RE: [tips] Student resistance to some ideas?
One possibility is that you're not framing the question in terms of research on this topic. So they might answer based on the politically correct answer or their gut reaction which is that discrimination happens all the time in all contexts. It might help to place the question in the context of a specific study (in class, we discussed research on x and y by p and q which showed that ... ) or research in general (research shows that ). Marie Marie Helweg-Larsen, Ph.D. Associate Professor l Department of Psychology Kaufman 168 l Dickinson College Phone 717.245.1562 l Fax 717.245.1971 Office hours: Monday 10:30-11:30, Tuesday and Wednesday 2:00-3:30 PM http://users.dickinson.edu/~helwegm/index.html -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Saturday, April 27, 2013 1:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student resistance to some ideas? Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: helw...@dickinson.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13234.b0e864a6eccfc779c8119f5a4468797fn=Tl=tipso=25246 or send a blank email to leave-25246-13234.b0e864a6eccfc779c8119f5a44687...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25262 or send a blank email to leave-25262-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] CCompare and contrast
William James' stream of consciousness and William Faulkner's stream of consciousness. michael --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25263 or send a blank email to leave-25263-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Student resistance to some ideas?
I also felt the question's wording is such that it doesn't seem to map onto the research that you describe being discussed in class. I'm not sure that moderate or weak qualifications are 'ambiguous' situations. I could argue that moderate is the most ambiguous, but that weak is also ambiguous. If I were to rewrite the question (assuming I understand it correctly) it might be this: Suppose a hiring committee was deciding between two candidates, one White and one Non-White. In terms of years of experience, education level and other objective factors, the two candidates are nearly identical. Based on the research discussed in class, in which of the situations below would discrimination in favor of the White versus the Non-White candidate? a) Because the position involves working with the public, the candidates demonstrated a presentation and some judgement criteria were used (e.g., dress, grooming, language use and mannerisms). b) Because the position involves providing numerical data for internal corporate reports, the candidates' demonstrated during a work performance task the accuracy with statistical calculations. c) Because the position allows about 90% of the time working from home, the candidates' demonstrated their live internet video capability by doing one short interview from their home. d) All of the above. Paul On Apr 28, 2013, at 2:16 PM, Helweg-Larsen, Marie wrote: One possibility is that you're not framing the question in terms of research on this topic. So they might answer based on the politically correct answer or their gut reaction which is that discrimination happens all the time in all contexts. It might help to place the question in the context of a specific study (in class, we discussed research on x and y by p and q which showed that ... ) or research in general (research shows that ). Marie Marie Helweg-Larsen, Ph.D. Associate Professor l Department of Psychology Kaufman 168 l Dickinson College Phone 717.245.1562 l Fax 717.245.1971 Office hours: Monday 10:30-11:30, Tuesday and Wednesday 2:00-3:30 PM http://users.dickinson.edu/~helwegm/index.html -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Saturday, April 27, 2013 1:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student resistance to some ideas? Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: helw...@dickinson.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13234.b0e864a6eccfc779c8119f5a4468797fn=Tl=tipso=25246 or send a blank email to leave-25246-13234.b0e864a6eccfc779c8119f5a44687...@fsulist.frostburg.edu --- You are currently subscribed to tips as: pcbernha...@frostburg.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=25262 or send a blank email to leave-25262-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25265 or send a blank email to leave-25265-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] CCompare and contrast
On 2013-04-28, at 3:15 PM, michael sylvester wrote: William James' stream of consciousness and William Faulkner's stream of consciousness. And don't forget to mention William James' brother, the novelist Henry James, and William James' student, the novelist Gertrude Stein. Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ = --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25266 or send a blank email to leave-25266-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] Numerical challenges (was: Is p.05)
I had hoped things were better in Germany. Sigh. For the quarter who cannot solve your puzzle, there is a job waiting at Verizon: http://www.youtube.com/watch?v=zN9LZ3ojnxY Cheers, [Karl L. Wuensch]http://core.ecu.edu/psyc/wuenschk/klw.htm From: Rainer Scheuchenpflug [mailto:scheuchenpf...@psychologie.uni-wuerzburg.de] Sent: Friday, April 26, 2013 11:13 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Numerical challenges (was: Is p.05) Dear Tipsters, a while ago Karl Wuensch mentioned that his students seemed to have problems telling which of two numbers was larger (Is p .05, Mail: Sept 28th2012, http://www.mail-archive.com/tips@fsulist.frostburg.edu/msg08713.html) As probably most of you, I shook my head in disbelief, mentioned the story to my students in statistics 1 last semester during introductory sessions and got a few chuckles. But then I decided to collect some data and entered the following item in the final test: Warm-up 2: Sort the following letter-number-pairs in numerically increasing order (smallest number first, largest number last). Enter the sequence of letters that results as one word in the answer field. A: 1.2% B: 1/50 C:-0.03 D: 0.05 E: 0.2% F: -1.2 The item was worth 1 of 64 points in a 2-hour final exam and intended as an icebreaker. 195 students participated in the exam, 172 of them used a laptop with spreadsheet software (Excel or Calc) for computations. As an exercise: How many students will answer this question correctly? Please take a note of your guess (to avoid hindsight bias). Well, 2 of the 195 participants failed on purpose (left all answers empty), 1 failed to follow instructions. Of the remaining 192 students, 142 sorted the numbers correctly (74%). 14 students (7.3%) answered FCBDEA (-1.2, -0.03, 1/50, 0.05, 0.2% , 1.2%), i.e.: ignored completely that the last 2 numbers were percentages. 6 students (3.1%) answered FCEBDA (-1.2, -0.03, 0.2%, 1/50, 0.05, 1.2%), i.e. showed confusion if percentages were used. 5 students (2.6%) answered CFEABD (-0.03, -1.2, 0.2%, 1.2%, 1/50, 0.05), i.e. could not order negative numbers. 3 students (1.6%) answered DBAECF - wrong direction. The other students were distributed evenly on wrong answers, no pattern detectable. Item-total-correlation (part-whole corrected) was r=.34. I use percentages and decimal numbers interchangeably during lecture, and explain explicitly how compute the decimal number from a percentage (or fraction) and vice versa. Nevertheless I found several students who used percentages and decimal numbers wildly intermixed within the same formula (Bayes). So Karl: You are not alone. And tell your TAs to discuss percentages and small negative numbers too. Kind regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-31-82185 Fax: 0931-31-82616 Mail: scheuchenpf...@psychologie.uni-wuerzburg.demailto:scheuchenpf...@psychologie.uni-wuerzburg.de Web: http://www.izvw.de --- You are currently subscribed to tips as: wuens...@ecu.edumailto:wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=25233 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25233-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edumailto:leave-25233-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25267 or send a blank email to leave-25267-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.eduinline: image001.jpg
RE: [tips] Student resistance to some ideas?
I keep telling my students that they should spend two hours working on the course outside of class for every one hour in class. They are highly resistant to this idea. :-) Cheers, Karl L. Wuensch -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Saturday, April 27, 2013 1:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student resistance to some ideas? Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=25246 or send a blank email to leave-25246-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25268 or send a blank email to leave-25268-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] CCompare and contrast
and James Joyce, naturally. Rob Rob Hoff Professor and Chair Department of Psychology Mercyhurst University Erie, PA 16546 814.824.2380 Twenty years from now you will be more disappointed by the things that you didn't do than by the ones you did do. So throw off the bowlines. Sail away from the safe harbor. Catch the trade winds in your sails. Explore. Dream. Discover.Mark Twain From: Christopher Green [chri...@yorku.ca] Sent: Sunday, April 28, 2013 5:24 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] CCompare and contrast On 2013-04-28, at 3:15 PM, michael sylvester wrote: William James' stream of consciousness and William Faulkner's stream of consciousness. And don't forget to mention William James' brother, the novelist Henry James, and William James' student, the novelist Gertrude Stein. Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ = --- You are currently subscribed to tips as: rh...@mercyhurst.edumailto:rh...@mercyhurst.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13475.fbf76dfc000a67cab7dc95b88f37475bn=Tl=tipso=25266 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25266-13475.fbf76dfc000a67cab7dc95b88f374...@fsulist.frostburg.edumailto:leave-25266-13475.fbf76dfc000a67cab7dc95b88f374...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25270 or send a blank email to leave-25270-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE: [tips] Student resistance to some ideas?
Karl Resistant? Were you going for understatement of the decade. :) Invariably when I invite students in after they have successfully failed the first test (or the first two, or . . . ) they explain to me study habits which pretty much equate to my own habits watching TV. I turn the TV on, watch the program, then move on to the next or turn it off- that's pretty much what they report doing with their books except I don't go to as many parties! I had a student tell me the other day they didn't see why they needed to study stuff we went over in class (all the while trying to explain why my tests were tricky). Sigh. Once more unto the breach, dear friends, once more. . .. Sorry- I'm teaching an extra class this term and not my usual optimistic self. I fear I'm becoming the department curmudgeon lately! :) (LATELY?!?! - shouted from the back of the room!) 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: Wuensch, Karl L [wuens...@ecu.edu] Sent: Sunday, April 28, 2013 3:40 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Student resistance to some ideas? I keep telling my students that they should spend two hours working on the course outside of class for every one hour in class. They are highly resistant to this idea. :-) Cheers, Karl L. Wuensch -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Saturday, April 27, 2013 1:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student resistance to some ideas? Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=25246 or send a blank email to leave-25246-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: tshea...@collegeofidaho.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177an=Tl=tipso=25268 or send a blank email to leave-25268-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25271 or send a blank email to leave-25271-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Student resistance to some ideas?
They also tell me they do better in all their other classes but mine. They tend to exaggerate, but superficial, passing acquaintance with the material is typical in some classes. On the plus side, I had a few students recently tell me they appreciated the depth of understanding I expect. They mentioned not ever being challenged in their other classes. Last semester I had (a few) students mad at me because I urged them to raise their level of study and become super psych students. The class this term seemed motivated and eager to meet the challenges together. And so it goes... G.L. (Gary) Peterson,Ph.D Psychology@SVSU On Apr 28, 2013, at 8:16 PM, Tim Shearon tshea...@collegeofidaho.edu wrote: Karl Resistant? Were you going for understatement of the decade. :) Invariably when I invite students in after they have successfully failed the first test (or the first two, or . . . ) they explain to me study habits which pretty much equate to my own habits watching TV. I turn the TV on, watch the program, then move on to the next or turn it off- that's pretty much what they report doing with their books except I don't go to as many parties! I had a student tell me the other day they didn't see why they needed to study stuff we went over in class (all the while trying to explain why my tests were tricky). Sigh. Once more unto the breach, dear friends, once more. . .. Sorry- I'm teaching an extra class this term and not my usual optimistic self. I fear I'm becoming the department curmudgeon lately! :) (LATELY?!?! - shouted from the back of the room!) 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: Wuensch, Karl L [wuens...@ecu.edu] Sent: Sunday, April 28, 2013 3:40 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] Student resistance to some ideas? I keep telling my students that they should spend two hours working on the course outside of class for every one hour in class. They are highly resistant to this idea. :-) Cheers, Karl L. Wuensch -Original Message- From: Jim Clark [mailto:j.cl...@uwinnipeg.ca] Sent: Saturday, April 27, 2013 1:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student resistance to some ideas? Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=25246 or send a blank email to leave-25246-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: tshea...@collegeofidaho.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177an=Tl=tipso=25268 or send a blank email to leave-25268-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: peter...@svsu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13445.e3edca0f6e68bfb76eaf26a8eb6dd94bn=Tl=tipso=25271 or send a blank email to leave-25271-13445.e3edca0f6e68bfb76eaf26a8eb6dd...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25272 or send a blank email to leave-25272-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
RE:[tips] Student resistance to some ideas?
Hi Thanks to all for the thoughtful comments. I would just like to focus on one issue, nicely contextualized by Annette's comment below about the need to rebut every individual myth. Ultimately I think most of us want students to acquire general principles rather than specific facts. In my case, it is the general principle that discrimination is more likely to occur under ambiguous circumstances, perhaps because the ambiguity provides an acceptable (albeit racially selective) rationale for the discrimination. Students are exposed to a number of studies illustrating the evidence for and application of this principle. I deliberately do NOT describe the study I want to see if they can generalize to, although I sometimes mention such a scenario casually in lecture. What I am explicitly interested in is whether they acquire and can use the principle to predict what would happen under other situations with similar properties (i.e., ambiguity). After all, there are innumerable scenarios in the real world where the principle would apply and we cannot possibly teach them all. Here's a link to the (non-taught) study I would like them to generate accurate predictions for. If you look at Table 1, Black applicants are actually preferred in the Strong and Weak conditions, in marked contrast to the White preference in the Ambiguous condition. http://www.stanford.edu/group/scspi/_media/pdf/Reference%20Media/Dovidio_Gaertner_2000_Discrimination.pdf I'll think about rewording the question, as several people have suggested (e.g., describing more concretely scenarios from the Dovidio study), but also consider other ways to promote generalization in class. Perhaps an activity like having students generate scenarios under which they think discrimination would occur and explain why, with classroom discussion? Thanks again for the comments. Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA Annette Taylor tay...@sandiego.edu 28-Apr-13 10:16 AM Hi Jim: In my work on dispelling student misconceptions my colleague and I have found in over a decade of research that the most efficient approach requires you to activate the misconception and THEN show them why that misconception leads to unsupported predictions and THEN ALSO to show that there is evidence for a conception that is more predictive and more supported by the evidence so that the state of the world that the evidence supports is a more fruitful way to think about things. We have also found that we have to dispel each common misconception (see Scott's 50 myths for what is really a compilation of about 200 myths (sorry Scott, I haven't counted them all up!)) on a one-by-one basis. There is NO TRANSFER because each seems to sit as an independent type of factoid within the students' minds. I suspect something similar is happening for you here. You really have to attack these misconceptions directly, assertively, vigorously and refutationally. Otherwise they are unlikely to change. Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu Subject: Student resistance to some ideas? From: Jim Clark j.cl...@uwinnipeg.ca Date: Sat, 27 Apr 2013 12:21:10 -0500 X-Message-Number: 2 Hi In my culture and psych course, I spend some time on the idea that (at least in modern times) overt discrimination tends to be observed mostly under ambiguous situations (e.g., poking studies, ignoring evidence showing innocence in mock trials, ...). Nonetheless, when I ask students on tests whether discrimination in favor of white versus non-white applicants is more likely when a. both have strong qualifications b. both have moderate qualifications c. both have weak qualifications d. all of the above Students overwhelmingly choose d. all of the above, even when I occasionally mention casually in class something very close to this scenario. Is there something wrong with the question? Do people have other examples where students appear resistant to acceptance of some taught idea? Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=25260 or send a blank email to leave-25260-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25273 or send a blank
[tips] More bad statistics
After having considered the effect of bad statistics on decision-making in economics, we might want to contemplate the effect of bad statistics on decision-making in criminal cases. The BBC has an instructive article on two cases--the well-known Amanda Knox one, and an earlier one involving suspicious deaths of babies in a Dutch hospital. In both cases, poor use of statistics led to questionable decisions. http://www.bbc.co.uk/news/magazine-22310186 Aren't you glad this could never happen in psychology? Stephen Stephen L. Black, Ph.D. Professor of Psychology, Emeritus Bishop's University Sherbrooke, Quebec, Canada e-mail: sblack at ubishops.ca - --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25274 or send a blank email to leave-25274-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
