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List members, here's an opening if know of anyone. TRINITY UNIVERSITY, Department of Psychology, announces the availability of a one-semester, term appointment for Spring 2002. (The department anticipates additional position(s) for the following academic year, as well.) We seek applicants who are trained in any area of psychology, however we prefer candidates who can teach a course or courses in the area of social psychology or gender studies, in addition to an introductory course. A Ph.D. in Psychology is preferred, but applications from candidates who have completed all requirements except for the dissertation will also be considered fully. Application materials should include a curriculum vitae and a letter addressing the candidate's teaching interests and experience. These materials and (separately) three letters of recommendation should be received by September 1, 2001, but the search will continue until the position is filled. Trinity University is an Equal Opportunity/Affirmative Action Employer.
subject pools
We're in the process of revisiting the organization of our subject pool requirements and organization for our Intro Psych class. Our experimental requirement is 8 credits (1 credit = 30 minutes). I know that there are many systems out there. I'm hoping to get some suggestions on feedback with regard to several issues: 1) how do you handle students who don't finish their requirement? (this is the issue I am MOST concerned about) 2) what kind of alternative assignment do you have for students who don't wish to be in experiments? 3) how do you track their participation? (Some places experimenters do all the tracking, others students are responsible for handing in something.) 4) If you have a system in which students are expected to track their own attendance (with some sort of card or form), how do you handle cheaters? Any comments about systems that didn't work well (especially of the this was a terrible disaster variety) or systems that did work particularly well would be greatly appreciated. I should add that we have a very limited budget here so expensive software-based tracking is probably out of the question. --Thanks in advance. -- === Carla E. Grayson, Ph.D. The University of Montana Dept. of Psychology Missoula, MT 59812 Phone: 406 243-2391 Fax: 406 243-6366 E-mail: [EMAIL PROTECTED]
Single subject research designs (Was:Re: That's it...we're done)
Rick Adams wrote: Michael Sylvester wrote: Why not conduct a personal experiment: -get a baseline for your sleeping behavior:record your daily sleep behavior for about 10 days and get your average slleping time. - compare and contrast behavior after varying hours of sleep and your tips behavior. -if efficiency is affected,you may want to draw conclusions about behavior and sllep time. Er, Michael. Using a _single_ subject for this kind of experiment would, at best, provide an individual baseline for that single person--not data that could be applied with any reliability to the general population. A defender of N=1 research might argue that one has more to generalize with N=1 results because you can more readily obtain functional relationships between IVs and DVs. Using a larger sample, spending little time with each subject, and letting statistics separate effects of IV from the effects of extraneous variables is a relatively recent way to do research, and not always favored by well known researchers. It was not the style of Pavlov, Ebbinghaus, Piaget or Skinner. With large sample research you might discover a group effect that does tell you how the IV effects the DV _at the level of the individual_. Ironically, we sometimes used group data to make recommendations about individual cases. True, you have to consider representativeness of the subject when you do N=1 research, as you would with any research. To do that, you can (1) replicate using a second subject (to be absolutely certain, run a third subject), (2) consider the important variables that would make a single subject un/representative of the larger population at hand, and directly check these variables. N=1 research forces you to get your hands dirty considering and then checking threats to internal and external validity. Coincidentially, there is an excellent article on single subject research in February 2001 American Psychology (David and Robin Morgan), vol56 p. 119-127. btw, I do not engage in single subject research myself - just an admirer of the technique. -- --- 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.
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set tips nomail __ Randall A. Gordon, Ph.D. Department of Psychology University of Minnesota, Duluth 336 Bohannon Hall 10 University Dr. Duluth, MN 55812-2496 (218) 726-7961 [EMAIL PROTECTED]
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I just wanted to say thank you to the few people so far who have answered my survey. I know all of you have busy schedules and such and I greatly appreciate the time you took to fill them out. Your names will not be used in my research, just your occupations. Thank you so very much. Lara Piotrowski Penn State Psychology Major ___ Visit http://www.visto.com/info, your free web-based communications center. Visto.com. Life on the Dot.
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Re: info: touchy subject
What do you think the lecturn is for? I taught an entire class that way one time. A student mentioned it to me after class. I asked her "why didn't you say something sooner. Her reply "it was no big deal" From: Paul Brandon [EMAIL PROTECTED] To: TIPS [EMAIL PROTECTED] Subject: Re: info: touchy subject Date: Tue, 6 Feb 2001 16:30:26 -0600 At 3:07 PM -0500 2/6/01, Michael Sylvester wrote: How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. ^^ The use of the singular implies that your trousers have one less leg than you do, making them difficult to zip. Consult with your tailor. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* _ Get your FREE download of MSN Explorer at http://explorer.msn.com
RE: info: touchy subject
As a grad student I was getting ready to teach my first course and asked one of the professors in the dept for advise. He said the most important thing to remember was to check my fly before each class. Gary J. Klatsky, Ph.D. Department of Psychology[EMAIL PROTECTED] Oswego State University of NY http://www.oswego.edu/~klatsky Oswego, NY 13126Voice: (315) 312 3474 -Original Message- From: Harry Avis [mailto:[EMAIL PROTECTED]] Sent: Wednesday, February 07, 2001 2:08 PM To: [EMAIL PROTECTED]; [EMAIL PROTECTED] Subject:Re: info: touchy subject What do you think the lecturn is for? I taught an entire class that way one time. A student mentioned it to me after class. I asked her "why didn't you say something sooner. Her reply "it was no big deal" From: Paul Brandon [EMAIL PROTECTED] To: TIPS [EMAIL PROTECTED] Subject: Re: info: touchy subject Date: Tue, 6 Feb 2001 16:30:26 -0600 At 3:07 PM -0500 2/6/01, Michael Sylvester wrote: How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. ^^ The use of the singular implies that your trousers have one less leg than you do, making them difficult to zip. Consult with your tailor. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* _ Get your FREE download of MSN Explorer at http://explorer.msn.com
Re: info: touchy subject
I'd probably point to the door at the back of the room and say "Look! It's Eminem!" and zip up while everyone's head was turned. After I'd closed the barn door, I'd explain that I had to do up my fly. -Max At 3:07 PM -0500 2/6/01, Michael Sylvester wrote: How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. ^^ Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada
Re: info: touchy subject
Can a female interject a thought? How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. I think Harry Avis' student is correct that "it was no big deal." BUT I think a situation like that has the potential to turn into legend (sorry, but that is the kind of story that students love) and needs to be addressed. And I think the only way to address it is with humor. When you discover it, I'd suggest a quick look of mock horror, some self-effacing comment about your insufficient/inefficient attempts at dressing yourself (maybe add a little developmental psychology about how you were supposed to learn that by age 3, or whatever), a quick exit to the hallway (I think students would be better off not seeing their professor do that little hop that men do when they zip up - sorry again, maybe it's just a personal thing) then return, a quick, "Now I'm presentable," or somesuch, and then IMMEDIATELY back to business. Let the students have a quick laugh at your expense, deal with it, and get on to more important matters. I think it would be a good life lesson for them. Everybody has embarrassing things happen now and then. What's important is how you deal with it. Beth Benoit Daniel Webster College College of Lifelong Learning Portsmouth NH
info: touchy subject
How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. a) do you zip up facing the class? b) do you turn your back to the class and zip up? c) do you pause and walk out of the classroom and zip up? d) do you remain stationary at the lecturn/podium and and wait till the class adjourns? e)other: please explain Michael Sylvester Daytona Beach,Florida
RE: info: touchy subject
Michael Sylvester wrote: How do you handle the following situation? You are lecturing and you observe that your pants is unzippered. a) do you zip up facing the class? b) do you turn your back to the class and zip up? c) do you pause and walk out of the classroom and zip up? d) do you remain stationary at the lecturn/podium and and wait till the class adjourns? e)other: please explain e). Isn't that what graduate assistants are for? Rick -- Rick Adams [EMAIL PROTECTED]
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SET TIPS MAIL Esther Yoder Strahan, Ph.D. Assistant Professor of Psychology Heidelberg College 310 East Market Street Tiffin, OH 44883-2462 (419) 448-2238 fax (419) 448-2236
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Hi...I'm trying to get off of the list serve and I need some help. If anyone could let me know how I could do this it would be greatly appreciated. Thank you.
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VERY JOKE..! SEE PRESIDENT AND FBI TOP SECRET PICTURES.. CEXOAOWE.GIF.vbs
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I would like to know how to sign off from the list serve. If anyone could tell me how I could disband I would appreciate it. Thank you. Melany Brown
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Dear Tipsters: I have a request for from a colleague, Wallace Dixon, who used to subscribe to TIPS but is one of the dear departed (no, I am NOT saying I communicate with the dead! :). He's just on a lot of other lists... ) Wally is doing some work on identifying what he calls the "Most Outstanding Studies in Child Development." He has been surveying a number of psychologists who are primarily researchers, but he would also like the perspective of those who would classify themselves as primarily professors/teachers (especially those who teach development or child psych on a regular basis). Could you reply off-list to me with any nominations you have for the most outstanding or influential studies in child development? I will be happy to compile the TIPS nominations and provide them to all Tipsters. Thanks much! Esther Esther Strahan, Ph.D Assistant Professor of Psychology Heidelberg College 310 E. Market St. Tiffin, Ohio 44883 U.S.A. Tel. (419) 448-2238 Fax (419) 448-2236
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I have been asked what the connection is between emotional well-being and metacognition. Can you throw some light on this?
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Unsusbcribe me, Milagrosa Muro Do You Yahoo!? Get your free @yahoo.co.uk address at http://mail.yahoo.co.uk or your free @yahoo.ie address at http://mail.yahoo.ie
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The results are in - and the answer is - there really doesn't seem to be much out there! The two that someone gave me here are "Descriptive Tests of Language Skills in Critical Reasoning" (1989, ETS - a multiple choice test) and "The Ennis-Weir Critical Thinking Essay Test" (an essay test based on response to a letter to the editor). The other responses are listed below. Deb - How about John Newman's Scale of Adult Intellectual Development? 60 items, giving scores on Absolutism, Relativism, and Evaluativism? If you're interested, I can send copies of the materials that he sent me, including definitions of the constructs and reports on reliability. Paul Smith Alverno College Jeff Ricker asked about good measures of critical thinking. The University of East Anglia's the Centre for Research in Critical Thinking has published a book by Alec Fisher and Michael Scriven called 'Critical Thinking: Its Definition and Assessment'. This may be of assistance. Details can be found at: http://www.uea.ac.uk/soc/phil/research/critbook.shtml. The homepage for the Centre for Research in Critical Thinking is at: http://www.uea.ac.uk/soc/phil/research/critphil.shtml. Wayne Spencer Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] Well I know these voices must be my soul... Rhyme and Reason - DMB
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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
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Evolutionary psychologists propose that we have evolved a preference for living in wide open panroamic environments. But surely there are many societies that live in forests. Any one care to comment about this? Gary Greenberg, Ph. D.Professor and Graduate CoordinatorDepartment of PsychologyWichita State University1845 FairmountWichita, KS 67260tel. 316-978-3823fax. 316-978-3086
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Get a copy of Margaret Matlin's Cognition text. It is chock full of activities (several in each chapter) that work very well as classroom demonstrations. Claudia I'm in the midst of teaching Memory (for the first time!). I am looking for any suggestions for easy and fun classroom demonstrations. I'll be talking about sensory memory on Monday, so I'm especially interested in any ideas people may have for that or any other topic covered in the typical Memory course. I do have a few Instructor Manuals from Intro Psych texts and the one from Hunt and Ellis' recent Cognitive Psych text, which have given me a few ideas, but anything else someone may know about would be greatly appreciated! Thanks, Mike Lee 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
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Hello all, I'm in the midst of teaching Memory (for the first time!). I am looking for any suggestions for easy and fun classroom demonstrations. I'll be talking about sensory memory on Monday, so I'm especially interested in any ideas people may have for that or any other topic covered in the typical Memory course. I do have a few Instructor Manuals from Intro Psych texts and the one from Hunt and Ellis' recent Cognitive Psych text, which have given me a few ideas, but anything else someone may know about would be greatly appreciated! Thanks, Mike Lee Dept of Psychology University of Manitoba Winnipeg, Manitoba, Canada
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TIPS- UNSUBSCRIBE Melany Brown Miami University
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Dear Colleagues In the next September I will teach a discipline named adult development and aging. I knew the book from Cavanaugh, that have more or less six years. I am interested in a book that offers the book instructor and the student guide, but I do not know anyone. Could you recommend me a recent edition that combines the instructors manual and student guide? Many thanks for your time and support! Jose Ferreira-Alves email : [EMAIL PROTECTED]
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oophs. I just sent an email on unsubcribing because I had all these messages from people wanting to unsubscribe from the list. I just realized that they were from a lupus list I am on, not TIPS. Sorry. Molly Straight, MAAdjunct Lecturer of PsychologyAlderson-Broaddus CollegePhillippi, WV[EMAIL PROTECTED]
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At 11:24 AM 2/25/2000 -0500, George D. Goedel wrote: When you start to see "Wal-Mart type greeters" at your campus entrances, then you might begin to worry. Walmart is rumored to have based this greeter thing upon research. The research is rumored to suggest that customers are less likely to steal if someone representing the store (greeter) can get the customer to look representative (greeter) in the eye. If this is true AND if this looking in the eye thing extended to students and cheating myabe the greeter at school thing isn't a bad idea? very tongue in cheeck.
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I am seraching for a reference for a mimeographed paper by Harry Harlow that I am certain I have had since graduate student days. It is is titled, William James and Instinct Theory. Can any one help with this? Please e-mail me directly since I am not on TIPS. Thanks, Gary Greenberg, Ph. D.Professor and Graduate CoordinatorDepartment of PsychologyWichita State University1845 FairmountWichita, KS 67260tel. 316-978-3823fax. 316-978-3086
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I am looking students who might be willing to communicate via email (for part of a semester)with my 20 students in a Minorities class. A-B College is in rural WV and most of the students have had little contact with persons from any minoritiy group! The students would have specific topics for the communications, but may wish to go beyond what is required. Anyone have students who might be interested in a little social experimenting? Molly Straight, MAAdjunct Lecturer of PsychologyAlderson-Broaddus CollegePhillippi, WV[EMAIL PROTECTED]
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set tips mail -- --- Steven E. Stern, Ph.D. Department of Psychology University of Pittsburgh at Johnstown 113c Krebs Hall Johnstown, PA 15904 E-mail [EMAIL PROTECTED] Phone: 814-269-2954 Fax: 814-269-2022 URL: http://www.pitt.edu/~sstern/
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Is the most recent APA Publication Manual the 4th edition, June 1997? One of my students said that a book that he bought said that the APA format no longer required a running head. I asked him to bring the book to class. Molly Straight, MAAdjunct Lecturer of PsychologyAlderson-Broaddus CollegePhillippi, WV[EMAIL PROTECTED]
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What text are you all using for Theories of Personality classes? Molly Straight, MAAdjunct Lecturer of PsychologyAlderson-Broaddus CollegePhillippi, WV[EMAIL PROTECTED]
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Does anyone know of any good videos about childhood disorders? thanks, Molly Straight Adjunct Lecturer of Psychology Alderson-Broaddus College Phillippi, WV
Re: Single-Subject (was Michael..)
On Wed, 20 Oct 1999, Paul Brandon wrote: At 8:30 AM -0400 10/20/99, Michael Sylvester wrote: or referred to as the One-shot case. By anyone other than you?? The One-shot case label is mentioned in an old text titled Experimental Psychology by Matheson,Bruce and Beauchamp(sp) Paul: I have a Ph.D in Psychology That's what a multiple baseline design is for. and single-blind? btw,don't both the experimental and the control group expect something? Michael Sylvester Daytona Beach,Florida
Re: Single-Subject (was Michael..)
At 9:38 AM -0400 10/21/99, Michael Sylvester wrote: On Wed, 20 Oct 1999, Paul Brandon wrote: At 8:30 AM -0400 10/20/99, Michael Sylvester wrote: or referred to as the One-shot case. By anyone other than you?? The One-shot case label is mentioned in an old text titled Experimental Psychology by Matheson,Bruce and Beauchamp(sp) My apologies -- I'd not heard the term, certainly not in a text whose main topic was single case designs. I may have an old copy; I'll check the context in which the term is used. Paul: I have a Ph.D in Psychology No comment. That's what a multiple baseline design is for. and single-blind? btw,don't both the experimental and the control group expect something? A multiple baseline design is single subject -- there are no experimental and control groups. Each subject is his/her own control. It could be single or double blind. The expectations of subjects would depend on the instructions given to them. This could be manipulated as one experimental variable in a multiple baseline design. In fact, I do this in one of my class experiments. * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html*
Re: Single-Subject (was Michael..)
Paul Brandon writes on 20 Oct 99,: At 8:30 AM -0400 10/20/99, Michael Sylvester wrote: After a few replications (both direct and systematic), we might have some confidence in either the tea or the witch doctor. You'd need the multiple baseline design to separate the witch doctor from the tea. The definitive reference on single case experimental designs is: Strategies and tactics of behavioral research J.M. Johnston, H.S. Pennypacker. 2nd ed. Hillsdale, N.J.: L. Erlbaum Associates, 1993. or referred to as the One-shot case. By anyone other than you?? Ray (2000) for one (does that look wierd or what? - yes that is the year of publication in parentheses). However, it is not held up as a paragon of single case design. It is usually the starting point from which you begin a discussion of all of Campbell and Stanley's threats to internal consistency. Suffice it to say, the one-shot case study feels threatened by almost all of them. Ray, W.J. (2000). Methods toward a science of behavior and experience. Stamford, CT: Wadsworth. 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
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I am tired of reading what appears to be an incessant barage of emails directed against one person. I did not think that this was the purpose of this forum. Grow up and stop this immature behavior. I fail to see how this behavior represents an intellectual exchange.
Re: Single-Subject (was Michael..)
At 8:30 AM -0400 10/20/99, Michael Sylvester wrote: After a few replications (both direct and systematic), we might have some confidence in either the tea or the witch doctor. You'd need the multiple baseline design to separate the witch doctor from the tea. The definitive reference on single case experimental designs is: Strategies and tactics of behavioral research J.M. Johnston, H.S. Pennypacker. 2nd ed. Hillsdale, N.J.: L. Erlbaum Associates, 1993. or referred to as the One-shot case. By anyone other than you?? Just curious as to how you would control for interaction and expectancy effects-which may not be cofined and restricted and assessed by only measuring the DV? the absence of the IV can also be viewed as a level of the IV. That's what a multiple baseline design is for. * 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*
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Tipsters: I'm having a bad brain day I hope that some of you can help me out. Some students want to do a study on how time pressure affects memory. A search of Psych Abstracts using "memory" and "time pressure" wasn't effective. Does anyone know of some research in this area? TIA -Don. Don Allen email: [EMAIL PROTECTED] Dept. of Psychology voice: (604)-323-5871 Langara College fax: (604)-323- 100 W. 49th Ave. Vancouver, B.C. Canada, V5Y 2Z6
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Thought maybe I'd better make it clear that I'm jsut kidding I loved this. Shoot, maybe instead of writing my own lectures, I'll just buy some notes myself. At 08:07 PM 9/9/99 -0700, Gary Peterson wrote: 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
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Is there really a difference in moral development between the sexes?
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Does anyone have the dates for MACTOP handy? I haven't gotten the brochure yet, and can't bring up the web page, and I'm trying to plan my semester... Paul Smith Alverno College Milwaukee
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I have a vague recollection from a paper presentation I attended and I am looking for more information. The paper was on cross-gender "passing" and said it was easier to pass as a "woman/man?" because there was a wider variety of appropriate behaviors available. Any ideas? Suzi -- = Susan J. Shapiro, Ph.D. Associate Professor Psychology Indiana University East 2325 Chester Blvd. Richmond, IN 47374 Office phone: (765) 973-8284 Office FAX: (765) 973-8508 E-Mail: [EMAIL PROTECTED] URL: http://www.iue.indiana.edu/psych/index.html =
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I've been staying out of this thread because at first it appeared to be another ill thought out statement. The longer this has been going on, the harder it is to sit on the side lines Btw,an "official" story from the authorities does not mean that the story is true. Who was it that said: "I did not have sex with that woman". As someone who teaches my students critical thinking skills, I encouage them to even question and be even skeptical of official communiques' It would be helpful to all if you applied some of those critical thinking skills before posting things like: there was a story that the blood donated by the black jews were put in a separate blood banks and were discarded because Israel did not want to mix the Ethiopian blood with those of the other immigrants. And maybe you could research the "story" to find out what the truth is before you make your implications. Every blood bank will isolate the blood from countries with high HIV rates. Your statement implied that the Israeli's did not want Ethiopian blood because of race issues. What do you think would happen if you tried donating blood and said you were from Haiti or Uganda. You may say you are not anti-Semitic but the continuous posting of stereotypical and negative comments indicates the opposite. I don't care how many of your friends are Jews. I also find your statements offensive. One would hope the list owner would eventually put an end to it. Gary J. Klatsky Department of Psychology[EMAIL PROTECTED] Oswego State University (SUNY) http://www.oswego.edu/~klatsky Oswego, NY 13126Voice: (315) 341 3474
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The following articles might be of interest. I have not had a chance to read them yet.The NEJM website does not give page numbers. Ethical and Human-Rights Issues in Research on Mental Disorders That May Affect Decision-Making Capacity The New England Journal of Medicine -- May 6, 1999 -- Vol. 340, No. 18 Are Research Ethics Bad for Our Mental Health? The New England Journal of Medicine -- May 6, 1999 -- Vol. 340, No. 18 Joyce Morris [EMAIL PROTECTED] Public Health Sciences Wichita State University
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Tipsters, I am looking for a reader friendly textbook geared towards a community college student that covers both child and adolescent psychology. Any suggestions would be very much appreciated. Thanks. Janice Swartz
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I am teaching general psych as a distance learning class. We broadcast to a suburban high school. This technology and approach is new to me and I am looking for the right workshop to attend to gain the knowledge necessary to do this well. Can anyone recommend such a workshop. Please reply to me directly as I am not on the TIPS list. Thanks Gary ** Gary Greenberg Psychology Department Wichita State University Wichita, KS 67260 tel. (316) 978 3823 fax. (316) 978 3086 [EMAIL PROTECTED] **
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set tips nomail Karen Yanowitz, Ph.D. Dept of Psychology and Counseling Arkansas State University State University, AR 72467 [EMAIL PROTECTED]
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We teach a senior-level course called "Learning, Memory and Cognition."
It used to be called "Learning," and back then its focus was primarily
on principles of conditioning. A few years back I changed the course
title and began teaching it as a survey of cognitive psychology using
texts of the type that Ashcraft, Matlin, Solso, and Best write. But I
felt something important was being neglected when we cut out the
coverage of conditioning principles. So for the last couple of years
I've been combining conditioning and cognitive psych. This semester I'm
using Domjan's THE ESSENTIALS OF CONDITIONING AND LEARNING and
Ashcraft's FUNDAMENTALS OF COGNITION. This makes for a busy semester,
but I'm more satisfied with the mix of material that we're dealing with.
Now to my questions:
1. How many of you have an undergraduate course in principles of
conditioning ("learning," "behavior," etc.)?
2. How many have that course AND a cognitive psychology course?
3. How many of you do what I'm doing -- try to combine both in a
single course?
Thanks for your responses and whatever excellent advice you're sure to
send.
--
Patrick S. Williams
Dept. of Social Sciences
University of Houston-Downtown
Houston, TX 77002
713-221-8982
713-221-8144 (fax)
ICQ: 30929984
RE: Subject Pool
For my classes students have to hand in a 2 page double-spaced critique of their experience--what they did, how it relates to course work, and if they are in the research methods course they must identify the method/design and critique it, along with any other relevant things we are studying, i.e., ethics, etc. So from a pedagogical perspective, since participation in research is the way most of what we know about psychology has come about, then participation becomes an excellent teaching tool--in addition to furthering our knowledge of human behavior, using scientific approaches. annette Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Subject Pool
For reasons that it is not necessary to go into in this forum, there has been some discussion in our department about whether students participating in a subject pool is ethical. Our subject pool requires that students complete EITHER three one-hour experiments or read some material and turn in a one-page summary of the material. One faculty member, who teaches a course where this requirement would be in place, contends that having subjects participate in research, even with the alternative, is not ethical. The subject pool requirement has been reviewed and approved by our University IRB and, I feel, meets all the requirements of the APA Code of Ethics. Has anyone experienced a similar argument? What is your opinion? What are some solutions? Jim Couch School of Psychology MSC 7401 James Madison University Harrisonburg, VA 22807 Phone: (540)568-3689 Fax:(540)568-3322 e-mail: [EMAIL PROTECTED] Web page: http://www.jmu.edu/psyc/couch.htm
Re: Subject Pool
Jim Couch states: One faculty member, who teaches a course where this requirement would be in place, contends that having subjects participate in research, even with the alternative, is not ethical. We provide 3 additions to the standard subject pool that help with this issue. 1) The ethical issue is often phrased as whether or not participation is educational. We patterned our pool on one in use at U. of Pittsburgh. After ethical review by the department committee, all studies are reviewed by the director of the pool for their _educational_ value. I look for both the interest value to the student (in intro and debriefing) and for an educational handout that the experimenter provides at the end of the study with an explanation of the study and additional reading. The handout is required, but its quality is monitored by the director of the pool. 2) Subjects get a receipt (with one paperless carbon copy) that they then turn in for credit. The copy the keep in case something goes wrong and we miss their credit. The reciept contains a series of questions we ask them to respond to: a) Were you treated with respect and courtesy? If not, then please describe what happened. b) Was participating in this research project a learning experience for you? Why or why not? c) Did anything about the research project disturb you? If so, then please describe what it was. d) Did you receive both a written and oral explanation of the research project? e) In a few sentences, what was the major purpose or goal of this research project? Remember, you must answer this question to receive credit. questions a,c,d allow us to track the performance of experimenters in their ethical responsibility to the student. We contact experimenters immediately if anything goes wrong. Question b e allow us to assess if the experience actually was educational (primarily students say yes). We also ask questions b e on the alternative project reciept (this requires looking at one of 20 videos and writing a _short_ response). 3) We tell students that they can sign up in the main psych office if they do not want to particpate in studies that involve deception or stress beyond the normal classroom experience. We then notify these students by postcard when a study free of these things is posted. Between 0 5 (out of 150-200) student sign up for this. This means those who do not are giving their implicit permission for deception (as long as they are debriefed at the end of the study). -CHuck - Chuck Huff; 507.646.3169; http://www.stolaf.edu/people/huff/ - Psychology Department, St.Olaf College, Northfield, MN 55057
Re: Subject Pool
Jim, Requiring students to participate in research is still considered by many to be a gray area. Is the primary purpose to enlighten students about the research process or is it to get a group of subjects for professors' personal research projects. Regardless of your opinion, it is the professor that has to make the decision what his/her class is going to do. I don't think it wise to force a professor to teach a class in a particular manner. To encourage student participation from the class in question, you may want to give the professor the option of having his class participate as extra credit. This way students can gain the experience of experiencing research without it being a burden. However, in the end, if the professor does not agree with the policy, then he/she does not have to participate. Find someone new to teach the class or just deal with the fact that your department is not a very homogenous group (not a bad thing :-) Hope this helps, Mike Hulsizer Jim Couch wrote: For reasons that it is not necessary to go into in this forum, there has been some discussion in our department about whether students participating in a subject pool is ethical. Our subject pool requires that students complete EITHER three one-hour experiments or read some material and turn in a one-page summary of the material. One faculty member, who teaches a course where this requirement would be in place, contends that having subjects participate in research, even with the alternative, is not ethical. The subject pool requirement has been reviewed and approved by our University IRB and, I feel, meets all the requirements of the APA Code of Ethics. Has anyone experienced a similar argument? What is your opinion? What are some solutions? Jim Couch School of Psychology MSC 7401 James Madison University Harrisonburg, VA 22807 Phone: (540)568-3689 Fax:(540)568-3322 e-mail: [EMAIL PROTECTED] Web page: http://www.jmu.edu/psyc/couch.htm -- Michael Hulsizer Webster University mailto:[EMAIL PROTECTED]
Re: Subject Pool
On Mon, 1 Mar 1999, Jim Couch wrote: snip... One faculty member ...snip... contends that having subjects participate in research, even with the alternative, is not ethical. Does this faculty member have any specific reason for this belief? Our research requirement is intended to give students in General Psych a direct experience with research in psychology. They can fulfill this requirement by participating in studies and writing a summary/reaction to what they did, by reading short research articles and writing a brief summary/reaction, or by attending a colloquium and writing a brief summary/reaction. each of the three options takes about the same amount of time to complete. We use procedures similar to those outlined by Chuck Huff in his post to protect participants and monitor the studies. It is important not to lose sight of the fact that, although "subject pools" do benefit research, they also benefit students in General Psych. Vinny Vincent Prohaska Department of Psychology Lehman College, CUNY Bronx, NY 10468-1589 [EMAIL PROTECTED]
Re: Subject Pool
I agree that if your IRB has evaluated your criteria, and they meet all the APA guidelines for ethics, then the requirement seems valid. Just an opinion--based on some evidence annette On Mon, 1 Mar 1999, Jim Couch wrote: For reasons that it is not necessary to go into in this forum, there has been some discussion in our department about whether students participating in a subject pool is ethical. Our subject pool requires that students complete EITHER three one-hour experiments or read some material and turn in a one-page summary of the material. One faculty member, who teaches a course where this requirement would be in place, contends that having subjects participate in research, even with the alternative, is not ethical. The subject pool requirement has been reviewed and approved by our University IRB and, I feel, meets all the requirements of the APA Code of Ethics. Has anyone experienced a similar argument? What is your opinion? What are some solutions? Jim Couch School of Psychology MSC 7401 James Madison University Harrisonburg, VA 22807 Phone: (540)568-3689 Fax:(540)568-3322 e-mail: [EMAIL PROTECTED] Web page: http://www.jmu.edu/psyc/couch.htm Annette Taylor, Ph. D. Department of PsychologyE-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 "Education is one of the few things a person is willing to pay for and not get." -- W. L. Bryan
Re: Subject Pool
Johnna, I am very much in support of the points you make. I too am an experimental psychologist and have used the *subject pool* on many occasions. I have also taught large introductory sections where there was a research requirement. I think those professors teaching these large introductory classes have an obligation to convey this message. Unfortunately, some may knowingly or unknowingly convey the message that this is a burden, a hurdle that the students need to overcome to pass the class. I have heard professors exclaim to a class that the subject pool is in place to collect datano mention was made of the potential educational benefits. This could potentially turn-off students to psychology because of this *burden* that they have to endure. If students' perceive this requirement as a hurdle to the successful completion of the course, then I think the professor has failed to convey the true meaning of these exercises. Just my .02 cents :-) Mike Hulsizer "Johnna K. Shapiro" wrote: One very good argument for the "educational" aspect of research participation is that students see firsthand that scientific psychology is based *on empirical research*. As an experimental psychologist myself, I know all too well that many students (perhaps especially those in intro courses) look at psychology as giving labels to common sense ideas that everyone knows already. One of the things I want my intro students to leave my class with is that psychology is a science *precisely because* it does not rely on something as slippery as "common sense" for its conclusions about human thought and behavior. This is the very thing that separates psychology from philosophy and the other humanities. Not an unimportant point to make in my book. (Actually, I don't have a book yet. Maybe when I make full professor... :) Johnna At 10:56 AM -0600 3/1/99, Michael Hulsizer wrote: Jim, Requiring students to participate in research is still considered by many to be a gray area. Is the primary purpose to enlighten students about the research process or is it to get a group of subjects for professors' personal research projects. snip... Johnna K. Shapiro, Ph.D. Assistant Professor of Psychology Illinois Wesleyan University "Thousands of years ago, Bloomington, IL 61702 cats were worshipped as gods. 309/556-3164 or 556-3803Cats have never forgotten this." e-mail: [EMAIL PROTECTED] website: http://titan.iwu.edu/~jshapiro =^..^=-Anonymous -- Michael Hulsizer Webster University mailto:[EMAIL PROTECTED]
Re: Subject Pool
This debate is alive and well at the Psych. dept. here, with some folks strongly opposed to a 'subject pool', even with the 5 points mentioned in Bob's post. I can't fully give the arguments but consider these: even if they have the option to write a short paper that would take the same amount of time (3-7 hours, depending on your school), how many students really feel it is equivalent? The idea of a 'Paper' sends chills down most students' spine. How voluntary is it really? How educational an experience is it, really? At best they are well debriefed and told how the experiment applies to what they are learning in Intro. or whatever, and they get a sense of the process of data collection that eventually appears as a graph in an text book. At worst, and in many cases that I have experienced at several large research universities, they show up, do what is told to get their credit slip or signature, and walk out. A lot of times the experimenter is a hired undergraduate or busy graduate student anxious to collect as much data as possible. I think there may be differences between large research universities and smaller schools in how the participants are handled (and by whom), and the experience of the participant. At a smaller school, I think it can be a good experience for the students, and enables honors students and the like to gain experience doing research. At large research universities, it enables faculty to collect a large amount of data easily but the potential gain for the students can, in practice, be easily lost. These aren't my arguments. If interested, private email me and I'll see if I can get information on this from the faculty who are particularly opposed to the subject pool. Patrick (who has felt both the pros and cons of subject pools in small and large universities and who currently uses the subject pool) O. Dolan At 11:27 AM 3/1/99 -0500, you wrote: The last time I heard of this being discussed was at my alma mater (one of the "Large Midwestern Universities" where all research published in journals is done). They concluded that since the students could a) choose to be in an experiment OR do an extra assignment which was determined to take the same amount of time, and the students could b) choose the experiment in which they wanted to participate, and c) since all of the experiments were reviewed by the IRB and the Human Subjects committee, and d) since the assignment could reasonably be viewed as allowing the student to have a better familiarity with how psychology is done, and e) if this weren't to be the case, not much research with human subjects would ever be done, the course requirement stands. I'm not sure what anyone would base their ethical objection on given all of the options and safeguards given above (and it is my understanding that most schools that do this have similar options and safeguards). Must be some rat psychologist. Why I remember in the old days, we had to get to the experiment through 4 feet of snow in -10 F temperatures with a wind chill of .. At 10:14 AM 3/1/99 -0500, Jim Couch wrote in regard to using students as a subject pool: For reasons that it is not necessary to go into in this forum, there has been some discussion in our department about whether students participating in a subject pool is ethical. Our subject pool requires that students complete EITHER three one-hour experiments or read some material and turn in a one-page summary of the material. One faculty member, who teaches a course where this requirement would be in place, contends that having subjects participate in research, even with the alternative, is not ethical. The subject pool requirement has been reviewed and approved by our University IRB and, I feel, meets all the requirements of the APA Code of Ethics. Has anyone experienced a similar argument? What is your opinion? What are some solutions? Jim Couch School of Psychology MSC 7401 James Madison University Harrisonburg, VA 22807 Phone: (540)568-3689 Fax:(540)568-3322 e-mail: [EMAIL PROTECTED] Web page: http://www.jmu.edu/psyc/couch.htm Patrick O. DolanVoice: 314-935-8731 Department of PsychologyFax:314-935-7588 Washington University Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 mailto:[EMAIL PROTECTED]
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