data as causal; this is correlational stuff no matter how well collected. However, I think one can use the following argument: data that indicates that children who were spanked have more negative outcomes at least argues that spanking does not do any *good*. I think the burden here is on the ones who advocate causing physical pain to children as a corrective measure to demonstrate that this is effective beyond other means. If spanking (or hitting our children, to put it another way) does no good, then we shouldn't do it, the same way we would not give our children medicine that did no good. Joe Joe W. Hatcher, Jr., Ph.D. Department of Psychology Ripon College Ripon, WI 54971 USA [EMAIL PROTECTED] -- From: Stephen Black Reply To: Stephen Black Sent: Monday, October 11, 1999 7:45 PM To: TIPS Subject: Spanking On Mon, 11 Oct 1999, Sandra Price wrote: From Mr. Jones' Psych in the New for this week. Canadian study links spanking to psychiatric disorders http://biz.yahoo.com/rf/991005/bbx.html (Yahoo News, October 5) Children spanked by their parents are twice as likely to develop drug and alcohol problems in adulthood, according to a Canadian study released on Tuesday. The study found that those who were spanked or slapped had increased rates of anxiety disorders, anti-social behavior and depression. Well, I've always been a card-carrying bleeding-heart liberal on the topic of spanking. My credentials: my two children survived childhood without experiencing anything more traumatic than the occasional time-out or loss of privileges, and were never spanked or slapped at any time. I've also toed the party line in class, emphasizing how physical punishment produces undesirable side-effects and models violence. But (here it comes, Martha) lately I've been questioning the adequacy of the demonstrations of the harmful effects of physical punishment on behaviour. Possibly I've been sensitized by Judith Rich Harris's point that most (all?) of these studies are flawed by a failure to consider that a genetic explanation is equally likely. Certainly, all the studies I've seen which claim dire outcomes for spanking have this flaw. Take the above example, which undoubtedly leads people to conclude that spanking causes children to grow up to be drug addicts, alcoholics, and criminals. The author of the study, Harriet MacMillan, herself is quoted as saying "She hopes her findings will encourage parents to avoid spanking as a disciplinary tool". And a lawyer is quoted in the news item as saying "The study reinforces what parents need to hear--spanking is not good for children". But the study shows nothing of the kind. It only shows a relation between parents who spank and kids who turn out bad. It could be that parents who have, say, genes disposing to aggression, pass them on to their kids. The genes make the parents prone to spank, they make the kids prone to go bad. Or perhaps the kids inherit out-of-control tendencies which make the parents feel the need to use harsher discipline. In that case, it's their bad tendencies which leads to more spanking (and later poor outcomes), not the reverse. BTW, the study was apparently retrospective, asking adults to report on their level of physical punishment many years earlier. There's further reason to be cautious here. It may well be that messed-up adults feel more need to blame someone, and so remember higher levels of physical punishment as children. Once again, where's the 2 x 2 table? We need to know not only how many spanked kids go wrong, but how many non-spanked go wrong as well. We also need to know how many non-spanked still go wrong anyway. We also know from recent twin studies that shared family experiences count for surprisingly little in the socialization of children. We may not like
RE: Administrivia: Consult TIPS Website for insrructions
Just imagine what some of our Freudian colleagues may have read into insurrections. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Paul Brandon [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 06, 1999 11:39 AM To: [EMAIL PROTECTED] Subject: Re: Administrivia: Consult TIPS Website for insrructions At 6:57 AM -0700 10/6/99, Annette Taylor wrote: Gee, I know we get a little testy on tips sometimes, but my strange and wonderful mind read the above and a website for "insurrections" :-) annette How revolting! * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Triplets
Has there ever been a case of identical triplets (i.e., a zygote splitting into three rather than just two)? Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807
FW: Long Distance E-mail Charges - Please Read and Complain!
The message below is from the Head Tech Dweeb at our school. You may want to hold off on the e-mail barrage. Don't give them any ideas. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Philbrick, John Sent: Wednesday, October 06, 1999 12:12 PM To: Quanty, Michael; Bowman, Chris; Elsass, Robert Subject: RE: Long Distance E-mail Charges - Please Read and Complain! Friends: Old hoaxes never die, they just get resurrected in a slightly different form. This one has been around for several years. The previous note I saw on this even identified a congressional bill number, a congressman who was sponsoring it, and an Alexandria lawyer who was fighting it. All three were utterly fictitious! See the following link. Mike, I'm grateful to you for at least checking it out before sending it on. I'd encourage you to send my response back to those folks who notified you. Here are a couple of relevant links, the first of which directly addresses this hoax, and the next two address the many urban legends and email hoaxes which are circulating. http://ciac.llnl.gov/ciac/CIACHoaxes.html#internetcharge http://www.whidbey.net/~dcloud/fbns/bogus.htm http://urbanlegends.about.com/culture/beliefs/urbanlegends/library/blhoax.ht m John W. Philbrick, Ph.D. Director of Information Technology Thomas Nelson Community College PO Box 9407 99 Thomas Nelson Drive Hampton, VA 23670 Phone: 757-825-3513 Fax: 757-825-2870 -Original Message- From: Quanty, Michael Sent: Wednesday, October 06, 1999 11:46 AM To: Bowman, Chris; Elsass, Robert; Philbrick, John Subject: FW: Long Distance E-mail Charges - Please Read and Complain! Importance: High Is this something we should shar with everyone. It would sure affect the cost of doing business. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Rob Flint [mailto:[EMAIL PROTECTED]] Sent: Wednesday, October 06, 1999 9:31 AM To: TIPS Subject: FW: Long Distance E-mail Charges - Please Read and Complain! Hey Tipsters, Something happened to my account so I have been out of the loop for a while. I'm hoping that you have all heard about the following issue regarding long-distance charges for email. If not, please read, complain, and pass it on. CNN reported that in the next two weeks, Congress is going to vote on allowing telephone companies to charge for Internet access. That means, every time we send a long distance e-mail we will receive a long distance charge. This will get costly. Please visit to the following web site and complain. Complain to your Congressman. Don't allow this to pass. http://www.house.gov/writerep Pass this on to your friends. It is urgent! I hope all of you will pass this on to all your friends and family. All of us have an interest in this one. PLEASE FORWARD TO EVERYONE YOU KNOW TODAY BEFORE IT IS TOO LATE!! William J. Bicknell, MD, MPH 715 Albany Street,T4W Professor and ChairmanBoston, MA 02118-2526, USA Department of International HealthEmail [EMAIL PROTECTED] School of Public Health Home Phone: 781-837-4101 Associate Vice-President for International Health Home Fax:781-837-6571 Boston University Office Fax: 617-638-4476 Office Phone:617-638-5234 This could obviously have a serious impact on listservs! Rob Flint --- Robert W. Flint, Jr., Ph.D. The College of Saint Rose Department of Psychology Albany, NY 12203-1490 Phone: 518-458-5379 Fax: 518-458-5446 Email: [EMAIL PROTECTED] WWW: http://academic.strose.edu/academic/flintr
Fair Use
If you have supplemental material from a text that you assigned in one class, are you allowed to use it in a class with a different text? What if you are no longer using the text? Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807
RE: Colleague with bad breath
Maybe your colleague is a member of TIPS and your problem is solved. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Michael Sylvester [mailto:[EMAIL PROTECTED]] Sent: Tuesday, September 28, 1999 12:07 PM To: TIPS Subject: Colleague with bad breath one of my colleagues has a terrible case of bad breath.Even students have noticed it. What should I do: A) be direct and tell him so B) wear a mask when talking to him C)put a toothbrush and breath mints in his faculty mail box,so he gets the hint D) all of the above E)other: please explain And while on this subject (free associating),I have known European colleagues who would go for days without taking a shower.One German dude who taughtt stats in my grad school really had a strong odor and was irreproachable. We used to think that this was his way of keeping annoying students from his office. With no offense to our European tipsters, is this a frequent complaint. For those in the cross-cultural psychology of health,it is my understanding that Europeans have a long history of not taking a bath.And it was the Arab conquerors who taught the Europeans how to take a bath. Do personal hygienic factors affect pedagogy and learning? Michael Sylvester Daytona Beach,Florida
RE: Cool facts about psychology
The APS web site has a today in psychology feature where I have students look up what happened on their birthday. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Deb Briihl [mailto:[EMAIL PROTECTED]] Sent: Tuesday, August 24, 1999 12:32 PM To: TIPS Subject: Re: Cool facts about psychology How about using the true-false questions that are frequently supplied in the first chapter of books (Myers instructor packet contains some for each chapter), etc? At 04:51 PM 8/23/99 -0400, Marie Helweg-Larsen wrote: Hi Tipsters I'm making a web page for my fall general psych class. On the course page I want facts about psychology to pop up every time they look at the page (I already have a java script that does this). Now what I need is a place where I can find a bunch (20-60) interesting or cool facts about topics in psychology. It can be just about anything (I won't necessarily tie it in with the chapters they are reading). Where might I find such a list? I've looked though all the General Psych texts I have but none of them seem to have lists that would be suitable. And please don't suggest that I make up such a list from scratch (my hair will turn gray and fall out at even the thought). I remember seeing lists about "common myths about psychology" on tips but I didn't keep any of them. Help anyone. Marie Deb Deborah S. Briihl There are as many Dept. of Psychology and Counseling ways to live as Valdosta State University there are people in Valdosta, GA 31698-0100 this world and each [EMAIL PROTECTED]deserve a closer Now in new Assoc. size! look.. http://chiron.valdosta.edu/dbriihl You got so many dreams you don't know where to put them, so you better turn a few of them loose... Fire
RE: a little question
The answer as you will see twice is that when one replies on Outlook you have a "reply" icon that will bring only the sender's name or a "reply to all" icon that sends the response to you as the sender and the list as a recipient of your original message. To get the message to the list only, you must either type in the list name which I always have to look up or delete your name from the address line. Several reasons could explain why people fail to do that. Lack of attention, laziness, fear of messing with the software, or the taking of evil pleasure in filling your mailbox with duplicate mailings. The interesting thing, though, is how the listserver decides to deliver the mail. Often when I ask a question on the list I will get a reply from someone before the server has delivered my question to me as a member of the list. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Jim Guinee [mailto:[EMAIL PROTECTED]] Sent: Wednesday, August 18, 1999 11:49 AM To: [EMAIL PROTECTED] Subject: a little question Hi, On occasion, I have posted a question or statement. Invariably, someone has responded to that question/statement, and send their reply to the list AND to me. My initial response has always been, "Now I got it twice. Why not just send it to the list?" I'm really curious -- why do folks do that? Are there certain folks who are more inclined to do that? Are there certain messages that prompt folks to do that? Roasting in Arkansas * 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
TIPS for students
Is anyone aware of a listserve or other internet resource that connects students in psychology? I am interested in giving my students access to another source of potential support and a place to ask questions in a less threatening environment. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807
RE: state dependent learning
Fortunately the squirrel's reflexes or dominant response or dumb luck were more up to the task than my braking. It was unscathed. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Beth Benoit [mailto:[EMAIL PROTECTED]] Sent: Wednesday, June 30, 1999 1:31 PM To: [EMAIL PROTECTED] Subject: Re: state dependent learning I think that calling the instinctive back-pedaling an example of Zajonc solution would not be accurate, since there was no one else around except the squirrel. ;-) It could, of course, still be a dominant response. BTW, Michael,did the squirrel survive your wheels? (That is, did "whatever-we-decide-to-call-it" work?) Beth Benoit University of Massachusetts Lowell
RE: List behavior
When I teach both intro and social one of my main goals is to make students aware of the cognitive biases that affect the way all of us view the world and interpret events, behavior, etc. I usually cite a study by Vallone, Ross, Lepper (1985) showing how perception of bias in network news reports on the killings in a Beirut refugee camp were completely reversed for those with pro-Arab leanings versus those with pro-Israeli leanings. Each group felt the reports were biased: Pro-Arab Ss felt the reports gave an Israeli bias; Pro-Israeli Ss felt the same reports were biased in favor of the Arabs. I then cite a contemporary example that may have the same dynamic. I have used the Rodney King incident, OJ's trial, and more recently the Clinton impeachment trial. If no one objects, I am thinkig of gathering together some of our recent posts and presenting them to my next class as a potential real-life (assuming academia qualifies) example of this same phenomenon. I think it would make a real impact on students to see that even their psychology professors may occasionally fall prey to the same psychological processes that afflict the masses (or at least the majority of college sophomores). What do you think? Last semester I used the web site that was posting the comments generated by reaction to publication of Harris's Nurture Assumption but I think we may have outdone ourselves here. Maybe there is even a possibility of an example or two of escalation of aggression? Do we have an expert on conflict resolution who could turn this into an even better learning experience? Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Linda M. Woolf [mailto:[EMAIL PROTECTED]] Sent: Monday, June 28, 1999 9:51 PM Cc: [EMAIL PROTECTED] Subject: Re: List behavior Hi Rick and Tipsters, Rick Adams wrote: Linda, why is it whenever I respond to anyone who posts something about Michael Sylvester you insist on taking it as a personal attack on you? Perhaps, you phrased it poorly but it was how you characterized all who objected to Michael's posts. In response to "listen to endless adolescent discussion", you said: "Isn't that what we are listening to from the Michael Sylvester opponents? If you meant to characterize a specific individual, you might want to specify whom you are addressing or respond to them off list. As it were, you characterized all of "Michael Sylvesters opponents". Sure, Michael has said some things that provoked you--but does that mean that all his posts are inappropriate? I have never stated that they were all inappropriate. The discussion of most individuals who have objected have concerned his offensive posts. He has not encouraged violence or discrimination against a group, he has not made threats, deliberately degraded or ridiculed a minority, or otherwise performed acts that would constitute "hate speech" in any reasonable sense of the term. He has consistently made comments that are degrading towards Jews (see prior post). You are correct that he has not advocated violence or made threats. However, I never stated that he had made threats. I discussed his comments which I found offensive and inappropriate to a professional discussion list. If over the course of two years, I consistently made statements that characterized African-Americans as lazy, shiftless, criminal, welfare chiselers, etc. etc. etc., if I consistently made negative statements only regarding this one group, and if I periodically tried to make folks believe I wasn't racist with occasional comments such as "some of my best friends are Black", I would expect that folks on the list would find my statements to be objectionable and offensive. You do raise an interesting question however. At one point and after how many racist comments, would my offensiveness become defined as hate speech in the work place or on the street. I imagine we can leave that to the attorneys. Again, I honestly believe you are letting your personal reactions completely overcome your natural objectivity and "seeing tigers" where there are only alley cats. If I made a racist comment characterizing all African-Americans, I could see where someone who is African-American could take offense. I think this is a common reaction to the experience of prejudice. "Completely overcome"? Now, now, now . . ..Not much ranting and raving in that post. I simply disagreed. I do not believe that individuals should simply look away or filter out racist, etc. comments and to do so has ramifications. Racism ignored will probably no more likely go away but will rather grow much like an infection. It needs to be addressed. And sometimes that involves simply saying "That statement was offensive". On a personal note, I must confess - occasionally, I will assume that the only way
State-dependent learning
Since college in the late 60s I have ridden bikes with hand brakes. Yet today when I was riding on a nature trail near the college, with my hand resting on the brake I was startled by a squirrel and immediately tried to brake with the pedal. Earlier on the same ride i had slowed successfully for other squirrels that gave me more warning. My speculation is that even though all of my recent experience has been using hand brakes, my experience with panic stops were in my wilder youthful days when I had pedal brakes. Is this the same as or similar to state-dependent learning ? Perhaps I am merely regressing. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807
RE: State-dependent learning
I dont't think pedal braking is my dominant response. I've been using hand brakes the majority of my life. That is why I was so surprised by my panic reaction. I've made many more total stops via hand brake: hence it should have higher habit strength and the arousal should have activated it. I'm always disappointed when cherished psychological principles are violated. That is what led to my state hypothesis. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]] Sent: Tuesday, June 29, 1999 4:17 PM To: [EMAIL PROTECTED]; [EMAIL PROTECTED] Subject: Re: State-dependent learning Quoting [EMAIL PROTECTED]: Since college in the late 60s I have ridden bikes with hand brakes. Yet today when I was riding on a nature trail near the college, with my hand resting on the brake I was startled by a squirrel and immediately tried to brake with the pedal. Earlier on the same ride i had slowed successfully for other squirrels that gave me more warning. My speculation is that even though all of my recent experience has been using hand brakes, my experience with panic stops were in my wilder youthful days when I had pedal brakes. Is this the same as or similar to state-dependent learning ? Perhaps I am merely regressing. Michael Quanty I wouldn't say state-dependent. It's probably an example of Zajonc's (1965) (social) facilitation theory. When aroused, simple and well rehearsed and dominant responses are more likely. Zajonc's theory meant to explain _social_ faciliation: the presence of other people causes facilitation of simple responses (making complex tasks harder) but his theory is that the social effects as due to simple arousal. Under panic or crisis situations, it is the most rehearsed, and most strongly established responses that pop out. He also demonstrated "social" facilitation in the cockroach - perhaps showing that it's a basic feature of our behavior and doesn't require much of a brain. So, the trick is to practice the response you want repeatedly until _it_ becomes dominant. Because of this arousal effect, when I use cruise control I always keep my right foot right above the accelerator, not the brake, because I know if I ever have to panic stop, the old response of lifting the foot, moving it to the left, and slamming down, will dominate. Zajonc, R.B. (1965) Social facilitation. _Science_. 149, 269-274. -- John W. Kulig Plymouth State College Plymouth NH 03264 USA [EMAIL PROTECTED] [EMAIL PROTECTED] - " I was created in secret and curiously wrought in the lower parts of the earth" Psalm 139 - - This mail sent through IMP: http://web.horde.org/imp/
RE: beer and brest feeding?
Are people assuming that the alcohol ends up in the mother's milk? I'm certainly not an expert on this topic, but it would seem to me that the alcohol would be broken down before it would get to the baby. Are we talking vampires here? Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Rick Adams [mailto:[EMAIL PROTECTED]] Sent: Monday, June 14, 1999 11:23 AM To: Tips Subject: RE: beer and brest feeding? David wrote: I know I will get numerous flames for this one- but a student in my developmental class claims that there is some nutritional value to mom having a single beer before breast feeding. Trying not to laugh, and having discussed the effects of alcohol on development- any truth to the beer claim? Yes and no. Yes in the sense that beer does contain many nutrients of value to the baby, some of which are less readily available from other common sources of nutrition. No in the sense that the alcohol is not terribly good for the baby. There is, of course, a simple answer. Non-alcoholic beer (which, in the better brands [imported] tastes almost identical to the alcoholic form) is readily available (it does have a very small alcohol content--in the range of 0.5%--but not enough to have any negative consequences for the child unless the mother drinks a couple _gallons_ before breast feeding). The non-alcoholic version has the same nutritional value as does the standard version and none of the drawbacks. BTW, Beck's and Guiness both put out very good versions (non-alcoholic wines in quality versions--i.e., Cabernets, etc.--exist as well) that will please the palate as well as the body (I'm a non-drinker who likes the taste of dark beers and good wines so I've had a chance to explore them a bit personally). Tell your student to drop the Coors and grab a good Stout instead! :) Rick -- Rick Adams [EMAIL PROTECTED] Department of Social Sciences Jackson Community College 2111 Emmons Rd. Jackson, MI 49201
RE: Rats/aggression/crowding- reference
I believe the research was by Calhoun. Behavioral Sink Hope this helps. I would be interested in the original reference. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]] Sent: Friday, April 23, 1999 9:58 AM To: To communicate with group Subject: Rats/aggression/crowding- reference I am trying to track down a study from the 1960's where rats were given unlimited food, and when crowding reached a certain level, extreme asggression occurred, and the coloony eventually died out? Or in my senility, am I confusing research with rats with old science fiction stories? David Griese' SUNY Farmingdale
RE: Social Psych in Film course
The Milagro Beanfield War provides an excellent example of escalation of conflict, the blacktop illusion, and negotiation strategies while also showing cultural differences. Michael Quanty Psychology Professor CBMTS Project Director Thomas Nelson Community College P.O. Box 9407 Hampton, Virginia 23670 Voice: 757.825.3500 Fax: 757.825.3807 -Original Message- From: Marie Helweg-Larsen [mailto:[EMAIL PROTECTED]] Sent: Friday, February 26, 1999 5:27 PM To: TIPS Subject: Social Psych in Film course Hi Everyone I'm planning to teach a Social Psychology in Film course during our May term (intensive 4 week course). I'd love to hear from those of you who may have taught such a course. I'm interested in syllabi, movies you used, and texts/readings. Of course even if you have not taught such a course you may have ideas about popular movies that might serve as excellent examples of a particular subarea of social psychology (not just general psych interest). I have tons of movies for stereotypes/prejudice (from previous lists on TIPS) - I'm looking for other areas of social. Thanks Marie -- Marie Helweg-Larsen, Ph.D. Department of Psychology Transylvania University 300 North Broadway Lexington, KY 40508 Voice: (606) 281-3656 Fax: (606) 233-8797
