[tips] The Psychology of Clothing

[Jim Clark]

Hi

I'm often curious whether topics that come up here in a casual manner
have a psychological literature associated with them, attire being one
recent example.  Indeed, "clothing" appears in the PsycInfo thesaurus
and there are over 1,000 entries on the topic.  When I ask about
"clothing" and "culture," over 100 entries came up, including a
dissertation on dress by Latina women.  Here's the abstract:

"This dissertation is an exploration of how Hispanic women of different
levels of acculturation communicate their individual, social and
cultural identities through clothing and appearance. The purpose of this
study is to help understand the way in which clothes, as objects, embody
deeper cultural values, and how the meanings assigned to them are
socially constructed and diffused in a bicultural context. This
dissertation employs a cross-disciplinary theoretical perspective,
bringing together concepts from social-psychology, symbolic
interactionism, symbolic consumption, diffusion of innovation, and
acculturation theories. Following the exploratory nature of this study,
in-depth interviews and observations were employed to systematically
examine the experiences of ten Hispanic women living in the United
States. The study demonstrates that, when it comes to clothing and
appearance, Hispanic women have more commonalities than differences.
Hispanic women*regardless of the level of acculturation*retain over
time a set of values and beliefs characteristic of the Hispanic culture.
These values and beliefs are learned early on from their mothers and
maintained through constant interaction with the Hispanic culture
through friends and family. Hispanic cultural values drive the way
Hispanic women communicate gender, attractiveness, age, ethnicity, and
social class. Another important part of this work explains the
competency that Hispanic women have in communicating the different roles
of their identities through clothing and appearance. This competency
allows them to balance the need to make a positive impression on others
with the need for self-expression. Finally, this study illustrates the
interconnection between the different aspects of the adoption of clothes
by pointing out sensorial experience, fit, and interpersonal influence
as the major drivers of adoption among Hispanic women. (PsycINFO
Database Record (c) 2010 APA, all rights reserved)"

Provocative dress also gets some attention, as in:

"This study provides empirical evidence for the objectification of
women and unearths factors that increase objectification.
Objectification theory (Fredrickson and Roberts 1997) suggests that
women from Western cultures are the targets of male gaze. Although this
seems self-evident from a look at the media, little empirical evidence
exists to document the phenomenon or unravel underlying processes.
Undergraduate female participants (N=82) from the Midwestern part of the
United States rated three photographs of well-known female Olympic
athletes shown either provocatively dressed or in sport-appropriate
outfits. Results showed that when shown provocatively attired the women
were objectified. Furthermore, participants' own levels of social
physique anxiety were significant predictors of objectification. Sexism
and trait objectification were not significantly related to ratings.
(PsycINFO Database Record (c) 2010 APA, all rights reserved)"

That provocative styles (e.g., short skirts) might have some systematic
determinants was examined in this study:

"Despite many speculations, there is no well-supported explanation for
cycles of fashion in women's dress and scholars cannot agree whether
fashions reflect societal changes. Generalizing from cycles of bodily
attractiveness for women, it was hypothesized that dress styles are
reflective of reproductive economics. Using data from 3 studies of dress
fashion extending from 1885 to 1976 (J. Richardson and A. L. Kroeber,
1940; P. Weeden, 1977; M. A. Mabry, 1971), the prediction was tested
that short skirts (signaling sexual accessibility) would be correlated
with low sex ratios (indicating limited marital opportunity for women),
with increased economic opportunities for women and with marital
instability. Predictions for narrow waists and low necklines (which
signal reproductive value) were opposite. These predictions received
strong support indicating that dress styles, like standards of bodily
attractiveness, may be partly determined by marital economics. (PsycINFO
Database Record (c) 2010 APA, all rights reserved)"

Another interesting article addressed relation between religiousness
and willingness to wear revealing clothing.  And there were a number of
articles in clothing choices of Muslim women.  As well dress in
advertising (sex appeal) got some attention, including some interesting
cross-cultural comparisons.

Seems like an interesting area.

Take care
Jim


James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
j.cl...@uwinnipeg.ca

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RE: [tips] Professor fired.

[Bill Southerly]

Alejandro makes a good point.  Please read these guidelines and follow them!

Bill
TIPS Developer & Manager

Bill Southerly, PhD
Department of Psychology
Frostburg State University
Frostburg, MD 21532
301-687-4778
bsouthe...@frostburg.edu



-Original Message-
From: Alejandro Franco [mailto:alejandro.franc...@gmail.com]
Sent: Wed 9/22/2010 4:47 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Professor fired.
 
Hi everybody:

When I was admitted in the TIPS list, Bill Southerly send me the Revised
Tips Guidelines and Expectations.  I think we should remember number 4.

Have a nice day,

Alejandro

 

_

Alejandro Franco

Psychology Coordinator

Northern Catholic University

Email: alejandro.franc...@gmail.com

Skype: ensepsi

 

 


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Re: [tips] The latina

[Ken Steele]

Michael Sylvester's post is pompous, ludicrous, offensive, and 
plain stupid.  I wish that Michael could be something other than 
the poster boy for wasted intellect.


Ken

---
Kenneth M. Steele, Ph.D.  steel...@appstate.edu
Professor
Department of Psychology  http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
---




On 9/22/2010 6:03 PM, michael sylvester wrote:




I think that October has been designated as Hispanic heritage month.
Anyway,I would like to offer some thoughts on this whole issue of
latina dress and assumed provocative ramifications.Where others
see "provocativity" I see lots of cultural,social,and
motivational factors in the mix.First of all women in the
Americas can be very habilitation conscious.Whereas some American
women will go to K-Mart and pick up some tacky dress off the
rack,the latina tends to dress with more
expensive clothes and Jewelry.One noted feature of the blouses in
the Americas is that they allow more of the woman's breast to be
exposed.
This is not exhibitionism by any means but just a part of an
acceptable
cultural pattern.Americans are not used to that but this enhances
the perception of Americans (who are breasts and buttocks
minded.) of the bearer's provocative intent
It is true as Alejandro stated that dress forms in Colombia can
vary according to regions.In Bogota.Women in Bogota dress with
more fur
than in the tropical regions of Atlantico.
One factor within the dress paradigm in the Americas is that
companies tend to send small size apparels(bras,dresses.jeans)
to South and Central America.Lots of latinas have to lose weight
and slim down in order to fit in them.This tends to exaggerate
the physical appearances of being in tights and shapely.The imported
small bras allow for more breast exposure.Interestingly
enough,the latina does not mind,but el hombre latino y americano
can go crazy.
Argentina in particular can be a place where the art of seduction
can be actualized.Didn't Mark Sanford (Governor of South Carolina)
couldn't resist and hopped on that plane to tango with his
Argentinian mistress? And who can forget Wilbur Mills (from
Arkansas) with the Argentinian bombshell?Of course some people
may question whether Argentians are as South American as
Colombians are.
I will continue next time at looking at some aspects of newly arrived
latinas in the U.S.
Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida

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[tips] The latina

[michael sylvester]

I think that October has been designated as Hispanic heritage month.
Anyway,I would like to offer some  thoughts on this whole issue of
latina dress and assumed provocative ramifications.Where others see 
"provocativity" I see lots of cultural,social,and motivational factors in the 
mix.First of all women in the Americas can be very habilitation 
conscious.Whereas some American women will go to K-Mart and pick up some tacky 
dress off the rack,the latina tends to dress with more 
expensive clothes and Jewelry.One noted feature of the blouses in the Americas 
is that they allow more of the woman's breast to be exposed.
This is not exhibitionism by any means but just a part of an acceptable
cultural pattern.Americans are not used to that but this enhances
the perception of Americans (who are breasts and buttocks minded.) of the 
bearer's provocative intent
It is true as Alejandro stated that dress forms in Colombia can vary according 
to regions.In Bogota.Women in Bogota dress with more fur
than in the tropical regions of Atlantico.
One factor within the dress paradigm in the Americas is that companies tend to 
send small size apparels(bras,dresses.jeans)
to South and Central America.Lots of latinas have to lose weight
and slim down in order to fit in them.This tends to exaggerate
the physical appearances of being in tights and shapely.The imported 
small bras allow for more breast exposure.Interestingly enough,the latina does 
not mind,but el hombre latino y americano can go crazy.
Argentina in particular can be a place where the art of seduction
can be actualized.Didn't Mark Sanford (Governor of South Carolina)
couldn't resist and hopped on that plane to tango with his Argentinian 
mistress? And who can forget Wilbur Mills (from Arkansas) with the Argentinian 
bombshell?Of course some people may question whether Argentians are as South 
American as Colombians are.
I will continue next time at looking at some aspects of newly arrived
latinas in the U.S.

Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida
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RE: [tips] Professor fired.

[Annette Taylor]

Agreed; time for a truce.

Annette

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu


From: Christopher D. Green [chri...@yorku.ca]
Sent: Wednesday, September 22, 2010 1:34 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Professor fired.






Mike P: Perhaps you are just a bigot?
Bigot: a person who is utterly intolerant of any differing creed,
belief, or opinion. (Reference: A dictionary)

You pretend to be open minded, but your bigotry and anti-religious
stance shines through anyway.


Ding! Ding! Both of you back to your corners please.

Chris
--

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
chri...@yorku.ca
http://www.yorku.ca/christo/

==


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RE: [tips] Professor fired.

[Marc Carter]

I remember way back in the dark ages (this would have been in the 90s) I got 
into a discussion about consciousness on TIPS, but with only one other person.  
We decided that it wasn't really relevant to teaching psych (we were getting 
pretty esoteric), and so we elected to take the conversation off list.

Hint, hint.

m


--
Marc Carter, PhD
Associate Professor and Chair
Department of Psychology
College of Arts & Sciences
Baker University
--




From: Christopher D. Green [mailto:chri...@yorku.ca]
Sent: Wednesday, September 22, 2010 3:34 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Professor fired.






Mike P: Perhaps you are just a bigot?
Bigot: a person who is utterly intolerant of any differing creed,
belief, or opinion. (Reference: A dictionary)

You pretend to be open minded, but your bigotry and anti-religious
stance shines through anyway.


Ding! Ding! Both of you back to your corners please.

Chris
--

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada



416-736-2100 ex. 66164
chri...@yorku.ca
http://www.yorku.ca/christo/

==


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Re: [tips] Professor fired.

[Paul Brandon]

from Merriam-Webster's online:
Definition of BIGOT

: a person obstinately or intolerantly devoted to his or her own opinions and 
prejudices; especially : one who regards or treats the members of a group (as a 
racial or ethnic group) with hatred and intolerance 

Paul Brandon
Emeritus Professor of Psychology
Minnesota State University, Mankato
paul.bran...@mnsu.edu

On Sep 22, 2010, at 3:34 PM, Christopher D. Green wrote:

>>> Mike P: Perhaps you are just a bigot? 
>>> Bigot: a person who is utterly intolerant of any differing creed, 
>>> belief, or opinion. (Reference: A dictionary) 
>>> 
>>> You pretend to be open minded, but your bigotry and anti-religious 
>>> stance shines through anyway. 
>>> 
> 
> Ding! Ding! Both of you back to your corners please. 


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Re: [tips] Professor fired.

[Christopher D. Green]

>
>> Mike P: Perhaps you are just a bigot?
>> Bigot: a person who is utterly intolerant of any differing creed,
>> belief, or opinion. (Reference: A dictionary)
>>
>> You pretend to be open minded, but your bigotry and anti-religious
>> stance shines through anyway.
>>

Ding! Ding! Both of you back to your corners please.

Chris
-- 

Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada

 

416-736-2100 ex. 66164
chri...@yorku.ca
http://www.yorku.ca/christo/

==


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Re: [tips] Professor fired.

[Mike Palij]

On Wed, 22 Sep 2010 12:25:04 -0700, Michael Smith wrote:
>Mike P: Perhaps you are just a bigot?
>Bigot: a person who is utterly intolerant of any differing creed,
>belief, or opinion. (Reference: A dictionary)
>
>You pretend to be open minded, but your bigotry and anti-religious
>stance shines through anyway.

Well, if you can't provide a reference for that "fact", I guess
I'll just have to call you "Pot" instead of Prof. Smith.

-Mike Palij
New York University
m...@nyu.edu



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Re: [tips] Professor fired.

[michael sylvester]

- Original Message - 
From: "Michael Smith" 
To: "Teaching in the Psychological Sciences (TIPS)" 


Sent: Wednesday, September 22, 2010 6:24 PM
Subject: Re: [tips] Professor fired.



Mike P: Perhaps you are just a bigot?
Bigot: a person who is utterly intolerant of any differing creed,
belief, or opinion. (Reference: A dictionary)

You pretend to be open minded, but your bigotry and anti-religious
stance shines through anyway.

--Mike


 AH!  WHAT A LOW  BLOW.

Michael


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RE: [tips] video of crime and line up

[Shearon, Tim]

Also, I assign these as readings before class discussion (then ask them to find 
info on our own state and city practices which gets pretty interesting at 
times!)
New Jersey guidelines: http://www.state.nj.us/lps/dcj/agguide/photoid.pdf
New York guidelines: http://daasny.org/Line-up%20ID%20Procedures.pdf

And, I'm very happy to say that I provide the following link to my class in 
Forensic psychology:
A white paper from Gary Wells (et al) on lineups and photo-spreadsheets (source 
is Law and Human Behavior):
http://www.psychology.iastate.edu/~glwells/Wells_articles_pdf/whitepaperpdf.pdf 
or see:
http://www.jstor.org/stable/1394446
:)
Tim


From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Wednesday, September 22, 2010 12:57 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] video of crime and line up



The problem of line-ups as forced-choice tests is one that Gary Wells and 
others have researched extensively.  Gary has some great data showing the false 
positive rates in the simultaneous lineup with an implied (or overt) "pick one" 
task versus sequential lineups, in which an unspecified number of potential 
choices are presented one at a time, with a "yes/no" response given immediately 
after each "suspect."  Others have looked at "none of the above" as a response 
option in the simultaneous lineup, two simultaneous lineups (perpetrator 
present/ perpetrator absent) in which the first choice is to select which 
lineup includes the perpetrator and then select one person from that lineup, 
and other procedures to minimize false positives.  In real police 
investigations there is a strong implication that the witness would not have 
been called in for a lineup ID unless the police believed they had their hands 
on the perpetrator, so giving "none of the above" as a potential response isn't 
as strong a deterrent to false positives as one would hope.  Realistically, the 
second procedure can only be used in research.  In a real investigation, police 
don't know who the perpetrator is and could easily create two 
perpetrator-absent lineups, although some false positives can be readily 
identified if the witness first selects the lineup constructed only from foils. 
 In real lineups, identifying false positives sometimes happens anyway because 
some of the foils may be staff at the station, off-duty officers, etc., who are 
known to not be the perpetrator.  Sequential lineups are so good at reducing 
the rate of false positives (but don't eliminate them), that the Department of 
Justice and police groups in the UK have been advocating adopting these 
practices.

The line-up procedure itself would be an interesting research topic for your 
student, although it would largely be a replication of existing work.
Claudia Stanny

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Re: [tips] Professor fired.

[Michael Smith]

Mike P: Perhaps you are just a bigot?
Bigot: a person who is utterly intolerant of any differing creed,
belief, or opinion. (Reference: A dictionary)

You pretend to be open minded, but your bigotry and anti-religious
stance shines through anyway.

--Mike

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Re: [tips] video of crime and line up

[Claudia Stanny]

The problem of line-ups as forced-choice tests is one that Gary Wells and
others have researched extensively.  Gary has some great data showing the
false positive rates in the simultaneous lineup with an implied (or overt)
"pick one" task versus sequential lineups, in which an unspecified number of
potential choices are presented one at a time, with a "yes/no" response
given immediately after each "suspect."  Others have looked at "none of the
above" as a response option in the simultaneous lineup, two simultaneous
lineups (perpetrator present/ perpetrator absent) in which the first choice
is to select which lineup includes the perpetrator and then select one
person from that lineup, and other procedures to minimize false
positives.  In real police investigations there is a strong implication that
the witness would not have been called in for a lineup ID unless the police
believed they had their hands on the perpetrator, so giving "none of the
above" as a potential response isn't as strong a deterrent to false
positives as one would hope.  Realistically, the second procedure can only
be used in research.  In a real investigation, police don't know who the
perpetrator is and could easily create two perpetrator-absent lineups,
although some false positives can be readily identified if the witness first
selects the lineup constructed only from foils.  In real lineups,
identifying false positives sometimes happens anyway because some of the
foils may be staff at the station, off-duty officers, etc., who are known to
not be the perpetrator.  Sequential lineups are so good at reducing the rate
of false positives (but don't eliminate them), that the Department of
Justice and police groups in the UK have been advocating adopting these
practices.

The line-up procedure itself would be an interesting research topic for your
student, although it would largely be a replication of existing work.
Claudia Stanny

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RE: [tips] Professor fired.

[Mike Palij]

On Wed, 22 Sep 2010 06:34:10 -0700, Rick Froman wrote:
>Someone got up out of sorts this morning. However, who that is 
>may still be open to question. Given that the message contains 
>almost none of the elements for which Mike Palij's messages are 
>known, I think his account may have been hijacked. 

No, not hijacked, just p'oed.  Asking for support of one's position
is not an unusual or unreasonable request.  In Prof. Smith's case,
I found what he had to say offensive and I really would like to have
the factual basis for what he said.  Consider what he siad:

|Wasn't it a recognized 'fact' a while ago (70's?) that young Latina
|women behaved more seductively and provocatively than your average
|young american women and that the young american men took the 
|behavior as a come on? But that it was explained as a cultural difference 
|and as an example of the types of problems that can arise in mult-cultural
|classrooms?

First, as someone who was a student and instructor during the 1970s,
I don't remember anyone in the social sciences expressing such a view.
Such a view would have been very controversal.  Second, if there was 
a research study that actually made this type of comparison, I would 
certainly like to have the reference for it.  As an offhand expression that 
this characterization is a "fact" treads very close to relying upon ethinic 
stereptypes.  Leo Chavez in his book "The Latino Threat: Constructing 
Immigrants, Citizens, and the Nation" points out:

|...The "hot" Latina is one of two stereotypes generally applied to Latinas.
|They are either hypersexualized and hot seductresses or pure virginal
|girls or married women, selfless obedient wives and mothers.  This
|latter stereotype is referred to as Marianismo, after theVirgin Mary,
|and is merged with the hot Latina stereotype into one hybrid image:
|the hypersexuality of the hot Latina combines with the abundant 
|fertility and uncontrolled reproduction of the Mariana mother to
|produce the "Latina threat"(35).  
Quoted from pages 74-75.

The book is availabe on books.google.com and following should
bring close to the quoted text:
http://tinyurl.com/latinathreat 

Perhaps other Tipsters are not bothered by the use of such stereotypes
or don't care to review the empirical basis of such claim.  But I would
be worried by such a lack of concern.

And as for being able to back up one one says on a mailing list such as
Tips with facts or relevant references, let me remind people that we
are teachers who engage in scholarship and research.  We should be
cautious in the types of statements we make because we should avoid
making statements are factually incorrect or is biased or relies on
stereotypes.  People who make such statements should not be surprised
if they are called out on it.

I await Prof. Smith's reference for his "fact".  I'll give him the benefit
of the doubt and assume that he really does know of such a study or
research and is not relying upon stererotypes about Latinas.

-Mike Palij
New York University
m...@nyu.edu





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RE: [tips] video of crime and line up

[Shearon, Tim]

Karl
Thank you for the good example. I do understand what you are saying but I don't 
see the situations as very similar. (Perhaps my question was phrased 
unclearly). Here is the text from the task:
"Can you identify the bomber on the roof from the lineup?
Click on the number of the lineup member you identified."
Assuming my response to the first question was yes (it was), there is a direct 
and misleading implication to that instruction following that question- that I 
did, in fact, identify one of these as the bomber- I didn't think any of them 
even resembled what I remembered. I just showed this to some members of a class 
(in forensic psychology) who all responded, "It wasn't any of those. What do I 
do now?" (done individually not as a group). I suppose that some would go ahead 
and pick the closest match of those offered but this technique, as applied, 
would seem to me to eliminate the most plausible and correct response which is, 
"I don't recognize any of those six". 

I do see the point in the kind of choice example you provided. But, and this 
might be just me, I'd phrase the question, "Which of the following is more 
likely the case?" (But that may make it obvious that my research experience was 
primarily with rats but included hamsters, dogs, monkeys and apes- with a horse 
study thrown in). :)
Tim

-Original Message-
From: Wuensch, Karl L [mailto:wuens...@ecu.edu] 
Sent: Wednesday, September 22, 2010 10:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] video of crime and line up

Your subject has just watched a video of an apparently angry person.  
You ask the subject:  "Which of the following is true:
A:  He is just a hostile person.
B:  Most people would express anger in this situation."

Psych researchers often force choices like this, not providing an 
option like "I'd suspend judgment until I knew more about him."

Cheers,
 
Karl W.

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[tips] When big wheels return to teaching

[michael sylvester]

It seems that there is a tradition of prominent government officials going back 
to teaching after they leave the administration.Larry S will leave te Obama 
administration and will return to teaching,Condi Rice is back teaching,and so 
have hundreds of other well known influential figures going back to teaching or 
take up teaching positions.
Do the status of those individuals impact their pedagocical (sp)
skills? Can they offer anything new from the texts,apart from "being there,done 
that" and other forms of grandstanding?
Anything different I could learn fron BF Skinner in class that I could not get 
from readig Rod Plotnik (my favorite text author)?
I am curious as to the student evaluations of those big wheels returning to 
teaching?
Do I need Christopher Green when I can get all that info from reading E.G 
Boring or Watson's the great psychologists?
Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida
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Re: [tips] Professor fired.

[Claudia Stanny]

I read about this story in Inside Higher Ed and the associated story in the
Gainesville Sun.  (link to Sun story here:
http://www.gainesville.com/article/20100920/ARTICLES/100929965/1007/NEWS)

You might have a point about a faculty member's freedom to make legitimate
observation about cultural differences in dress/behavior in an appropriate
classroom context (i.e., relevant to class content).  That interpretation
does not fit this situation.

This faculty member had a long and documented history of complaints about
inappropriate behavior with female students.  He had been reprimanded and
suspended from employment for past transgressions.  When he returned to
teaching he was told that any future violations, however minor, would result
in termination. Moreover, his comment was made in the context of a
university workshop on sexual harrassment at which he was an attendee.

He is a professor of food and resource economics.  In what way might his
comments about women be relevant to his discipline to allow him to claim
academic freedom in making these comments in his classes?  In what way is
this appropriate behavior in a workshop on sexual harrassment?

Academic freedom only protects the right of faculty to advocate
controversial theories, models, interpretations, etc. *within their
discipline.  *It is not freedom to use the classroom to advocate for
whatever strange ideas and fantasies one harbors in one's private life.

He used up his forgiveness tickets.  So sad, too bad.

Claudia Stanny

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RE: [tips] video of crime and line up

[Deborah S. Briihl]

My student is doing this for a class project and will be looking at how the 
"person in the line-up" question is asked (and measure confidence).
This question suggests that you need to choose someone and I am not sure how 
often that actually happens in real life (luckily, I have not been to any 
line-ups). I do know that it does need to be made clear to the person that 
choosing no one is an option (which isn't always done, according to the 
research in this area that I have read).

Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994


From: Shearon, Tim [tshea...@collegeofidaho.edu]
Sent: Wednesday, September 22, 2010 11:26 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] video of crime and line up

Hmmm. Is forcing a choice commonplace? I do realize this is just a 
demonstration and may serve the purpose intended but my student's would jump 
all over this. . . I think. Any chance of that being re-done with an "I don't 
know" or "None of these" choice. Forcing them to choose from one of the six to 
navigate off the page seems unlike the line-ups I've witnessed. (Maybe I need 
to send a thank you to my local police/sheriff's departments?) When I was 
called in to participate in one, they clearly stated that we should not "guess" 
but only identify someone if we were sure. I think that would make the data 
obtained more useful/applicable.
Tim
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker

From: Maxwell Gwynn [mgw...@wlu.ca]
Sent: Wednesday, September 22, 2010 8:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] video of crime and line up

Deborah:

Here is the link to Gary Well's video and line-up. I believe this is the one to 
which you refer.
http://www.psychology.iastate.edu/~glwells/theeyewitnesstest.html

I'm always on the lookout for good simulated crime videos for my research, so 
I'd appreciate any leads TIPSters might have on these!

-Max Gwynn

Maxwell Gwynn, PhD
Psychology Department
Wilfrid Laurier University
519-884-0710 ext 3854
mgw...@wlu.ca


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RE: [tips] video of crime and line up

[Wuensch, Karl L]

Your subject has just watched a video of an apparently angry person.  
You ask the subject:  "Which of the following is true:
A:  He is just a hostile person.
B:  Most people would express anger in this situation."

Psych researchers often force choices like this, not providing an 
option like "I'd suspend judgment until I knew more about him."

Cheers,
 
Karl W.
-Original Message-
From: Shearon, Tim [mailto:tshea...@collegeofidaho.edu] 
Sent: Wednesday, September 22, 2010 11:27 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] video of crime and line up


Hmmm. Is forcing a choice commonplace? I do realize this is just a 
demonstration and may serve the purpose intended but my student's would jump 
all over this. . . I think. Any chance of that being re-done with an "I don't 
know" or "None of these" choice. Forcing them to choose from one of the six to 
navigate off the page seems unlike the line-ups I've witnessed. (Maybe I need 
to send a thank you to my local police/sheriff's departments?) When I was 
called in to participate in one, they clearly stated that we should not "guess" 
but only identify someone if we were sure. I think that would make the data 
obtained more useful/applicable.
Tim
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker

From: Maxwell Gwynn [mgw...@wlu.ca]
Sent: Wednesday, September 22, 2010 8:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] video of crime and line up

Deborah:

Here is the link to Gary Well's video and line-up. I believe this is the one to 
which you refer.
http://www.psychology.iastate.edu/~glwells/theeyewitnesstest.html

I'm always on the lookout for good simulated crime videos for my research, so 
I'd appreciate any leads TIPSters might have on these!

-Max Gwynn

Maxwell Gwynn, PhD
Psychology Department
Wilfrid Laurier University
519-884-0710 ext 3854
mgw...@wlu.ca


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RE: [tips] video of crime and line up

[Shearon, Tim]

Hmmm. Is forcing a choice commonplace? I do realize this is just a 
demonstration and may serve the purpose intended but my student's would jump 
all over this. . . I think. Any chance of that being re-done with an "I don't 
know" or "None of these" choice. Forcing them to choose from one of the six to 
navigate off the page seems unlike the line-ups I've witnessed. (Maybe I need 
to send a thank you to my local police/sheriff's departments?) When I was 
called in to participate in one, they clearly stated that we should not "guess" 
but only identify someone if we were sure. I think that would make the data 
obtained more useful/applicable.
Tim
___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

"You can't teach an old dogma new tricks." Dorothy Parker

From: Maxwell Gwynn [mgw...@wlu.ca]
Sent: Wednesday, September 22, 2010 8:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] video of crime and line up

Deborah:

Here is the link to Gary Well's video and line-up. I believe this is the one to 
which you refer.
http://www.psychology.iastate.edu/~glwells/theeyewitnesstest.html

I'm always on the lookout for good simulated crime videos for my research, so 
I'd appreciate any leads TIPSters might have on these!

-Max Gwynn

Maxwell Gwynn, PhD
Psychology Department
Wilfrid Laurier University
519-884-0710 ext 3854
mgw...@wlu.ca


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Re: [tips] Professor fired.

[Michael Smith]

Hi all.

Well...my use of quotes around the word fact was to designate that I
don't know that it was a fact.

The use of question marks was to denote that I'm asking some questions
with regard to provocative behavior (and dress) of young latina women
when cultures were mixed in a classroom way back when. The example is
in my memory, so the questions were in the hope of probing the
collective memory of those on TIPS, and then perhaps that would lead
to references.

The latina women is one example that I seem to remember, another one I
seem to remember was cultural differences in laughing (Asian?) where
the member of the minority culture supposed they were being laughed AT
rather than that everyone thought what they said was funny.

And finally, if there are cultural differences, is a prof allowed to
point them out?
It seems to me that freedom of speech and academic freedom is an issue
with this kind of thing.

--Mike

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Re: [tips] video of crime and line up

[Maxwell Gwynn]

Deborah:
 
Here is the link to Gary Well's video and line-up. I believe this is the one to 
which you refer.
http://www.psychology.iastate.edu/~glwells/theeyewitnesstest.html 
 
I'm always on the lookout for good simulated crime videos for my research, so 
I'd appreciate any leads TIPSters might have on these!
 
-Max Gwynn
 
Maxwell Gwynn, PhD
Psychology Department
Wilfrid Laurier University
519-884-0710 ext 3854
mgw...@wlu.ca 

>>> "Deborah S. Briihl"  9/22/2010 9:23 AM >>>


 

A while back, someone sent a link to a video of someone committing a crime 
(wandering around a building). Afterwards, a video was shown of 6 people and 
you were asked to chose who had committed the crime. The point was that no one 
in the line up had, but many people picked someone. Can someone forward that 
link to me? Thanks!!

Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994





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RE: [tips] Professor fired.

[Rick Froman]

Someone got up out of sorts this morning. However, who that is may still be 
open to question. Given that the message contains almost none of the elements 
for which Mike Palij's messages are known, I think his account may have been 
hijacked. 

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences 
Professor of Psychology 
Box 3055
John Brown University 
2000 W. University Siloam Springs, AR  72761 
rfro...@jbu.edu
(479)524-7295
http://tinyurl.com/DrFroman

-Original Message-
From: Mike Palij [mailto:m...@nyu.edu] 
Sent: Wednesday, September 22, 2010 6:52 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Mike Palij
Subject: Re: [tips] Professor fired.

On Tue, 21 Sep 2010 14:14:54 -0700, Michael Smith wrote:
>Being the x-cultural dude Michael S. should be able to point me in the 
>right direction here.

No disrespect to Michael Sylvester but I don't think you should hold your 
breath waiting for a response.

>Wasn't it a recognized 'fact' a while ago (70's?)

I really hope that you do not do this type of thing in you classes.
"Facts" do not come out of nowhere.  Scientific facts come to us from published 
sources which you are obliged to cite and provide references to.  Since you use 
quote marks around fact, one is left with the impression that you are being 
ironic and that you are not really referring to a real fact.  If you are 
referring to a fact, provide a source.  If you are not referring to a source, 
what are you relying upon?  Your perception of what you think people believed?  
Voices in your head?  Heavenly commandments given to you while sleeping in the 
dead of night?

Stop being so lazy.  If you make an assertion and try to pass it off as a 
"fact", provide a source.  I ask no less of my students.

Oh, since both Michael Sylvester and Michael Smith can both be referred to a 
Michael S, stop being so lazy and be spell out the name.  It'll help to 
identify when you'll be speaking about yourself in the third person.

-Mike Palij
New York University
m...@nyu.edu


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[tips] video of crime and line up

[Deborah S. Briihl]

A while back, someone sent a link to a video of someone committing a crime 
(wandering around a building). Afterwards, a video was shown of 6 people and 
you were asked to chose who had committed the crime. The point was that no one 
in the line up had, but many people picked someone. Can someone forward that 
link to me? Thanks!!

Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994

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Re: [tips] Professor fired.

[John Kulig]

Michael ...

Whooo ... hold on there partn'r. The fact that Mike used 'quotes' means the 
word meaning is altered - irony is one of the possibilities, there are many 
other. Second, this is a discussion group, NOT a library database. When I want 
a reference, I go to PsychArticles. Discussion groups are for discussions. 
Daryl Bem, to his students, once made a distinction between the context of 
discovery and the context of justification. We all know how to justify claims, 
to others, with statistics and references. But where do ideas come from 
originally? From all over the place - articles, casual observations, 
discussions ... and yes, even from perceptions and intuitions, and if a few 
come in the dead of night, so what? Good to re-read Skinner's thoughts on where 
his ideas came from. Guaranteed - if we were to insist that every potentially 
factual claim sans references be stifled, discussion would immediately grind to 
a halt.

Once we get ideas, we do research, and then we convince ourselves of a certain 
state of affairs. Once we convince ourselves, we try to convince others via 
articles with references and statistics. And others - skeptical as we all are - 
their job is to entertain alternate explanations. So let's cast a wide net 
here. I suspect the bottom line on all this is that we have a love/hate 
relationship with any hint of cultural differences. We say we want to study 
them, but are very selective about which ones we study - and that's cool as 
long as we recognize that. I forgot the original thread here - wasn't it about 
cultural differences in provocative dressing? Ok, one of the things that I did 
in my youth was migrant farm work, and I spent time among a variety of 
racial/cultural groups, in the trenches of life no less. I can assure you that 
group differences are real and they exist. Some we like talking about and some 
we do not, and maybe the hint of talking about stereotypes is aversive. Totally 
understand that, it's always good to be aware of the sensitivities and triggers 
of other people when we write. But I have been, and will continue to be, in 
favor of casting as wide a net as possible and letting discussions soar. And ad 
hominem arguments we should try to stifle. My $.02


==
John W. Kulig 
Professor of Psychology 
Plymouth State University 
Plymouth NH 03264 
==


- Original Message -
From: "Mike Palij" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Cc: "Mike Palij" 
Sent: Wednesday, September 22, 2010 7:52:00 AM
Subject: Re: [tips] Professor fired.

On Tue, 21 Sep 2010 14:14:54 -0700, Michael Smith wrote:
>Being the x-cultural dude Michael S. should be able to point me in the
>right direction here.

No disrespect to Michael Sylvester but I don't think you should
hold your breath waiting for a response.

>Wasn't it a recognized 'fact' a while ago (70's?) 

I really hope that you do not do this type of thing in you classes.
"Facts" do not come out of nowhere.  Scientific facts come to us
from published sources which you are obliged to cite and provide
references to.  Since you use quote marks around fact, one is left
with the impression that you are being ironic and that you are
not really referring to a real fact.  If you are referring to a fact,
provide a source.  If you are not referring to a source, what are
you relying upon?  Your perception of what you think people
believed?  Voices in your head?  Heavenly commandments given
to you while sleeping in the dead of night?

Stop being so lazy.  If you make an assertion and try to pass it
off as a "fact", provide a source.  I ask no less of my students.

Oh, since both Michael Sylvester and Michael Smith can both
be referred to a Michael S, stop being so lazy and be spell out
the name.  It'll help to identify when you'll be speaking about
yourself in the third person.

-Mike Palij
New York University
m...@nyu.edu


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Re: [tips] Professor fired.

[Mike Palij]

On Tue, 21 Sep 2010 14:14:54 -0700, Michael Smith wrote:
>Being the x-cultural dude Michael S. should be able to point me in the
>right direction here.

No disrespect to Michael Sylvester but I don't think you should
hold your breath waiting for a response.

>Wasn't it a recognized 'fact' a while ago (70's?) 

I really hope that you do not do this type of thing in you classes.
"Facts" do not come out of nowhere.  Scientific facts come to us
from published sources which you are obliged to cite and provide
references to.  Since you use quote marks around fact, one is left
with the impression that you are being ironic and that you are
not really referring to a real fact.  If you are referring to a fact,
provide a source.  If you are not referring to a source, what are
you relying upon?  Your perception of what you think people
believed?  Voices in your head?  Heavenly commandments given
to you while sleeping in the dead of night?

Stop being so lazy.  If you make an assertion and try to pass it
off as a "fact", provide a source.  I ask no less of my students.

Oh, since both Michael Sylvester and Michael Smith can both
be referred to a Michael S, stop being so lazy and be spell out
the name.  It'll help to identify when you'll be speaking about
yourself in the third person.

-Mike Palij
New York University
m...@nyu.edu


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