Re: [tips] I knew it! Psychology sunk the Titanic!

[Michael Smith]

Actually it was her grandmother who told her.
Which means, the story is also at least twice removed from the source.
Also, to mention a few other variables: the story is dependent on more
than one person's memory processes, assumes Louse Patton knew what he
was talking about (would the ship really have been safe going the
other way? would have stayed afloat longer sitting still), assumes
that Robert Hitchins had been told which way to turn and made a
mistake, and that Louse Patton remembers that too, and that the press
is accurately reporting what they heard.

I wouldn't put much stock in it.


--Mike

On Thu, Sep 23, 2010 at 11:24 AM, Michael Britt
 wrote:
>
>
> You may have heard that there are new details regarding what caused the
> Titanic to sink.  It did indeed hit an iceberg, but here is what Louse
> Patton (grand daughter of Charles Lightoller, Second Officer who survived
> the Titanic) said her grandfather told her:
>
> "Instead of steering Titanic safely round to the left of the iceberg, once
> it had been spotted dead ahead, the steersman, Robert Hitchins, had panicked
> and turned it the wrong way.’
> Titanic was launched at a time when the world was moving from sailing ships
> to steam ships.
> My grandfather, like the other senior officers on Titanic, had started out
> on sailing ships. And on sailing ships, they steered by what is known as
> “Tiller Orders” which means that if you want to go one way, you push the
> tiller the other way.
> [So if you want to go left, you push right.] It sounds counter-intuitive
> now, but that is what Tiller Orders were.
> Whereas with “Rudder Orders’ which is what steam ships used, it is like
> driving a car.
> You steer the way you want to go. It gets more confusing because, even
> though Titanic was a steam ship,
> at that time on the North Atlantic they were still using Tiller Orders.
> Therefore
> Murdoch gave the command in Tiller Orders but Hitchins, in a panic, reverted
> to the Rudder Orders he had been trained in."
> A case of proactive interference (something you learned earlier interferes
> with your ability to learn something new)?
> Source: http://www.telegraph.co.uk/culture/books/booknews/8016751/The-truth-about-the-sinking-of-the-Titanic.html
>
> Michael
>
> Michael Britt
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
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[tips] Personality/Clinical Position

[Truhon, Stephen]

Just to make you aware of this position.
 ASSISTANT PROFESSOR OF PSYCHOLOGY
DEPARTMENT OF PSYCHOLOGY
COLLEGE OF BEHAVIORAL AND HEALTH SCIENCES

Nominations and applications are invited for the position of Assistant 
Professor of Psychology
in the area of Personality or Clinical Psychology.  This is a full-time, 
9-month, tenure-track
position to begin August 2011.

Major Responsibilities
Teaching responsibilities will include psychology of personality and a range of 
undergraduate
and graduate courses, including some combination of the following core courses 
based on area of
expertise such as: general, abnormal, educational and psychological assessment 
and
developmental. A list of departmental courses can be viewed at 
http://apsu.edu/psychology/. The
departmental teaching load is 12 hours each semester. Summer teaching 
opportunities are
available. Research activity is required for this position and scholarship 
activities involving
undergraduates will be encouraged. The Psychology Department has generous lab 
space to
conduct research utilizing rats, a developmental lab, including observational 
rooms, a well-
equipped perception lab, a cognitive lab suite with separate testing rooms, and 
a counseling lab
with suites for private sessions. In addition, the university has funding 
opportunities to help
support research and teaching equipment expenses.
Candidates who demonstrate a strong interest in undergraduate education, strong 
interest in
contributing to general education teaching and departmental service are 
preferred. Applicant
review will begin immediately and will continue until the position is filled.

Required Qualifications
A Ph.D. in Psychology is required, with area of discipline in Personality or 
Clinical Psychology.
ABD will be considered if the Ph.D. will be completed by August, 2011.

Application Procedure
All applicants are to visit Austin Peay State University's Human Resources 
website
(http://www.apsu.edu/Hrhomepage/) to apply online through PeopleAdmin's user 
friendly online
application system. Women and members of other protected groups are encouraged 
to apply.
APSU IS AN AA/EOE


Stephen A. Truhon, Ph.D.
Department of Psychology
Austin Peay State University
Clarksville, TN 37044

"The art of being wise is knowing what to overlook."
William James

(931) 221-6333 or (931) 221-1452


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Re: [tips] I knew it! Psychology sunk the Titanic!

[Gerald Peterson]

Cool!  and something relevant to teaching Psych!  Worth exploring.  Thanks!  
Gary





Gerald L. (Gary) Peterson, Ph.D. 
Professor, Department of Psychology 
Saginaw Valley State University 
University Center, MI 48710 
989-964-4491 
peter...@svsu.edu 

- Original Message -
From: "Michael Britt" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Thursday, September 23, 2010 12:24:35 PM GMT -05:00 US/Canada Eastern
Subject: [tips] I knew it! Psychology sunk the Titanic!





You may have heard that there are new details regarding what caused the Titanic 
to sink. It did indeed hit an iceberg, but here is what Louse Patton (grand 
daughter of Charles Lightoller, Second Officer who survived the Titanic) said 
her grandfather told her: 

"Instead of steering Titanic safely round to the left of the iceberg, once it 
had been spotted dead ahead, the steersman, Robert Hitchins, had panicked and 
turned it the wrong way.’ 


Titanic was launched at a time when the world was moving from sailing ships to 
steam ships. 
My grandfather, like the other senior officers on Titanic, had started out on 
sailing ships. And on sailing ships, they steered by what is known as “Tiller 
Orders” which means that if you want to go one way, you push the tiller the 
other way. 
[So if you want to go left, you push right.] It sounds counter-intuitive now, 
but that is what Tiller Orders were. 
Whereas with “Rudder Orders’ which is what steam ships used, it is like driving 
a car. 
You steer the way you want to go. It gets more confusing because, even though 
Titanic was a steam ship, 
at that time on the North Atlantic they were still using Tiller Orders. 
Therefore 
Murdoch gave the command in Tiller Orders but Hitchins, in a panic, reverted to 
the Rudder Orders he had been trained in." 


A case of proactive interference (something you learned earlier interferes with 
your ability to learn something new)? 


Source: 
http://www.telegraph.co.uk/culture/books/booknews/8016751/The-truth-about-the-sinking-of-the-Titanic.html
 




Michael 




Michael Britt 
mich...@thepsychfiles.com 
http://www.ThePsychFiles.com 
Twitter: mbritt 







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[tips] I knew it! Psychology sunk the Titanic!

[Michael Britt]

You may have heard that there are new details regarding what caused the Titanic 
to sink.  It did indeed hit an iceberg, but here is what Louse Patton (grand 
daughter of Charles Lightoller, Second Officer who survived the Titanic) said 
her grandfather told her:
 
"Instead of steering Titanic safely round to the left of the iceberg, once it 
had been spotted dead ahead, the steersman, Robert Hitchins, had panicked and 
turned it the wrong way.’

Titanic was launched at a time when the world was moving from sailing ships to 
steam ships. My grandfather, like the other senior officers on Titanic, had 
started out on sailing ships. And on sailing ships, they steered by what is 
known as “Tiller Orders” which means that if you want to go one way, you push 
the tiller the other way. [So if you want to go left, you push right.] It 
sounds counter-intuitive now, but that is what Tiller Orders were. Whereas with 
“Rudder Orders’ which is what steam ships used, it is like driving a car. You 
steer the way you want to go. It gets more confusing because, even though 
Titanic was a steam ship, at that time on the North Atlantic they were still 
using Tiller Orders. Therefore Murdoch gave the command in Tiller Orders but 
Hitchins, in a panic, reverted to the Rudder Orders he had been trained in."

A case of proactive interference (something you learned earlier interferes with 
your ability to learn something new)?

Source: 
http://www.telegraph.co.uk/culture/books/booknews/8016751/The-truth-about-the-sinking-of-the-Titanic.html


Michael


Michael Britt
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: mbritt





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[tips] News: Holding Presidents Accountable for Learning - Inside Higher Ed

[Christopher D. Green]

Here's an interesting article about what Georgia is doing (or attempting 
to do) to improve graduation rates.
http://www.insidehighered.com/news/2010/09/23/georgia

There is an interesting bit about Kennesaw, well known to all of us who 
worry about psychology teaching issues, which I have copied below.

My own, extremely unfashionable, opinion on this matter is that the 
matter of graduation rates is mostly a red herring, born of a misplaced 
industrial understanding of what constitutes "success" in the university 
context. Many people don't graduate because they don't want to -- they 
decide after a year or two that university is not for them. This should 
be a perfectly acceptable outcome. The equation of "graduated" with 
"success" is utterly bogus. A student who decides that s/he doesn't want 
to do the things that are required to graduate from university is not a 
"failure." S/he has made a wise personal decision. Many other students 
don't graduate either because it is too expensive or because course 
offerings have become so tight that they can't get into the courses they 
want in a timely manner. This is indeed a problem, and it is (obviously) 
addressed by lowering tuition rates, raising student grants, and 
increasing course offerings. These solutions are unspeakable in the 
current context, however, because they involve the application of money, 
and the taxes that would be required to fund them are politically 
unpalatable in the US (despite the fact that it remains one of the most 
under-taxed countries in the developed world today). As Oliver Wendell 
Holmes wisely observed so many years ago, taxes are the price you pay 
for civilized society. A highly educated population is an important part 
of that civilizing process. There is no cheap work-around.

With increased funding being off the table, nearly everyone turns their 
attention to other "solutions" -- activities that look like they might 
be helpful, especially if you can focus blame on some unpopular group 
(such as teachers), but that will only have, at best, a very modest 
impact on the problem. These include the popular babble about various 
"learning styles" and the array "teaching techniques" that are said to 
"address" this "problem." (A lot of this amounts to little more than 
"I'm bored. Teach me in a more entertaining way or I'll tell whoever 
will listen that you're a bad teacher.") Another is the increasing 
popularity of electronic distance learning (which, to be sure, has a 
place in the system, but is mainly being used to massively increase 
enrollments in courses of almost  necessarily diminished quality).

In the end, I fear, Boards of Governors and their government masters 
will force school administrators to increase graduation rates without 
increasing resources. The increase will come nearly entirely from 
graduating people who would not have been able to successfully complete 
their studies under earlier circumstances. Of course, no one is able to 
say this explicitly, so it is done under the guise of a wide array 
subterfuges by which courses are made easier (e.g., "learning 
objectives" subtly morphing into "maximum requirements"), degree 
requirements are relaxed ("modernized"), and those who cannot pass even 
under these lenient circumstances being offeredvarious special statuses 
that relieve them of completing the same work in the same time as 
everyone else.

Sad but true.

Discuss.

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/

==

Daniel S. Papp, president of Kennesaw State University --- with about 
22,000 students, one of the system's mid-sized "state universities"--- 
was one of the campus leaders who were told to go back to the drawing 
board after an initial meeting with the regents.

"We were a bit surprised about that," Papp said. "They wanted additional 
information on why folks left our institutions [before graduation]. They 
also wanted us to drill down further into the data we had specifically, 
for example, to assess the impact of some of the retention programs we 
had in place. They told us, 'You've got to look at something more than 
just adding money to the equation, such as doing better advising.' It 
wasn't the least bit punitive. Rather it was like, 'Have you considered 
this?' Or, 'Have you looked at this?' "

Kennesaw State's most recent freshman-to-sophomore retention rate is 76 
percent, and its latest six-year graduation rate is 38 percent. Among 
other issues revealed in a self-study, the university found most 
students who dropped out said they did not receive enough academic 
advising and that student demand for courses exceeded availability. The 
three-year goals Kennesaw State presented to the regents are fairly 
ambitious. It wants to boost its graduation rate by 10 percentage points 
and hopes to do so by, among other projects

Re: [tips] Florida considering block tuition

[Christopher D. Green]

I think it is a bad idea because it discourages part-time students 
(often part-time because of economic necessity)... unless, of course, 
the "block" fee chosen is (nearly) zero (in which case it helps less 
fortune people go to school full time).

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/

==



michael sylvester wrote:
>
>  
>
>
> The governors of the State university system are considering a plan of 
> charging students one flat fee per semester for courses.It would not 
> matter if a student takes two courses or six courses,student will pay 
> the same block tuition.This will eliminate payment based on credit 
> hours.Some think it is a good idea,while others object.
> On the positive side -students will graduate sooner,but on the 
> negative side-it discriminates against working class students and 
> students who can only afford to take limited courses because of other 
> constraints and obligations.
> Tell me what ya think?
>  
> Michael "omnicentric" Sylvester,PhD
> Daytona Beach,Florida
>  
>
> ---
>
> You are currently subscribed to tips as: chri...@yorku.ca 
> .
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Re: [tips] The Psychology of Clothing

[Christopher D. Green]

Don't miss Cecelia Watson's terrific article: "The Sartorial Self: 
William James's Philosophy of Dress" (/History of Psychology,/ 2004):  
http://home.uchicago.edu/~cecelia/Curriculum_Vitae_files/Sartorial%20Self.pdf 


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/

==


Jim Clark wrote:
> 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
> attractivenes

Re: [tips] Florida considering block tuition

[michael sylvester]

I stand corrected.
Michael
  - Original Message - 
  From: Bourgeois, Dr. Martin 
  To: Teaching in the Psychological Sciences (TIPS) 
  Sent: Thursday, September 23, 2010 11:40 AM
  Subject: RE: [tips] Florida considering block tuition






  That's not quite right, Michael. The flat fee would only be for fulltime 
tuition (i.e., 12 or more credit hours). Students taking two courses wouldn't 
be charged the same tuition as students taking six courses.

--
  From: michael sylvester [msylves...@copper.net]
  Sent: Thursday, September 23, 2010 3:50 AM
  To: Teaching in the Psychological Sciences (TIPS)
  Subject: [tips] Florida considering block tuition






  The governors of the State university system are considering a plan of 
charging students one flat fee per semester for courses.It would not matter if 
a student takes two courses or six courses,student will pay the same block 
tuition.This will eliminate payment based on credit hours.Some think it is a 
good idea,while others object.
  On the positive side -students will graduate sooner,but on the negative 
side-it discriminates against working class students and students who can only 
afford to take limited courses because of other constraints and obligations.
  Tell me what ya think?

  Michael "omnicentric" Sylvester,PhD
  Daytona Beach,Florida



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--



  No virus found in this incoming message.
  Checked by AVG - www.avg.com 
  Version: 9.0.851 / Virus Database: 271.1.1/3152 - Release Date: 09/22/10 
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RE: [tips] Florida considering block tuition

[Bourgeois, Dr. Martin]

That's not quite right, Michael. The flat fee would only be for fulltime 
tuition (i.e., 12 or more credit hours). Students taking two courses wouldn't 
be charged the same tuition as students taking six courses.

From: michael sylvester [msylves...@copper.net]
Sent: Thursday, September 23, 2010 3:50 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Florida considering block tuition




The governors of the State university system are considering a plan of charging 
students one flat fee per semester for courses.It would not matter if a student 
takes two courses or six courses,student will pay the same block tuition.This 
will eliminate payment based on credit hours.Some think it is a good idea,while 
others object.
On the positive side -students will graduate sooner,but on the negative side-it 
discriminates against working class students and students who can only afford 
to take limited courses because of other constraints and obligations.
Tell me what ya think?

Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida



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[tips] Florida considering block tuition

[michael sylvester]

The governors of the State university system are considering a plan of charging 
students one flat fee per semester for courses.It would not matter if a student 
takes two courses or six courses,student will pay the same block tuition.This 
will eliminate payment based on credit hours.Some think it is a good idea,while 
others object.
On the positive side -students will graduate sooner,but on the negative side-it 
discriminates against working class students and students who can only afford 
to take limited courses because of other constraints and obligations.
Tell me what ya think?

Michael "omnicentric" Sylvester,PhD
Daytona Beach,Florida

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[tips] TIPSTER OF THE WEEK

[michael sylvester]

VINCENT   WOLODKIN

Michael "omnicentric" Sylvester.PhD
Daytona Beach,Florida
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