Re: [tips] Do You Smell Happy?

[Deborah S Briihl]

Actually one of my s&p books describes a few studies on how humans can smell 
emotion. The one I know that has been studied the most has been fear but I 
think others have noted happiness as well.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

> On Jun 7, 2015, at 10:59 AM, Mike Palij  wrote:
> 
> And, no, I don't mean are you happy when you smell things.
> 
> Okay, this is a little convoluted but I'll try to be clear.  I get
> an email newsletter from WebMD and the lead article this
> week is "Does Your Sweat Stink?". The link from it goes
> to a quiz on "body fluids" with the true/false question
> "sweat has no smell" and the correct answer is "True",
> it is the bacteria and probably funky stuff on your skin
> that makes sweat stinky (incidentally, I got 10 out of 11
> questions about various bodily fluids which would seem
> to imply that I know my bodily fluids except when it comes
> to drinking pee).  If you want to test your knowledge of
> bodily fluids (why am I reminded of the movie
> "Dr. Strangelove"?) see:
> http://www.webmd.com/a-to-z-guides/rm-quiz-body-fluids
> 
> But, as I scanned down the email, there was a sentence
> link that said "Is it Possible to 'Smell' Happiness?"
> My first reactions was "What the, what the?" I mean,
> sweat doesn't smell (I know because WebMD tells me
> so), so how could a person exude "happiness" or
> any other emotional state outside of their breath and/or
> the other end.  I clicked on the link and was brought to:
> http://www.webmd.com/balance/news/20150526/do-people-transmit-happiness-by-smell
> 
> It was here that I read:
> 
> |"Human sweat produced when a person is happy induces
> |a state similar to happiness in somebody who inhales this
> |odor," said study co-author Gun Semin, a research professor
> |in the department of psychology at Koc University in Istanbul,
> |Turkey, and the Instituto Superior de Psicologia Aplicada in
> |Lisbon, Portugal.
> 
> A state of cognitive dissonance ensues: WebMD tells me
> that sweat has no smell but now WebMD runs a story that
> says that one can smell "happy" in sweat!  I am confused.
> 
> I also have a disturbing vision of a TV commercial involving
> Marty Seligman pitching a new perfume called "Happiness"
> (shot in a Calvin Klein fashion, such as
> https://www.youtube.com/watch?v=de1vyikBnsg
> and
> https://www.youtube.com/watch?v=jnqO_4SD8YQ
> The latter is basically eye candy for people who like that kind
> of candy).
> 
> But I digress.
> 
> So, being the intellectually curious person that I am known to be,
> I search out the original research article that served as the basis
> for this media article and, Lo and Behold! it is an article in the
> journal "Psychological Science".  For the article, see:
> http://pss.sagepub.com/content/26/6/684
> And, since the APS thought this was research of immense importance
> and significance to not only the scientific community but to the
> world, here's the pop psych version that APS put out:
> http://www.psychologicalscience.org/index.php/news/releases/a-sniff-of-happiness-chemicals-in-sweat-may-convey-positive-emotion.html
> 
> NOTE #1: The chemicals are not pheromones but "chemosignals".
> NOTE #2: Only women were used as subjects because of their
> greater olfactory power.
> NOTE #3: One reason why this research was done is apparently
> there is evidence that there are chemosignals for negative emotions
> and no one has studied positive emotions (boy, Seligman missed that
> one).
> NOTE #4:  If there are chemosignals in sweat (detected as odors
> via our olfactory system -- unless there's a licking manipulation I'm
> missing), then why does WebMD say that sweat doesn't smell?
> THEY LIES TO ME! Maybe.  This raises questions about whether
> I actually that pee question wrong.
> 
> So, what is the truth?  Can we smell the emotional state of another?
> Sniff a colleague and see if you can correctly guess his/her emotional
> state.  But don't be too obvious about it because you might come
> off as being somewhat creepy (or cannibalistic).
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. I am absolutely sure that this has nothing to do with how
> the research turned out but the APS pop version of the research
> states at the end:
> 
> "The research was supported by Unilever Research & Development (AGR 
> 01049/OIV120260)."
> 
> Unilever is multinational corporation and among its products are
> Axe body spray and Lifebuoy soap; see:
> http://www.unilever.com/brands/
> They apparently also make Hellmann's mayonnaise but I'm not sure
> that that is relevant. ;-)
> 
> 
> 
> 
> 
> 
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Re: [tips] Is This Dress Red And Green?

[Deborah S Briihl]

This is the classic GilChrist study:
http://nwkpsych.rutgers.edu/~alan/Gilchrist_Science_1977.pdf

It is a lightness and color constancy experiment

In the experiment above, people looked through a peephole into a set up which 
had 2 rooms. The front room was dark and the back room was lit. A white card 
was placed in the dark room. If people saw the white card in the dark room - 
they identified it as white but if they perceived it being in the lit room even 
though it was in the dark room, they saw it as grey.

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


From: Mike Palij 
Sent: Friday, February 27, 2015 9:13 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Is This Dress Red And Green?

The internet was caught up in a frenzy yesterday --
no, I'm not referring to the llama video -- but about
an optical illusion that people did not realize was an
optical illusion.  Indeed, it was an amazing demonstration
of how unquestioning a person can be of their perception
of things in the environment as well as the degree of
overconfidence they have in their own judgments.

To see where you fall, check out the dress at the
following link and then select one of the multiple choice
answers:
http://swiked.tumblr.com/post/112158479910/trinititties-snacksandharts-swiked

(a) The dress is red and green
(b) The dress is white and gold
(c) The dress is blue and black/brown
(d) What dress?

Now, the explanations I've seen for this phenomenon
hasn't been completely satisfactory because they tend to
be vague and don't use the combined trichromaticity
theory-opponent process theory we all are familiar.  For
one source of explanation, see the story on the Wired
website:
http://www.wired.com/2015/02/science-one-agrees-color-dress/
and
http://www.washingtonpost.com/news/morning-mix/wp/2015/02/27/the-inside-story-of-the-white-dress-blue-dress-drama-that-divided-a-nation/
A less neuroscience-ish explanation is provided here:
http://sploid.gizmodo.com/this-is-the-real-color-of-that-goddamn-white-and-gold-d-1688381523
and
http://sploid.gizmodo.com/this-is-the-real-color-of-that-goddamn-white-and-gold-d-1688381523

So, which of the multiple choice answers is correct?
Why, (d) of course. .;-)

Now, where are those llama videos?

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




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Re: [tips] What Would Skinner Do?

[Deborah S Briihl]

If you look at the habitat for humanity program I think you will find many of 
your answers. People do pay for some part of their home, in money and sweat 
equity. However, there is a higher foreclosure loss of these homes because of 
money problems. It's not because these people do not want their homes - it is 
because they lack other resources (stable jobs, money training, etc) to keep 
their home.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Jan 10, 2015, at 8:52 AM, Michael Britt 
mailto:mich...@thepsychfiles.com>> wrote:










The Daily Show did an interesting piece on a program in Salt Lake City Utah in 
which they are giving homes to the homeless in order to reduce the homelessness 
problem.  As you can imagine, the idea of giving homes to the homeless raises 
the ire of many people (“You’re not incentivizing the homeless to make their 
lives better”, to “hit bottom” and then “raise themselves up by their own 
bootstraps”, etc.).  The short video be good fodder for class discussion when 
it comes to talking about either learning/behaviorism/motivation.  I was, in 
effect, left wondering what Skinner would do.

http://youtu.be/jlZKeKQ8yX0


I assume he would ask what contingencies were in place to either reinforce 
homelessness (probably not many)? Or what contingencies were not yet in place 
to reward this “raising of oneself by one’s bootstraps” - why wasn’t it 
happening?  If students were, let’s say, the mayor of Salt Lake City, what 
plans would they put in place to reward this behavior?

Along these same lines…it appeared to me that once the homeless were placed in 
these free homes there weren’t any programs in place to reward them for 
creating their own lives (getting a job, etc.).  The video implies that once 
you put homeless people in these homes it will have a positive effect on them 
which might encourage them to build their lives back.  Will simply changing 
your environment in this way cause internal changes (more respect for 
themselves, more pride) that will result in the homeless person doing things to 
change their lives for the better?  Is it best to have a “wait and see” 
attitude? I think Skinner would say no.  What might Skinner suggest we do once 
people are in these new homes to encourage them to rebuild their lives?

   Michael

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt



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Re: [tips] History & Systems class ideas

[Deborah S Briihl]

Here is what I do. Every day, when students come into class, they pick up their 
index card. By picking it up, I know that they have attended class. When 
students participate, I give them a pen (I have a bunch of different colors so 
different colors for different days). They mark down a small bit about what 
they said. Students only get 1 participation per class to make sure everyone 
gets a chance. After a while, I let the pen float around the class. I ask 
questions and students must answer and that is how lecture rolls. I start out 
with points given for both right and wrong answers. The card allows the student 
to see how much they have participate.

I have had students give presentations but I have had several times in which 
wrong information was presented so I moved to this.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

> On Jan 8, 2015, at 1:56 PM, Ken Steele  wrote:
> 
> This is my 3rd post of the day so I won't be able to reply publicly in the 
> near future.
> 
> The class is supposed to be a senior capstone course and the enrollment is 
> capped at 20 students.  The class size is one reason I thought I could get 
> away from the lecture format.
> 
> One observation from last semester about students taking a History of Psych 
> course.  My students seemed to focus on almost irrelevant details, like birth 
> and death dates, and seemed to miss the big picture, like why Piaget or Hull 
> think this approach is the important way to think about issues.  Freud was a 
> complete disaster, with students wanting to memorize the age ranges of 
> psychosexual stages.
> 
> A public thanks to all that have replied (or may reply in the near future).
> 
> Ken
> 
> PS - two short teaching tales for the non HoP people:
> 
> 1.  My second course in psychology as an undergrad was the senior-level H&S 
> course.  (Obviously, I never met with an advisor.) My instructor didn't know 
> what was going on until I went to meet with him to discuss my paper project 
> and then it was past the drop date. I loved H&S because it was all about big 
> ideas, and their historical interrelationships. This carried over to the rest 
> of my education. I could see why there was a separate "cognition" and 
> "learning" course, and what this might mean about psychology.
> 
> 2.  Small courses invite different approaches.  I remember an instructor who 
> was used to teach, by lecture, classes of 25-30 students.  One semester, for 
> some reason, this instructor had about 5 registered students.  Only 2 to 3 
> students would actually show up for an individual class.  I would see him 
> "lecturing" to 2 or 3 students in a 70-seat room.
> 
> 
>> On 1/8/2015 12:40 PM, Paul C Bernhardt wrote:
>> 
>> 
>> 
>> You don’t indicate the level of the class. I have been teaching
>> it as one of our capstone courses for seniors. Therefore, YMMV.
>> 
>> I do a strict discussion format. No lecture at all. I treat it as
>> if all students have read before coming into the room and I raise
>> questions about various historical turns, outside historical
>> issues that may have influenced psychology, ask students to
>> compare and contrast, etc. Students are graded daily for
>> participation (though I’ll probably go for a weekly grade in the
>> future to reduce my evaluation load and their stress). I am
>> fortunate that the class is generally small (about 15 students).
>> 
> 
> -- 
> ---
> Kenneth M. Steele, Ph.D.  steel...@appstate.edu
> Professor
> Department of Psychology  http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> ---
> 
> 
> ---
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Re:[tips] Humor - Should we cite that crappy paper?

[Deborah S Briihl]

A while back I reviewed a few early chapters from an Intro to Psych textbook. I 
received the copy that still had the authors' comments in the chapter. It was 
hilarious! 

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


From: Miguel Roig 
Sent: Thursday, November 13, 2014 2:22 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Humor - Should we cite that crappy paper?

This item in Slate magazine may amuse you. Moral of the story: Be sure to 
carefully go over the proofs before your paper is finally published.

http://www.slate.com/blogs/future_tense/2014/11/11/_crappy_gabor_paper_overly_honest_citation_slips_into_peer_reviewed_journal.html?wpsrc=sh_all_dt_tw_top

Miguel







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Re: [tips] Idea for a Psych Experiment

[Deborah S Briihl]

The classic one in this field is the mairzy doats song (and most of the 
students won't have a clue). 

http://www.mamalisa.com/?t=es&p=3173&c=23

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


From: Mike Palij 
Sent: Tuesday, November 11, 2014 11:09 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Re: [tips] Idea for a Psych Experiment

One might get some ideas from the following book " 'Scuse
Me While I Kiss This Guy!" about misunderstood song lyrics;
see:
http://www.amazon.com/Scuse-While-Kiss-This-Guy/dp/0671501283/ref=sr_1_1?ie=UTF8&qid=1415721874&sr=8-1&keywords=excuse+me+while+I+kiss+this+guy

There are similar books listed on the Amazon site.

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



---  Original Message  --
On Tue, 11 Nov 2014 08:00:18 -0800,
Beth Benoit  wrote:
I sent this on to one of the younger members of our faculty, and here's
her
reply:
"The only problem is that song has been wildly popular since it was
featured in the movie "Pitch Perfect" (where they sang in glee-club
style
and the lyrics are more easily decipherable). I love the concept,
though,
because I'm always messing up the lyrics to songs.​"

Geez, she's way too "hip" for my current musical knowledge.  But I
suggested that it could be done when a brand-new song comes out, or even
an
older one like "Louie, Louie."  Remember everyone claiming they "knew"
what
the "real" words were??  This generation would be unlikely to have heard
it...

Beth Benoit
Plymouth State University
New Hampshire

On Tue, Nov 11, 2014 at 10:30 AM, Michael Britt

wrote:
> What do you think of this idea for a simple psych experiment: we all
> know
> how hard it is at times to understand the lyrics of a song, however,
> it can
> be easier to understand the lyrics when we know the title of the song
> or
> the context of the song (the song is about “love" or the song is about
> “Loss”, etc.).  Since my kids force me to listen to their music over
> and
> over again, here’s a song in which the lyrics (to me at least) are
> nearly
> impossible to understand.  I had to “google” them to figure it out -
> it’s
> called “Titanium”.


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Re:[tips] History & Systems

[Deborah S Briihl]

We teach the class as one of our capstone options. I think it works better as a 
senior level course because so much of it requires an understanding of a wide 
variety of psych concepts. It would be difficult for me to have to teach not 
only how the concepts developed but what they are as well.


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


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Re: [tips] Intro textbooks

[Deborah S Briihl]

I do every 2 years. Every 2 years we switch intro books. I have chaired this 
committee for many a year and we have barely ever used the same books twice. 
Because I have looked at so many for so long, I am way more familiar with intro 
to psych books than I dare say most.
I have complained about this for ages - to book reps, executives in book 
companies during focus groups, review of intro books, etc. Do other sciences do 
this? I just recently joked about this with a coworker - I have older copies of 
psych text (including one by woodworth) and the topics really haven't changed 
that much.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

> On Sep 5, 2014, at 1:41 PM, "Annette Taylor"  wrote:
> 
> Many questions have arisen recently on the other teaching list about intro 
> textbooks. I have not recommended any to anyone because I am sort of 
> floundering with my own musings on this topic of what is going on in the 
> intro textbook domain. I remember my intro textbook I used in college in 1969 
> (gasp!) and I still have my high school text book from around 1967... VERY 
> MUCH of what was in those text books is what is in modern textbooks--and not 
> a whole lot more beyond the 1970's/1980's in terms of how psychologists THINK 
> :( 
> 
> I am beginning to bothered by the notion that much of what we are teaching in 
> intro seems to me to be a history of the overview of the field of psychology 
> rather than a brief overview and into the current state of affairs. In 
> addition I think that history is a bit revisionist. I mean was Freud EVER a 
> central figure for PSYCHOLOGISTS? Not psychiatrists or clinicians--and my 
> impression is that even at that time experimental psychology was a much 
> larger field than clinical. Yet the way most intro psych texts portray this 
> it seems that clinical psychology and Freud and psychoanalysis DOMINATED the 
> 1930's-1950's. See the developmental and personality and therapy chapters!
> 
> But those texts from the late 60's were completely focused on the current 
> state of affairs of their time. It's very sad for me to think that most 
> chapters on developmental, in intro have massive amounts of memorizable 
> factoids on Piaget, Erikson, Freud, but little if nothing on important later 
> theorists such as Bronfenbrenner and other modern developmental researchers 
> who are doing good, quality work. The old stuff can now be nicely 
> compartmentalized for easy memorization of facts but I'm not sure it teaches 
> students how to think about the field. Same for Personality. That has to be 
> the worst offender in modern intro textbooks with very little about the 
> newest work that is being done--and admittedly this is an area with less 
> "newer" work than some other areas. Even cognitive, my area, is better than 
> most but still has little to nothing on neural network explanations of 
> cognitive phenomena. The focus still seems to be on c. 1970's information 
> processing.
> 
> I wonder if anyone on this list has been thinking about this.
> 
> Annette
> 
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110-2492
> tay...@sandiego.edu
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Re: [tips] A New Movie Rating System

[Deborah S Briihl]

While not exactly what you are looking for, take a look at 
http://bechdeltest.com

A movie passes the test if it has the following
1. It has to have at least two [named] women in it
2. Who talk to each other
3. About something besides a man
Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Jul 28, 2014, at 8:58 AM, "Michael Britt" 
mailto:mich...@thepsychfiles.com>> wrote:

So I'm listening in the background as my 14 year old daughter watches Miley 
Cyrus in some movie she made a few years ago.  She and her handsome boyfriend 
are having an argument (on the beach at sunset).  She really wants to get 
something resolved but suddenly her boyfriend just grabs her face and gives her 
a forceful kiss, which, you guessed it, she succumbs to.

So, let's see...what does this teach us?

Boys: instead of trying to think things through with your girlfriend, just use 
force
Girls:  don't expect too much from your boyfriend, just go with it

Maybe instead of violence and nudity ratings, there should be some other kind 
of movie rating system - one that evaluates the subtle messages movies convey 
to our children.

Okay, okay, time to relax, get off my high horse and get back to work.  What a 
fuddy-duddy father I am...

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt


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Re: [tips] Psychology and Politics

[Deborah S Briihl]

Well, let's look at a general definition (I just grabbed this off a dictionary 
site)
Social conservatives tend to be against abortion, gay marriage, embryonic stem 
cell research, physician assisted suicide, gun control and affirmative action 
and for prayer in public schools, capital punishment and supporting Israel.

If you look at the stance that our flagship organization (APA) and several 
other psych organizations hold that go against many of these ideas, then yes. 
As to individuals, I don't know. How many of these issues do you need to not 
support in order to be liberal? I know several of my colleagues who support 
some of these social conservative ideas.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Mar 1, 2014, at 8:34 AM, "Michael Britt" 
mailto:mich...@thepsychfiles.com>> wrote:










After reading articles like this one:

"...90.6 percent of social and personality psychologists describe themselves as 
liberal on social issues (compared with 3.9 percent who describe themselves as 
conservative), and 63.2 percent describe themselves as liberal on economic 
issues (compared with 10.3 percent who describe themselves as conservative)."

http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html

one of my Psych Files facebook members asks, "Are most psychologists liberal?  
Does the liberal mindset affect the way Psychology is understood and even 
taught?".  Good questions.  Are we all mostly liberal?

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: @mbritt


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Re: [tips] frustrating textbook problem

[Deborah S Briihl]

How about a slightly different route? Why not ask your students to help out? 
Explain to them that this is a learning process and find a few that are tech 
savvy to help out. 
I have done this occasionally when I have run across something that is not 
doing what it is supposed to be. If you are frustrated, your students probably 
are too.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad


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RE: [tips] Good Psychology Mobile Apps

[Deborah S Briihl]

Mine are mostly S&P based - and free. 
Brain ones
Brainview - an MRI of a brain that you can use a slide bar to see from a 
variety of angles.
3-D brain - includes basic ino and labels

LabTimer - 16 stopwatches you can have running

S&P
What U See - hearing test
What U Hear - vision test
Vision Test
Color Test
Eye Tests Free
Color Uncovered - more illusions
SpectrumView - a spectrogram that you create

Optical Illusions for the IPad - tons of visual illusions
Eye Illusions
Illusions

There are also loads of cogn experiments - such as the Stroop test

There is a GRE Psychology subject flashcard app and an AP Psych prep
I noticed Wiley has developed an app for psychology and there is one on general 
readings in psychology (Psychology). I have mixed feeling about that one.


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

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Re: [tips] Need SPSS data sets

[Deborah S Briihl]

Check on-line for free on-line stats books such as this one

http://onlinestatbook.com

I know several have data sets included in each chapter (I have used several of 
them myself).

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Sep 2, 2013, at 7:46 PM, "drnanjo" mailto:drna...@aol.com>> 
wrote:








Hello gang

I need SPSS data sets related to behavioral/social sciences  that would be 
suitable for analysis and creation of a simple "poster" project for small work 
groups in an intermediate
statistics class.

The prof from whom I inherited the class no longer does these even though they 
were shown on the syllabus as a major portion of the credit earned for the term.

He could not supply them to me...I had already distributed the syllabus when he 
informed me of this...and after weighing out my choices decided that I did not 
want to revise the syllabus and re-distribute 40% of the points earned to 
assignments and exams.

Too much additional tension in a course I've only taught 3 times before...

Please feel free to contact me off list. If I could find 10-12 data sets in 
Excel/CSV or SPSS format (with coding guides) I would be so grateful.

I've found repositories online but these are often vast and do not include 
codebooks.

Thanks and best of luck to all in AY2013-2014

Nancy Melucci
Long Beach City College et alia

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Re: [tips] The Character-Actor Delusion

[Deborah S Briihl]

Other actors have complained about this. Lenard Nemoy published a book called I 
am not Spock.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Aug 24, 2013, at 11:18 AM, "Mike Palij" mailto:m...@nyu.edu>> 
wrote:










I've been a fan of the TV series "Breaking Bad" since its first episode
but I was unaware of the degree of negative reaction to Anna Gunn,
the actor who plays Skylar White, the wife of the main character of
the series Walter White who is played by Bryan Cranston.
Apparently, there was dislike of the Skylar character from the beginning
which was voiced on the chat boards at AMC and elsewhere as well
as on various Facebook pages but has escalated to Ms. Gunn
herself, including death threats.  Ms. Gunn has written an op-ed
piece for the NY Times where she reviews these issues and basically
asks "WTF?!" with the haters; see:
http://www.nytimes.com/2013/08/24/opinion/i-have-a-character-issue.html?nl=todaysheadlines&emc=edit_th_20130824&_r=0

I am unaware of any psychological research on how often or to what
degree people confuse the character an actor plays with the actor
him/herself but I can think of several instances where people have
attributed qualities of characters to the actors.  Does anyone know
of research on this?

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



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Re: [tips] Lots of questions about attention

[Deborah S. Briihl]

Attention and the Stroop effect.
The original work by Stroop also looked at this question. The automatic process 
is reading because usually we read words when we see them not name the color. 
We ignore the color as not being relevant to the task. However, with practice, 
we can get faster at the task of color naming - although most of my students 
report just sort of blurring the word visually to Make it easier to ignore.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

Question 1:
Here is one thing that comes from my text book regarding Posner's original 
conceptions of attention and automatization of tasks:
Lower level processes are more likely to become automatic than are later, more 
cognitive processes.

So the question arises: if so, why does reading interfere with color naming 
(Stroop effect)? Why isn't color naming a lower level process than reading?
-



Thanks

Annette

ps: I only get digest to any backchannel cc's will be appreciated--although 
responses to the list will probably be appreciated by others.

Annette Kujawski Taylor, Ph. D.
Professor, Psychological Sciences
University of San Diego
5998 Alcala Park
San Diego, CA 92110
tay...@sandiego.edu
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Re: [tips] Disseminating your published work?

[Deborah S. Briihl]

The point was that it was a request. A request is a request, not an order. In 
this case, if some one feels they are breaking copyright rules, then I can see 
why the request would be refused.

And medieval? Well, now that would require a quill, ink, small knife, parchment 
and a scribe. Maybe an illuminator? :)

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu<mailto:dbri...@valdosta.edu>
 ,Sent from my iPad

On Feb 7, 2013, at 5:11 PM, "Christopher Green" 
mailto:chri...@yorku.ca>> wrote:










Hmm. What sounded rude (or at least unconscionably snobby) to me, Deb, was 
refusing to pass along an article simply because the requester is not "of the 
guild." How positively Medieval.

Chris
-
Christopher D. Green
Department of Psychology
York University
Toronto, ON M6C 1G4
Canada

chri...@yorku.ca<mailto:chri...@yorku.ca>

On Feb 7, 2013, at 4:32 PM, "Deborah S. Briihl" 
mailto:dbri...@valdosta.edu>> wrote:










I know what others have stated, but at this point I would wonder about this 
given the second email, which sounds incredibly rude. If you make a request, 
then the other person can refuse your request. To then accuse you of being 
unprofessional and you should because taxpayers pay our salary blah, blah, blah 
would cause some kind of warning bells in me (and would tick me off).

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu<mailto:dbri...@valdosta.edu>
 ,Sent from my iPad

On Feb 7, 2013, at 1:41 PM, "Rob Weisskirch" 
mailto:rweisski...@csumb.edu>> wrote:








TIPSfolk,

Recently, I got a request for pdfs of two articles I had published.  The 
request came from someone who identified himself as an "independent researcher" 
who claimed not to have access to the two journals (mainstream ones--none that 
were esoteric).  His email did not include his last name nor any affiliation.  
But, it clearly was not spam.

I wrote back and declined to send them because there was not a clear 
affiliation with an university, press, or other organization. He wrote back and 
said that he was shocked, my work is not secret, that it is supported by 
taxpayers, that I'm unprofessional, etc.

I replied again that I did not think that his unaffiliated identity met the 
requirements under the copyright transfer.  I also informed him that I 
respected the journals and if he would provide an affiliation, I'd be happy to 
send the work.

Am I being too picky?

Rob
Rob Weisskirch, MSW. Ph.D.
Professor of Human Development
Certified Family Life Educator
Liberal Studies Department
California State University, Monterey Bay
100 Campus Center, Building 82C
Seaside, CA 93955
(831) 582-5079
rweisski...@csumb.edu<mailto:rweisski...@csumb.edu>

This message is intended only for the addressee and may contain confidential, 
privileged information.  If you are not the intended recipient, you may not 
use, copy or disclose any information contained in the message.  If you have 
received this message in error, please notify the sender by reply e-mail and 
delete the message.

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Re: [tips] Disseminating your published work?

[Deborah S. Briihl]

I know what others have stated, but at this point I would wonder about this 
given the second email, which sounds incredibly rude. If you make a request, 
then the other person can refuse your request. To then accuse you of being 
unprofessional and you should because taxpayers pay our salary blah, blah, blah 
would cause some kind of warning bells in me (and would tick me off).

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Feb 7, 2013, at 1:41 PM, "Rob Weisskirch" 
mailto:rweisski...@csumb.edu>> wrote:








TIPSfolk,

Recently, I got a request for pdfs of two articles I had published.  The 
request came from someone who identified himself as an "independent researcher" 
who claimed not to have access to the two journals (mainstream ones--none that 
were esoteric).  His email did not include his last name nor any affiliation.  
But, it clearly was not spam.

I wrote back and declined to send them because there was not a clear 
affiliation with an university, press, or other organization. He wrote back and 
said that he was shocked, my work is not secret, that it is supported by 
taxpayers, that I'm unprofessional, etc.

I replied again that I did not think that his unaffiliated identity met the 
requirements under the copyright transfer.  I also informed him that I 
respected the journals and if he would provide an affiliation, I'd be happy to 
send the work.

Am I being too picky?

Rob
Rob Weisskirch, MSW. Ph.D.
Professor of Human Development
Certified Family Life Educator
Liberal Studies Department
California State University, Monterey Bay
100 Campus Center, Building 82C
Seaside, CA 93955
(831) 582-5079
rweisski...@csumb.edu

This message is intended only for the addressee and may contain confidential, 
privileged information.  If you are not the intended recipient, you may not 
use, copy or disclose any information contained in the message.  If you have 
received this message in error, please notify the sender by reply e-mail and 
delete the message.

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[tips] Promoting the major at VSU one brochure at a time...

[Deborah S. Briihl]

I have been put in charge of creating a promotional material pamphlet/brochure 
for the undergraduate psych program here at VSU (the single sheet, trifold 
type). Now before anyone asks silly questions such as "Isn't this on your 
webpage?" and "Why should you create promotional materials when you do not have 
enough seats for your students now?" - trust me, those questions were asked and 
I am still in charge of creating this. Does anyone have a brochure that they 
give their students? Can I see what you include?



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

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[tips] Funding based on graduation

[Deborah S. Briihl]

Hello! A new rule was put into place in Georgia that now funds colleges and 
universities based on graduation rates (rather than number of students). It has 
put our university in an absolute frantic mess. Our graduation rates, from what 
I understand, stink. I know this model is used in other states. Can others 
comment on the kinds of changes that they saw at their university?



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

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RE: [tips] Our Imaginary Weight Problem - NYTimes.com

[Deborah S. Briihl]

This article has come under some heavy criticism. For example one question was 
who should be included in the sample? The authors of the article apparently 
have included thin individuals that are thin for illness reasons (such as going 
through chemo).

The other problem is using BMI as a measure. Someone could have a higher BMI 
but still have a low body fat content (someone who lifts weights for instance).



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

From: Christopher Green [chri...@yorku.ca]
Sent: Thursday, January 03, 2013 8:44 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Our Imaginary Weight Problem - NYTimes.com










"all adults categorized as overweight and most of those categorized as obese 
have a lower mortality risk than so-called normal-weight individuals."

Discuss.

http://www.nytimes.com/2013/01/03/opinion/our-imaginary-weight-problem.html?hp&_r=0

Chris
...
Christopher D Green
Department of Psychology
York University
Toronto, ON M6C 1G4

chri...@yorku.ca
http://www.yorku.ca/christo


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Re: [tips] Homosexuality and the latest Bond movie

[Deborah S. Briihl]

It is not the first time homosexuality was portrayed by the villain (the 
assassins in Diamonds are Forever are). I guess I just find it odd that anyone 
could take anything seriously from the films. I mean there have been so many 
different villains over the years with all kinds of issues.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Dec 12, 2012, at 4:28 PM, "Helweg-Larsen, Marie"  
wrote:

> I actually thought that scene was noteworthy for Bond's reactions to the 
> villains overture (the villain strokes Bond's scars in a - shall we say - 
> erotized way). Bond says something to the effect of "why do you think you'd 
> be my first". In other words, the tough and masculine Bond does not shy from 
> the homoerotic implication (or acts with disgust to prove he is a real man) 
> but instead challenges the assumption that he is a virgin.
> I think young (and old) movie watchers may note that action heroes can be 
> real men without reacting negatively to homoerotic overtures.
> 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, Tuesday, Thursday 10:30-11:30
> http://users.dickinson.edu/~helwegm/index.html
> 
> 
> -Original Message-
> From: Michael Britt [mailto:mich...@thepsychfiles.com] 
> Sent: Wednesday, December 12, 2012 3:38 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Homosexuality and the latest Bond movie
> 
> I heard there was a little controversy surrounding the villain in the latest 
> Bond film.  Well I finally saw the film and I guess I can see why.  At one 
> point when the bad guy (who clearly is "not right in the head") has captured 
> Bond and has him tied up there is an implication that the villain is 
> homosexual (of course, the bad guy also has a girlfriend...). In any case I 
> suppose this kind of portrayal is just another way that our young people come 
> to see homosexuality as something that is associated with being emotionally 
> ill.  
> 
> Michael
> 
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
> 
> 
> 
> 
> 
> 
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RE:[tips] sabbatical replacement

[Deborah S. Briihl]

We needed you this term! Time machine anyone? With someone on maternity leave 
and another person involved in a biking accident that almost left him dead plus 
2 others quitting at the last minute - well it has been interesting here to say 
the least. You might be able to find work here - assuming you want to work for 
cruddy pay. On the plus side, today it is around 75 degrees and you are 4 hours 
from Orlando and Atlanta plus a few hours away from the beach.

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


From: Annette Taylor [tay...@sandiego.edu]
Sent: Friday, November 30, 2012 9:05 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] sabbatical replacement

Marie's email prompted me to respond although I cannot apply for her position.

But I am going into phased retirement beginning fall 2014 and will be off every 
spring, for a few years, until I fully retire in 2019. The semester off will be 
negotiable (spring versus fall) as long as I do it in advance in a timely 
fashion based on when we commit to teaching, here, about 18 months in advance 
of a semester.

That said, I cannot afford to live on half my salary, so I am hoping to find 
some additional work during the off semester. I decided to phase out because my 
hope is to be able to travel a little while I am still young enough to really 
enjoy the new places. However, I will need to find work and hope to teach in 
places I have never lived before, anywhere on the planet. Most of the US and, 
preferably, everything outside the mainland US is good :) Pretty much, only 
southern california would be "out" as far as broadening my horizons goes.

One thing I'm considering is being a sabbatical replacement for a semester long 
sabbatical, as most sabbaticals do only last a semester. And, often, it's more 
difficult to find a person for just one semester.

But how to find those types of positions? I am going to assume that there is no 
central clearinghouse where universities can post upcoming openings and people 
can apply for them. But it would be nice if there was. That way, many schools 
could probably find excellent teachers with a track record, rather than taking 
the (relatively speaking) unknown person. Maybe I will tackle organizing such a 
listing service with one of my "off" semesters.

So, I'm throwing it out here for now, that starting in fall 2014 I'll be 
available. My specific area is cognitive, which is why Marie's email resonated 
with me, but I have taught a number of classes as emergencies and other 
opportunities came up over the years. If you've been around for a while, you 
know how it is...someone gets seriously ill or dies the first week of the 
semester and the chair cannot find anyone on such short notice. As a cognitive 
person I routinely teach research methods (cognitive types do tend to be 
research-oriented types) and I also teach intro routinely. I have taught 
developmental and social (I really like social). So, keep me in mind if you are 
someplace a person might want to visit for 5 months and know that a suitable 
sabbatical is coming up! All the usual credentials and letters will be 
available.

Annette

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

Subject: Cognitive psychology visiting position
From: "Helweg-Larsen, Marie" 
Date: Thu, 29 Nov 2012 14:51:59 +
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Re: General Comment concerning [tips] Is p < .05 ?

[Deborah S. Briihl]

David and I have a daughter in 3rd grade. She is working with concepts now that 
our students seem to lose. I have helped elementary students with math concepts 
in the after school program that the college level students were having 
problems with. Apparently 5th grade really is the pinnacle of our knowledge 
(are you smarter than.. :)

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Sep 29, 2012, at 10:41 AM, "Stuart McKelvie" 
mailto:smcke...@ubishops.ca>> wrote:










Dear Tipsters,

This report set me wondering about entrance requirements to university and 
graduation requirements from high school. If students cannot rank order numbers 
(between 0 and 1, at least), how did they pass the high school mathematics 
requirement? Actually, the problem is not even mathematics, it is simple 
arithmetic.

Am I way off , but is it not true that all students must meet a mathematics 
requirement to graduate from high school? Assuming that all students need a 
high school diploma, how can this level of misunderstanding arise?

I know we all forget facts that we studied once, but this error seems so basic.

Sincerely,

Stuart

__
“Rectu Cultus Pectora Roborant”

Stuart J. McKelvie, Ph.D.,
Department of Psychology,
Bishop’s University,
2600 rue College,
Sherbrooke (Borough of Lennoxville),
QC J1M 1Z7,
Canada.

“Floreat Labore”
__








Btw, you are not the only person with this problem. I cannot tell you the 
number of students who just do not grasp this. What works best for us is to 
have the students think about it as if it were money. Then they can get the 
concept of which is greater.
Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Sep 28, 2012, at 7:16 PM, "Wuensch, Karl L" 
<wuens...@ecu.edu> wrote:









  Nope -- my TA would put two numbers up on the board, like .05 and 
.032, and ask them, in words, which is lower – or he would put one number up, 
like .046, and ask whether it was less than or more than .05.

Cheers,

From: Beth Benoit 
[mailto:beth.ben...@gmail.com]
Sent: Friday, September 28, 2012 6:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Is p < .05 ?

Karl,
Is it possible they're having trouble with the < vs. the >?

I'd be willing to bet that most Americans - no, slash that - most people 
struggle with what those two signs represent.  I know, it "ain't rocket 
science," but I suspect a lot of people never had that explained to them.

Please say that's what it really is.  ;-)

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Fri, Sep 28, 2012 at 5:43 PM, Wuensch, Karl L 
<wuens...@ecu.edu> wrote:
 I am not the greatest fan of NHST, but do my duty to teach it.  For a good 
while now I have been disturbed that a substantial proportion of my 
undergraduate students never figure out how to decide whether or not a test is 
significant.  I tried stressing that p is a measure of the goodness of fit 
between the data and the null, that p is like the strength of evidence in 
support of the accused null defendant in statistical court, and so on.  Nothing 
seemed to help much.

Now one of my teaching assistants has discovered why.  Given two 
numbers, these students are unable to identify which is smaller.  No, I am not 
kidding.  Yes, this involves numbers between 0 and 1.  My TA spend half an hour 
trying to teach them how to tell which is the smaller of two numbers, without 
great success.

Karl W.

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Re: [tips] Is p < .05 ?

[Deborah S. Briihl]

Btw, you are not the only person with this problem. I cannot tell you the 
number of students who just do not grasp this. What works best for us is to 
have the students think about it as if it were money. Then they can get the 
concept of which is greater.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Sep 28, 2012, at 7:16 PM, "Wuensch, Karl L" 
mailto:wuens...@ecu.edu>> wrote:










  Nope -- my TA would put two numbers up on the board, like .05 and 
.032, and ask them, in words, which is lower – or he would put one number up, 
like .046, and ask whether it was less than or more than .05.

Cheers,

From: Beth Benoit [mailto:beth.ben...@gmail.com]
Sent: Friday, September 28, 2012 6:11 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Is p < .05 ?

Karl,
Is it possible they're having trouble with the < vs. the >?

I'd be willing to bet that most Americans - no, slash that - most people 
struggle with what those two signs represent.  I know, it "ain't rocket 
science," but I suspect a lot of people never had that explained to them.

Please say that's what it really is.  ;-)

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Fri, Sep 28, 2012 at 5:43 PM, Wuensch, Karl L 
<wuens...@ecu.edu> wrote:
 I am not the greatest fan of NHST, but do my duty to teach it.  For a good 
while now I have been disturbed that a substantial proportion of my 
undergraduate students never figure out how to decide whether or not a test is 
significant.  I tried stressing that p is a measure of the goodness of fit 
between the data and the null, that p is like the strength of evidence in 
support of the accused null defendant in statistical court, and so on.  Nothing 
seemed to help much.

Now one of my teaching assistants has discovered why.  Given two 
numbers, these students are unable to identify which is smaller.  No, I am not 
kidding.  Yes, this involves numbers between 0 and 1.  My TA spend half an hour 
trying to teach them how to tell which is the smaller of two numbers, without 
great success.

Karl W.

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Re: [tips] Did CU FU?

[Deborah S. Briihl]

I know that he did. That may be, but it was not the first run in he had with 
the university (I talked to several IT folks about that). I also know how truly 
shaken Levy was about Virginia Tech. My point is that it is not easy to figure 
this out as to what to do.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Aug 4, 2012, at 8:58 PM, "Louis E. Schmier" 
mailto:lschm...@valdosta.edu>> wrote:










Deb, one caveat.  Zaccari overreacted, as I told him, summarily dismissed him, 
did not allow him on campus, violated his first amendment rights, and did not 
give the student due process to which he was entitled.  It was on those grounds 
that the student sued and won.  And, FIRE was right in coming out against us.

Make it a good day

-Louis-


Louis Schmier  
 
http://www.therandomthoughts.edublogs.org
Department of History
 http://www.therandomthoughts.com
Valdosta State University
Valdosta, Georgia 31698 /\   /\  /\ /\ 
/\
(O)  229-333-5947/^\\/  \/   \   /\/\__   /   \  /  
 \
(C)  229-630-0821   / \/   \_ \/ /   \/ /\/  /  \   
 /\  \
//\/\/ /\\__/__/_/\_\/  
  \_/__\  \
  /\"If you want to climb 
mountains,\ /\
  _ /  \don't practice on mole 
hills" - /   \_


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Re: [tips] Did CU FU?

[Deborah S. Briihl]

I have read this series of posts and can tell you that removing a student who 
MAY cause potential problems is not easy and can cause the removal of various 
people in admin. Valdosta state had a student who was a thorn in a lot of 
people's sides. At one point, he posted on his Facebook a comment about naming 
the new parking garage the zaccari ( our president). memorial garage - memorial 
meaning after death. This happened not long after Virginia tech (an institute 
in which our VP had worked at). Admin threw him off campus. He sued. He won and 
we had FIRE against us for a while.

http://thefire.org/spotlight/schools/408

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Aug 4, 2012, at 4:25 PM, "Jim Clark"  wrote:

> Hi
> 
> I would like to emphasize Scott`s point about the challenges of prediction.  
> My wife works for Correctional Services of Canada and has access to massive 
> amounts of information on offenders, as well as the use of the latest 
> actuarial scales, and still can only assign a crude range of probabilities as 
> to the likelihood of violent re-offending.  And then it is often contingent 
> (e.g., on abuse of alcohol or other substances).
> 
> And with respect to the human rights issues mentioned by Paul, I once had the 
> distinct pleasure (not) of having a murderer register in a challenging 
> honours stats course.  He had been released because of diminished capacity or 
> whatever Canada`s terminology is.  It was pretty clear that he was not going 
> to fare well in the class, raising some concerns about his possible response. 
>  Fortunately (for me), the decision was taken out of my hands as he 
> voluntarily withdrew from the course and continued to be friendly enough when 
> we met in the halls.  I do not think faculty were even given any official 
> warning about this student, nor is it obvious what right we would have to 
> treat him any differently than any other student.
> 
> Oh, he murdered two more people several years later.  Probably, having killed 
> someone previously is one indicator of the likelihood of killing again, 
> although many murders are likely to be one-off crimes of passion.
> 
> Take care
> Jim
> 
> James M. Clark
> Professor of Psychology and Chair
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
> 
 "Lilienfeld, Scott O"  04-Aug-12 2:48 pm >>>
> Hi All: Interesting and important conversation.
> 
> The work of Lidz, Monahan, and many others suggests that clinicians (and the 
> rest of us) aren't terribly good - to be charitable - at predicting violence:
> 
> http://www.ncbi.nlm.nih.gov/pubmed/8429581 
> 
> (I believe I was actually one of the clinicians in this study, so you can 
> blame me in part for the lousy predictions..)...
> 
> largely because, as Paul and Jim Clark note, the base rates are so darned 
> low.  We would probably do a bit better using actuarial/statistical formulas, 
> but even there the false positive rates would be huge. Needless to sahy, when 
> it comes to spree violence, which is even rarer, Bayes theorem tells us that 
> our false positive rates will surge still higher.
> 
> Some recent (but still preliminary) work suggest that examining "dynamic" 
> (rather than "static") risk factors may offer somewhat more promise in 
> violence prediction.  These would include sudden and dramatic deteriorations 
> in clinical state, failing a crucial exam (as Mike P. notes), imminent 
> threats, and the like.  See:
> 
> http://psycnet.apa.org/?fa=main.doiLanding&doi=10.1037/1076-8971.11.3.347 
> 
> Even here, though, false positive rates will still be very high, and many 
> relevant dynamic risk factors may not be easily assessed if people don't 
> verbalize threats, hide important aspects of their mental state, and the 
> like. I don't know of any formal evidence that the IQ of violent individuals 
> moderates the accuracy of violence predictions, but one wonders...it could be 
> that smart people, like Holmes, are especially adept at concealing at least 
> some of their scary intentions (although in Holmes' case, it's clear that 
> some people who knew him were alarmed).
> 
> None of this is to say that CU is or isn't at fault; it's way to early to 
> say.  Some of Mike P's concerns may turn out to be legitimate, but I don't 
> know.  It depends largely on what, if anything, Holmes told his therapist or 
> others.  If he was just really creepy and seemed angry and menacing, it's 
> possible that they did everythinig they could have done legally and 
> ethically; in contrast, if he had made a fairly explicit threat and they 
> didn't act sufficiently, we have a very different story.  In between, of 
> course, is a huge murky middle ground in which he might have made vaguer 
> threats ("I just feel like killing a bunch of people, but I'm not going do 
> anything...") or admitted to fantasies about doing so, where some attorneys 
> will surely argue that CU sh

Re: [tips] Titchener's rules for How to Fail in Laboratory Work

[Deborah S. Briihl]

That is just wonderful! Thanks for the gem...

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Jun 15, 2012, at 4:28 PM, "Rick Froman" 
mailto:rfro...@jbu.edu>> wrote:










Thanks to Chris and Michaels’ conversation on Structuralism, I did some 
additional reading about Titchener and came upon the following undergraduate 
lab manual he wrote which is available in pdf (and other formats) at:

http://archive.org/details/experimentalpsyc12titc

I wondered, as a teacher of Research Methods, if there might be anything of 
interest to me in a lab manual (based entirely on introspective protocols) from 
the very early 20th century.

One unexpected delight (on p. xxviii in the “Hints to Instructors”) was 
Titchener’s snarky (although he believed it could be delivered in such a way as 
no one would take offense) instructions to students in the lab. I think it is 
interesting for the light it shines on the enduring dispositions of both 
faculty and students (and not just in experimental psychology).

How to fail in Laboratory Work

(E. B. Titchener)

(1) Assent readily, and with an air of complete intelligence, to all that the 
Instructor says. Make no effort to understand his explanations yourself, but 
trust to your partner for the conduct of the experiment.

(2) Do not accept any general explanation, under any circumstances. Cherish the 
belief that your mind is different, in its ways of working, from all other 
minds, and that you must be individually treated.

(3) See yourself in everything. If the Instructor begin an explanation, 
interrupt him with a story of your childhood which seems to illustrate the 
point that he is making. If he is formulating a law, interrupt him with an 
account of some exception that has occurred within your own or your friends' 
experience. Go into the minutest detail. If the Instructor incline to reject 
your anecdotes, argue the matter out with him in full.

(4) Call upon the Instructor at the slightest provocation. If he is busy, 
stroll about the laboratory until he can attend to you. Do not hesitate to 
offer advice to other students, who are already at work.

(5) Look very critically at the instruments that are put into your hands. Point 
out their defects to the Instructor, and suggest improvements. Offer to spend 
the next few laboratory hours in the workshop, getting out a better appliance.

(6) Never lose sight of the greater questions of the science in the petty 
routine of experimentation. If, e.g., the Instructor is explaining the use of 
the campimeter, ask him whether experimental psychology is not materialistic in 
tendency, or if he thinks that the results of experimental psychology are of 
value for education.

(7) If you are balked by an introspective problem that your partner has solved, 
either say that of course you had thought of that, but that it seemed too 
trivial to mention, or fall back upon the uniqueness of your mental 
constitution. Tell the Instructor that the science is very young, and that what 
holds of one mind does not necessarily hold of another. Support your statement
by anecdotes.

(8) Work as noisily as possible. Converse with your partner, in the pauses of 
the experiment, upon current politics or athletic records. Get thoroughly 
roused up and excited before you proceed with your work.

(9) Do not take the work seriously. Explain frankly, when you enter the 
laboratory, that you have no belief in the methods and results of experimental 
psychology, but that you like to know what is going on in the various 
departments.

Or, as an alternative rule: Explain, when you enter the laboratory, that you 
have long been interested in experimental psychology, and that you are 
overjoyed to have found the present opportunity of studying it. Describe the 
telepathic experiences or accounts that aroused your interest; ask the 
Instructor if he has read so-and-so’s recent paper in so-and-so, and express
disappointed surprise when he replies (as he will) that he has not.

(l0) Make it a rule always to be a quarter of an hour late for the laboratory 
exercises. In this way you throw the drudgery of preliminary work upon your 
partner, while you can still take credit to yourself for the regularity of your 
class attendance.

The author has never found the paragon who obeyed all these precepts. Diligent 
attention even to one or two of them will, however, be enough to secure the 
failure required.

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edu
(479) 524-7295
http://bit.ly/DrFroman



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[tips] Myth list developed by Taylor

[Deborah S. Briihl]

Hi!
I had a list on misconceptions in intro to psych developed/published by Annette 
Taylor. I closed the link and lost the list. I can find the article - does 
anyone have this list? Know where it is at? Thanks!!

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

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RE: [tips] Book buyers

[Deborah S. Briihl]

The official policy here is that the books are property of the university, not 
the faculty member, so they are not supposed to be sold to book buyers.

I have seen this practice abused - a previous secretary in our department was 
making an extra $100-$300 per month in our department selling books. This 
wasn't that difficult to do since we have 20+ people, so she would take a few 
from different faculty every month (as well as any sent to people who were no 
longer in our department).



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



We are looking at our current policy toward faculty selling desk and review 
copies of books to buyers. Can you share with me (off-list if you don’t want to 
burn one of your three posts to the lists for the day) your school’s policy (if 
any) and what you think about it. Thanks,



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://bit.ly/DrFroman



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Re: [tips] "Management" system for computer lab

[Deborah S. Briihl]

We use vision software. I have not used it much, except that it does allow me 
to lock out students from certain aspects of their computer ( like the 
Internet). I can look at everyone's monitor. I am sure it can do a lot more, 
but I have not used it that much.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Jan 27, 2012, at 1:27 AM, "Jim Clark"  wrote:

> Hi
> 
> We have a 30 computer lab used for stats, methods, and a few other courses.  
> Does anyone have any experience with and / or suggestions for a system that 
> would allow interaction between a main computer and student computers (e.g., 
> monitoring activity of students, pushing info out to student stations, 
> receiving data from stations, ...)?  Any thoughts welcome.
> 
> Take care
> Jim
> 
> James M. Clark
> Professor of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
> 
> 
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[tips] Voices in your head

[Deborah S. Briihl]

This was sent to me through facebook and I just had to share it. If you need a 
teaching moment, well, you could cover over the "inner voice" in our working 
memory.





[cid:bfb0aa9b-a23b-4c3c-b91b-ad3396991202]





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

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RE: [tips] Help with an example

[Deborah S. Briihl]

That is one of my crazy strengths - search and find odd things on the internet. 
I gotta say, I would NOT have guessed rose bud on the one picture - I had crab 
claw in mind. I was completely lost on the bird's feet - but, there is that top 
down processing - once I knew what they were, I could see them perfectly.



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

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Monday, January 23, 2012 1:06 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Help with an example








Perfect Deb! The website is exactly what I was looking for! Thank you.
I still don't know what to call those pictures, but I don't need to know 
anymore. :)
Thanks again.
Carol


On Mon, Jan 23, 2012 at 12:02 PM, Deborah S. Briihl 
mailto:dbri...@valdosta.edu>> wrote:










When my daughter was gettng the kid's magazines (highlights, national 
geographic for kids, etc), they would have the pictures in those.



Also try this website:

http://www.bumrock.co.uk/What-is-it-.php



Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu<mailto:dbri...@valdosta.edu>

From: Carol DeVolder [devoldercar...@gmail.com<mailto:devoldercar...@gmail.com>]
Sent: Monday, January 23, 2012 12:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Help with an example








Dear TIPSters,
I would like to find an online example of images that are so close up that you 
can't recognize them; but when you see them in full and from farther back, you 
do. Anybody know what I'm talking about? They sometimes have them at the end of 
magazines for fun. I tried Googling close up photography, close up images, and 
a few other close up phrases, but I'm not finding what I want.
Any suggestions?
Carol


--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482






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--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482






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RE: [tips] Help with an example

[Deborah S. Briihl]

When my daughter was gettng the kid's magazines (highlights, national 
geographic for kids, etc), they would have the pictures in those.



Also try this website:

http://www.bumrock.co.uk/What-is-it-.php



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

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Monday, January 23, 2012 12:50 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Help with an example








Dear TIPSters,
I would like to find an online example of images that are so close up that you 
can't recognize them; but when you see them in full and from farther back, you 
do. Anybody know what I'm talking about? They sometimes have them at the end of 
magazines for fun. I tried Googling close up photography, close up images, and 
a few other close up phrases, but I'm not finding what I want.
Any suggestions?
Carol


--
Carol DeVolder, Ph.D.
Professor of Psychology
St. Ambrose University
518 West Locust Street
Davenport, Iowa  52803
563-333-6482






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Re: [tips] Watch Out! Here Come The Web-Based Textbooks!

[Deborah S. Briihl]

There are quite a few of these already in intro to psych. The e book contains 
simulations, note taking ability, quizzes, etc. Many of them have been quite 
amazing, assuming the student takes advantage of all of the resources.

Deb
Deborah Briihl
Dept of psych and counseling
Valdosta state university
dbri...@valdosta.edu
 ,Sent from my iPad

On Dec 18, 2011, at 10:40 AM, "Michael Palij" 
mailto:m...@nyu.edu>> wrote:








An article in the NY Times focuses on a new biology textbook that will be 
released
next year by the publishers of the journal Nature.  It will be unlike other 
"e-versions"
of textbooks (which are typically PDFs of the physical books) in that (a) it is 
expected
that students will access the text via a tablet, smartphone, computer or *NEXT 
GREAT
INFO APPLIANCE", (b) it will not just statically present information, but 
will also
provide simulations and real-time demonstrations to coordinate with the text, 
and
(c) may serve as the end of the textbook as we now know it (except, of course, 
for
those books that would not provide a profit for such a format).  Textbooks in
mathematics and other areas are already in the works; see:
http://www.nytimes.com/2011/12/18/business/online-textbooks-aim-to-make-science-leap-from-the-page.html?_r=1&nl=todaysheadlines&emc=tha26

I suspect that someone is actively working on a similar version of an intro 
psych
text as well as psych statistics textbooks.  I assume that the abnormal/clinical
textbook market has the promise of making really juicy profits but I have a 
harder
time seeing how the dynamic aspects of presentation can be readily incorporated
especially for a potentially science phobic audience. ;-)  I do image that the
sex and behavior textbooks will be quite interesting. ;-) ;-)

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






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Re: [tips] The Finding Little Albert activity

[Deborah S. Briihl]

This will definitely be used in my experimental psych class when we cover over 
historical/archival research. Thanks!

Deb
Deborah Briihl
Valdosta state university

 ,Sent from my iPad

On Sep 4, 2011, at 9:25 PM, "Michael Britt" 
mailto:mich...@thepsychfiles.com>> wrote:








Thanks Beth.  It was a fun project to work on and it took a good bit of work 
and time to put all this info together.  Every detail was gone over with a fine 
tooth comb by Hall Beck.  He also supplied the pictures of Douglas and of Gary 
Irons.

We teachers read a lot of research articles that are deadly dull, but Hall's 
article and his painstaking detective work was really interesting to read so it 
just jumped out at me as having the potential for a kind of "detective" 
activity for students.  Hopefully psych students will find this interesting - 
perhaps especially those in a History of Psych class.

Thanks for your comments,

Michael


Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: mbritt





On Sep 4, 2011, at 7:28 PM, Beth Benoit wrote:



Michael,
As usual, you have supplied a fun, exciting and informative exercise to keep 
our students thinking.

It must have been fun for you to put all of those "eureka" moments together!

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Sun, Sep 4, 2011 at 2:18 PM, Michael Britt 
<mich...@thepsychfiles.com>
 wrote:





Excuse the cross-posting, but I am very excited to announce the availability of 
a new activity that can be used in class or online and which I hope you'll find 
valuable enough to use with your students.

In 2009 the journal American Psychology published an article entitled, "Finding 
Little Albert: A Journey to John B. Watson's Infant Laboratory".   It was a 
fascinating article detailing the author's 5 year effort to identify the real 
identity of "Little Albert".  The evidence in favor of his conclusion that a 
boy named Douglas Merritte is "Albert" is very, very convincing.

I found the article fascinating reading and a great example of an historical 
detective at work  I decided it would make a great classroom or online activity 
and I have been working with the author - Hall Beck - for the past 8 months to 
break down the key steps in his investigation.  The result is an activity I 
hope you'll find valuable enough to try out with your class.

The "Finding Little Albert" activity presents students with:


  *   information, questions, clues and hints
  *   solutions to the questions (so they can move along in class or at their 
own pace)
  *   photos of Albert and Douglas for comparison
  *   Douglas' family tree
  *   the "trunk in the attic" which contained a picture of Douglas/Albert
  *   a map
  *   a census report

...as it takes students down the path of identifying Albert's real identity.

I hope students will enjoy this small taste of what's involved in one case of 
fascinating historical research in Psychology.

My research assistant, Caitlin O'Loughlin, worked with me to create a brief 
survey at the end of the activity which can be taken by both instructors and 
students.  I hope you and your students will take the time to fill out the 
survey to give us feedback to improve the experience.  Our goal is to present 
the activity at a psychology conference in 2012.

Here's the link:

http://www.ThePsychFiles.com/albert

Hope you enjoy it!

Michael

Michael A. Britt, Ph.D.
mich...@thepsychfiles.com
http://www.ThePsychFiles.com
Twitter: mbritt







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Re: [tips] First Person: Stanford Prison

[Deborah S. Briihl]

I heard a talk by Zimbardo a few years ago and he stated that he was unable to 
get irb approval to do the study again. He said that he had a variety of ideas, 
but his irb said no. When he asked why (because the gave permission before),the 
answer is that they had not realized that would happen the first time.

Deb 
Deborah Briihl
Valdosta state university

 ,Sent from my iPad

On Sep 4, 2011, at 5:11 PM, "Jim Clark"  wrote:

> Hi
> 
> Interesting read.  I noticed that article says that ethics guidelines would 
> not allow such a study today.  A couple of questions:
> 
> 1.  Is that true?
> 
> 2.  Is that good from the perspective of psychological knowledge?
> 
> 3.  Is that good from the perspective of societal wellbeing, including 
> treatment of real prisoners?
> 
> Take care
> Jim
> 
> 
> James M. Clark
> Professor of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
> 
  04-Sep-11 2:01:37 PM >>>
> I don't think this has been flagged on TIPS yet, so here goes:
> 
> It's a set of first person accounts by participantants and 
> administrators of the Stanford Prison Experiment.  Revealing.
> 
> http://tinyurl.com/3dyaekk 
> 
> Stephen
> 
> Stephen L. Black, Ph.D.  
> Professor of Psychology, Emeritus   
> Bishop's University
> Sherbrooke, Quebec, Canada   
> e-mail:  sblack at ubishops.ca
> -
> 
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Re: [tips] info:

[Deborah S. Briihl]

Actually, I have seen a lot more unprofessional postings :)

 ,Sent from my iPad

On Aug 23, 2011, at 3:16 PM, "Annette Taylor" 
mailto:tay...@sandiego.edu>> wrote:








Damn that cell phone! That was the most unprofessional posting imaginable.

I just can't get the hang of that tiny keyboard on a flat surface.

I meant so say something a bit more erudite, and apologize for the gibberish.

I think it would make a great study to compare different keyboard types, 
different technologies and across age groups when using phones for email 
communication or texting.

Annette

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


From: Annette Taylor [tay...@sandiego.edu]
Sent: Tuesday, August 23, 2011 9:05 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] info:









Ag, it is another iceberg huntI'm doing to know, when someone tracks it 
down.

Annette

Sent from my Verizon Wireless Phone

John Kulig wrote:







Mike and others still interested in when the Jester published the Skinner 
cartoon ...

The date of 1928 for that cartoon "Boy, have I got this guy conditioned ..." 
did seem out of whack, yet it appears all over the place. Skinner got his MA 
and PhD from Harvard in 1930 and 1931. His "Case History in Scientific Method" 
describes the evolution of the runway into an "operant" type device while at 
Harvard, including type of cumulative record. His earliest publications are:


On the conditions of elicitation of certain eating reflexes. Proceedings of the 
National Academy of Sciences, 1930, 16, 433-38.

On the inheritance of maze behavior. Journal of General Psychology, 1930, 4, 
342-46.

The progressive increase in the geotropic response of the ant Aphaenogaster. 
Journal of General Psychology, 1930, 4, 102-12.

The concept of the reflex in the description of behavior. Journal of General 
Psychology, 1931, 5, 427-58.

So 1928 seems unlikely if not totally implausible. I think "The Behavior of 
Organisms" may nail it down better. Will try to find ...

having a hard time letting this issue go!

John K


From: "Mike Palij" mailto:m...@nyu.edu>>
To: "Teaching in the Psychological Sciences (TIPS)" 
mailto:tips@fsulist.frostburg.edu>>
Cc: "Mike Palij" mailto:m...@nyu.edu>>
Sent: Sunday, August 21, 2011 8:49:49 PM
Subject: re: [tips] info:

On Sun, 21 Aug 2011 13:16:07 -0700, John Kulig wrote regarding
the cartoon showing two rats saying "Boy, have I got this guy 
conditioned...":vad
>Yes it appeared in cumulative record  memory says - don't quote - that it
>originally appeared in the columbia university student paper The Jester in 1928

It is Figure 17 in "Cumulative Record", around page 122 (I can't find my
hardcopy of CR but a snippet view of CR is available on 
 books.google.com
and that's where I got my info).

However, where the cartoon originally appeared and when is a bit more
troublesome.  From what is provided in CR and several other sources where
the cartoon is provided, it refers to the Columbia "Jester" as the source but
there is no reference for it nor a date.

Technically, the source is likely to be the "Jester of Columbia", which is
more of a magazine than a newspaper.  It was first published on April 1,
1901 and it appears that it became defunct last year.  There is a website
for the magazine but it has not been kept up to date; see:
http://jesterofcolumbia.net/page/3/

A Worldcat search of libraries showed that the NY Public Library (the
one on 42nd St and 5th Avenue, the one with the lions out front and
which was used for such movies as "Ghostbusters" and "Day After
Tomorrow") has a couple of volumes and a note that says that around
1955 the name was changed to "The Jester".  I was surprised that
Columbia's library did not show up but I'll go to Clio later to see if
they have a complete run somewhere.

I'm curious about the date of publication for the cartoon.  My first
reaction to the 1928 date was "who was conditioning rats in 1928?"
If I'm not mistaken, Skinner wrote about conditioning with rats in the
mid- to late 1930s (e.g., "The Behavior of Organisms").  I was also
under the impression the Skinner was the first to do research on
rats and bar-pressing.  Perhaps John got the date wrong.  However,
this raises the question of what is the actual date of the cartoon's
publication?  Do any Tipsters know?

Or does this initiate another "Great Hunt" for the reference for the
cartoon? ;-)

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







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[tips] Peer advising

[Deborah S. Briihl]

We are reaching advising overload and I am looking for ideas on how departments 
are handling large amount of advisees. I know that a lot of departments have 
used peer advising. I would like to talk to someone who has worked with peer 
advisors and has a good idea of how to make it work (and what does not work). 
Our students must see an advisor to get their flags lifted so they can register 
for classes.
If other people have different ways of dealing with advising besides peer 
advising, I would love to hear what others are doing. 

Deb
Deborah Briihl
Dept. Of Psych and Counseling
Valdosta State University

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RE:[tips] Anonymous Post

[Deborah S. Briihl]

This seems like something better suited for students to do than faculty. I know 
several places that have students call up asking for money for alumni - I think 
something like that could be set up for students.



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

From: Annette Taylor [tay...@sandiego.edu]
Sent: Sunday, March 20, 2011 3:08 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Anonymous Post




Anonymous post
Our institution is experiencing a decline in enrollment and as a way to reverse 
this trend the administration is asking faculty members to call prospective 
students. They provide the faculty with a short friendly script, which in no 
way directly encourages the student to enroll. It simply asks the student 
whether s/he has questions and to feel free to contact the faculty member or 
institution if questions about the school or program arise.
Some faculty members endorse the effort while others see it as a ill-conceived 
strategy that might not only be counterproductive, but that also demeans the 
profession.
What are your thoughts on this type of strategy? Is there evidence that phone 
calls by faculty members to prospective students increase the number of 
applicants who end up enrolling in an institution?
Any thoughts and comments would be greatly appreciated.



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RE:[tips] Undergraduate Transfer of Online Courses

[Deborah S. Briihl]

It could be the question of accreditation of the university by its regional 
accrediting body - I know that I had one student here try to transfer in 
credits from someplace not deemed by the university to be acceptable. Georgia 
also only recently allowed students to transfer courses to colleges from Tech 
schools.


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


From: FLINT, ROBERT [fli...@mail.strose.edu]
Sent: Thursday, February 24, 2011 12:07 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Undergraduate Transfer of Online Courses

I learned today that some institutions are not allowing transfer students to 
transfer credit for academic courses they've taken at other 
colleges/universities if the classes were taken online. This even applies to 
courses taken online from state accredited institutions.

I'm curious to know how wide-spread this practice is. Does your institution 
award transfer credit at the undergraduate level for online courses?

Thanks,

Rob Flint
--
Robert W. Flint, Jr., Ph.D.
Professor of Psychology
The College of Saint Rose
Albany, NY 12203-1490

fli...@strose.edu
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RE:[tips] syllabi question

[Deborah S. Briihl]

The entire university doesn't use a universal one, but the College of Ed does 
(which we are part of). It makes the assessment process that the COE goes 
through a bit easier if all the syllabi look the same. They make for long 
syllabi, but I have been just putting mine up on the server for students to 
access that way rather than printing out a copy for every student.

At top, centered:
COLLEGE OF EDUCATION
VALDOSTA STATE UNIVERSITY 
DEPARTMENT OF PSYCHOLOGY AND COUNSELING 
SUMMER SEMESTER 
Course Number
Title of course
X CREDIT HOURS

Then the following sections
REQUIRED TEXTBOOK 

COURSE DESCRIPTION 

Then the objectives as they relate to the program - so, when I am teaching 
Honors Intro to Psych, they would be:
VALDOSTA STATE UNIVERSITY GENERAL EDUCATION OUTCOMES
UNIVERSITY HONORS PROGRAM OBJECTIVES:
COURSE EDUCATIONAL OUTCOMES FOR B.A./B.S. PSYCHOLOGY DEGREE

This the ones for the course
COURSE OBJECTIVES 

I tie these to the objectives (at the end of each syllabus, we do that again in 
a table to each of the program objectives)
COURSE ACTIVITIES AND ASSIGNMENTS 
COURSE EVALUATION 
ATTENDANCE 

SPECIAL NEEDS STATEMENT 
INSTRUCTOR INFORMATION (name, office, phone e-mail, office hours)
COURSE INFORMATION (chapters/topics and dates)
Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu


From: Christine L. Grela [cgr...@mchenry.edu]
Sent: Thursday, February 17, 2011 11:57 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] syllabi question

Hello,

I am writing because my institution is looking to move toward a "syllabus 
template" to create more easily readable and better organized syllabi. 
Obviously, instructors will still be in charge of their own content, but we'd 
like all students to know textbook info is on page one, the schedule is at back 
followed by class/institution policies, etc.

Does anyone currently have something like this in place? If so, what is it and 
what are the pros and cons of using it?

We have been using something that is Access based, with very limited success. 
I've seen one web-based version where there are fields to fill in.

Christine Grela
Instructor of Psychology
McHenry County College
Office: C-124; Phone: 815-479-7725
cgr...@mchenry.edu


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RE: [tips] what would you want to know?

[Deborah S. Briihl]

I have chaired quite a few searches (and my husband as Clinical has chaired 
many as well).

How am I going to be evaluated - yearly evals, pretenure reviews, etc
Teaching expectations - course load, class size, TAs, types of classes
Advising expectations - number, what courses do our students take
Research expecations - start up funds, space, publishing
Committee expectations - how many, at what level (university, college, 
department)
Professional expectations - conference attendence, training
Salary - and any other benefits (time off, insurance, retirement funds)


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


From: Patrick Dolan [mailto:pdo...@drew.edu]
Sent: Monday, February 14, 2011 9:14 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] what would you want to know?




Hi folks- we're hiring two faculty members, and as chair, I'll be spending more 
time than others with the candidates. What sort of information would you want 
to know from the dept. chair?

Thanks!
Patrick


**
Patrick O. Dolan
Associate Professor and Chair of Psychology
Drew University
Madison, NJ 07940
973-408-3558
pdo...@drew.edu

_


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RE:[tips] texter and gamer, Facebook addict and YouTube potato

[Deborah S. Briihl]

It isn't just our students - it's everywhere. I know that given a choice 
between internet/gaming or grading/cleaning, I'm pretty much choosing the 
former every time. I see it in other adults - I'm always amazed at the number 
of faculty who are texting, etc during faculty meetings.

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

From: Annette Taylor [tay...@sandiego.edu]
Sent: Sunday, November 21, 2010 10:23 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] texter and gamer, Facebook addict and YouTube potato




This link was posted on the pod list today so some of you have probably seen 
it; but for those of you for whom it is new, it supports what we have probably 
all seen in the last decade: the hypnotic? addictive? lure of the internet for 
our students when they should be studying.

Annette

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


From: Professional & Organization Development Network in Higher Education 
[...@listserv.nd.edu]
Sent: Sunday, November 21, 2010 7:03 AM
To: p...@listserv.nd.edu
Subject: [POD] Must Read: "Growing Up Digital, Wired for Distraction"

Dear colleagues,

You would likely find the article of the above title that appears in Sunday's 
NY Times timely and engaging:

http://www.nytimes.com/2010/11/21/technology/21brain.html?pagewanted=1&hp




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RE: Re:[tips] tips digest: November 08, 2010

[Deborah S. Briihl]

I have had students do this for experimental projects
Some studies say yes
Effects of room color on mirror-tracing by junior high school 
girls.Detail
 Only Available  Bross, Cindy; Jackson, Karen A.; Perceptual and Motor Skills, 
Vol 52(3), Jun, 1981. pp. 767-770.
Effects ball and background color have upon the catching performance of 
elementary school 
children.Detail
 Only Available  Morris, G. S.; Research Quarterly, Vol 47(3), Oct, 1976. pp. 
409-416.
Lighting effects on interior visual environment: In the living 
room.Detail
 Only Available  Kikuchi, Tadashi; Wake, Tenji; Takeichi, Keishiro; Japanese 
Psychological Research, Vol 21(3), Sep, 1979. pp. 146-152.
The physiological effect of color on the suppression of human aggression: 
Research on Baker-Miller 
Pink.Detail
 Only Available  Schauss, Alexander G.; International Journal of Biosocial 
Research, Vol 7(2), 1985. pp. 55-64. [Journal Article]

Some say no (sort of)

The effects of environmental 
color.Full
 Text Available  Etnier, Jennifer L.; Hardy, Charles J.; Journal of Sport 
Behavior, Vol 20(3), Aug, 1997. pp. 299-312. [Journal Article]
Relationship between personality and color in the performance of a gross motor 
skill.Detail
 Only Available  Schick, Jacqueline; Journal of the Association for the Study 
of Perception, Vol 12(1), Spr, 1977. pp. 19-22.
The limited effects of room color on the aggressive behavior of a retarded 
person during time-out 
procedures.Detail
 Only Available  Thompson, Thomas J.; Gerhardt, David L.; International Journal 
of Biosocial Research, Vol 7(2), 1985. pp. 65-74.

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

From: Kimberly C. Patterson [kimberly.c.patter...@browardschools.com]
Sent: Monday, November 08, 2010 9:29 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: tips@fsulist.frostburg.edu
Subject: Re:[tips] tips digest: November 08, 2010




Does anyone know of a study where colors of a room affect students?

Or anything sort of person as well?  Thanks!

Respectfully yours,

Kimberly C. Patterson, M.S., Ed.S.
Cypress Bay High School
AP Psychology Instructor
TOPSS Membership Coordinator
WISE Coach
"GO LIGHTNING!"
www.PattyPsych.com

Education is what survives when what has been learned has been forgotten. - BF 
Skinner

An understanding heart is everything in a teacher, and cannot be esteemed 
highly enough. One looks back with appreciation to the brilliant teachers, but 
with gratitude to those who touched our human feeling. The curriculum is so 
much necessary raw material, but warmth is the vital element for the growing 
plant and for the soul of the child. - Carl Jung




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RE:[tips] tipsters at best practices

[Deborah S. Briihl]

I will be there - I have a poster as well. Look forward to seeing you again!

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

From: Annette Taylor [tay...@sandiego.edu]
Sent: Thursday, October 07, 2010 9:59 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] tipsters at best practices




Any tipsters going to the Best Practices in Atlanta tomorrow and Saturday?

If so, I'll be on the lookout. I will have a couple of posters in the poster 
session.

Annette

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


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RE: [tips] Objective conclusions about sex differences

[Deborah S. Briihl]

Well, I missed out on all of these nifty genes that women are supposed to have 
- neat house, apologizing (David apologizes WAY more than I do), etc. I never 
did understand those people that told me they love to clean and find it 
relaxing.

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

From: Sally Walters [swalt...@dccnet.com]
Sent: Tuesday, September 28, 2010 2:17 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Objective conclusions about sex differences




Ha - my graduate advisor was fond of telling me I had missed out on getting the 
housekeeping gene - my office was locationally organized (the pile in the 
middle, about 2 inches down . . .)

Sally Walters
CapilanoU
- Original Message -
From: drnanjo
To: Teaching in the Psychological Sciences 
(TIPS)
Sent: Tuesday, September 28, 2010 10:54 AM
Subject: Re: [tips] Objective conclusions about sex differences




And given that diversity is always part of the picture, some of us females also 
have a higher threshold for the dirty house too...

I was told than women are genetically programmed to be interested in clean 
houses and look for dirt.

Apparently that little bit of the gene pool went right by me

Nancy Melucci
Long Beach City College
Type A Professor, Department Head and Writer
Type B Homemaker



-Original Message-
From: Jim Clark 
To: Teaching in the Psychological Sciences (TIPS) 
Sent: Tue, Sep 28, 2010 10:47 am
Subject: Re: [tips] Objective conclusions about sex differences


Hi

We also have a higher threshold for what constitutes a dirty house (or else a
lower threshold for what constitutes a clean house).

Take care
Jim

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

>>> Rick Froman mailto:rfro...@jbu.edu>> 28-Sep-10 11:01:07 AM 
>>> >>>
>From the latest weekly update of content in Psychological Science:

Why Women Apologize More Than Men: Gender Differences in Thresholds for
Perceiving Offensive 
Behavior
(link goes to subscription site)
Karina Schumann and Michael Ross
Despite the widely accepted stereotype that women are quicker to apologize than
are men, there has been little empirical evidence supporting this stereotype.
Volunteers in the current study reported in daily diaries all offenses they
committed or experienced and whether an apology had been offered. Women reported
offering more apologies than men but they also reported committing more
offenses. These findings, in combination with results of a follow-up experiment,
suggest that men apologize less frequently than women because they may have a
higher threshold for what constitutes offensive behavior.

We were recently discussing in my Research Seminar class the fact that APA style
research papers are designed to encourage objective data-based conclusions
instead of over-hyped, biased conclusions and I thought the highlighted area of
this abstract was a great example of just such a conclusion. Can you imagine a
nicer way of saying that? I can think of a number of other ways of saying it.

For example, upon reading this abstract, I told my wife: "This research shows
that women apologize more often because they commit more offenses than men do."
Blame it on my higher threshold.

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



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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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[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] Psychology Department Advisory Boards

[Deborah S. Briihl]

Got to love those vague requests. Our dept. doesn't have one, but a few others 
do here at VSU. Here are some links for you that specifically list what they do:
MFT
http://www.valdosta.edu/soc/mft/AdvisoryBoard.shtml

Business
http://www.valdosta.edu/lcoba/BAB/index.shtml


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

From: Larry Daily [lda...@shepherd.edu]
Sent: Wednesday, September 08, 2010 7:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Psychology Department Advisory Boards




Ken,

You've actually asked one of my fundamental questions to the administration: if 
you want me to have an advisory board, tell me what you intend for it to do. So 
far, the answer has been that whatever I want the board to do, it can do. I 
don't find that particularly helpful. So, I thought I'd ask others what their 
boards did.

Larry


From: Ken Steele [mailto:steel...@appstate.edu]
Sent: Tue 9/7/2010 8:21 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Psychology Department Advisory Boards


Hi Larry:

What is this advisory board supposed to do?

We have a strategic planning committee; which is supposed to plan
for changes in the future.  We have a curriculum committee; which
is supposed to plan for modifications in the current curriculum
and future curricula.  We have committees which evaluate progress
towards tenure, choice of textbooks, space-use, psi chi, graduate
student issues, and so on.  All have concrete charges.

But I am unclear as to the goal of an "advisory committee."  Is
the advice going to the chair or department or college?

Ken

On 9/7/2010 3:32 PM, Larry Daily wrote:
> Good afternoon, TIPSters!
>
> We just completed a program review last year. One of the
> recommendations from the Program Review Committee was to
> create a department advisory board (they actually recommended
> that for every department that was reviewed). I've gone
> through all of the material I own on academic departments
> (admittedly limited) and I've searched the APA and APS Web
> sites for guidance as best as I could, but I really can't find
> much about advisory boards for academic departments. So, could
> anyone point me to something that would let me know a) the
> structure of such boards and b) the purpose of such boards
> (besides "my administration  wants us to have one and if we
> don't things won't go our way"). If you've had any experience
> with an advisory board and are willing to share your insights,
> I'd like to hear about that, too.
>
> Thanks in advance, Larry
>
> 
> Larry Z. Daily Associate Professor of Psychology Psychology
> Department Chair
>
> Department of Psychology Stuzman-Slonaker Hall Room 102-D
> Shepherd University Shepherdstown, West Virginia 25443
> Psychology phone: (304) 876-5297
>
> email: lda...@shepherd.edu WWW:
> http://webpages.shepherd.edu/LDAILY/index.html
>

---
Kenneth M. Steele, Ph.D.  steel...@appstate.edu
Professor, Assistant Chairperson, and Other Stuff
Department of Psychology  
http://www.psych.appstate.edu
Appalachian State University
Boone, NC 28608
USA
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[tips] Position Announcement

[Deborah S. Briihl]

We have 2 job postings for VSU. One is Experimental and the other Education 
psychology. They will be starting Jan. 2011. See the following websites for 
details.
experimentalist/applied
http://www.insidehighered.com/career/seekers/search?post_id=143798&show_inst=3540

Ed psych
http://www.insidehighered.com/career/seekers/search?post_id=143795&show_inst=3540
Deborah Briihl, PhD
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994

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RE: [tips] Paper on APA style

[Deborah S. Briihl]

The manual is encouraging people to use doi (see sections 6.32 and 7.01). If 
that is used, "no additional retrieval information is needed to identify or 
locate the content (p. 191)" In general, you don't need to include database 
information,

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


From: Jim Clark [j.cl...@uwinnipeg.ca]
Sent: Thursday, August 19, 2010 11:00 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Paper on APA style

Hi

Looks nice!  On a quick reading, I did wonder whether the referencing of 
downloaded papers was sufficient to avoid students citing their library 
databases when they have retrieved documents internally as pdfs?  Library 
specific URLs are not much good to others.  In general should use of URLs be 
limited to articles ONLY available on-line?

Take care
Jim

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

>>> "Deborah S. Briihl"  19-Aug-10 8:01:13 AM >>>
Hello all!
I'm hoping this link works (if not, try the other). This is a paper that a 
group of us at VSU wrote that summarizes APA style (in 31 pages). Hope everyone 
finds it useful!

http://coefaculty.valdosta.edu/lschmert/gera/volume-7/APA%206th%20GERA%20Journal%20Final.pdf

http://coefaculty.valdosta.edu/lschmert/gera/comingSoon.htm


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

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[tips] Paper on APA style

[Deborah S. Briihl]

Hello all!
I'm hoping this link works (if not, try the other). This is a paper that a 
group of us at VSU wrote that summarizes APA style (in 31 pages). Hope everyone 
finds it useful!

http://coefaculty.valdosta.edu/lschmert/gera/volume-7/APA%206th%20GERA%20Journal%20Final.pdf

http://coefaculty.valdosta.edu/lschmert/gera/comingSoon.htm


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

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Re: RE: [tips] Assessing tolerance of ambiguity

[Deborah S Briihl]

One assignment that I have seen requires the explanation of a person's 
behavior from different perspectives - similar to what is seen in the 
abnormal section of an Intro class. Students could chose someone famous 
and try to explain their behaviors. I've done this for an Honor's Intro 
class - my favorite example was Scooby Doo - the student took the 
biological perspective for why he acts the way he does (the 
characteristics of a Great Dane) and the obvious learning approach 
(Scooby Snacks!).


Frantz, Sue wrote:


>We've based our student learning outcomes for Intro Psych on the APA 
Guidelines for the Undergraduate Psychology Major: 
http://www.apa.org/ed/precollege/about/psymajor-guidelines.pdf. 
>
>Goal 5, Values in Psychology (pdf page 17) reads, "Value empirical 
evidence, tolerate ambiguity, act ethically, and reflect other values 
that are the underpinnings of psychology as a science."  Within this 
one goal are 7 suggested student learning outcomes. The one we want to 
address is 5.4: "Tolerate ambiguity and realize that psychological 
explanations are often complex and tentative."  
>
>In our brainstorming, we came up with giving students a scenario and 
asking them to describe the events in the scenario from a number of 
different psychological perspectives, e.g. biological, behavioral, 
cognitive.  To get at the ambiguity part, we were looking for some 
writing prompt that would evaluate whether students understood that one 
perspective isn't the correct perspective, but rather all contribute to 
our understanding. We had a couple ideas on how to do that, but none we 
were happy with, and certainly none that led to an obvious grading 
rubric.
>
>Rather than reinvent the wheel, I was wondering if anyone else has 
evaluated this student learning outcome, and if so, how.  To reiterate, 
we are not at all committed to this particular assignment. We're just 
looking for ideas.
>
>Some people suggested using 'tolerance of ambiguity' scales.  This is 
an approach we hadn't considered.  I wonder if one Intro Psych course 
would show much movement on such a scale, or if it's even fair to 
expect such a thing.  I also wonder if scores on such a scale at the 
beginning of the course (or the end of the course) would correlate with 
final grade in the course.  
>
>And then I wonder if it's possible to construct such a scale that's 
specific to psychology, a 'tolerance of ambiguity in psychology' scale.
>
>Sue
>
>
>--
>Sue Frantz Highline Community 
College
>Psychology, Coordinator    Des Moines, WA
>206.878.3710 x3404  sfra...@highline.edu
>
>Office of Teaching Resources in Psychology, Associate Director 
>Teaching of Psychology Idea Exchange (ToPIX)
>APA Division 2: Society for the Teaching of Psychology 
>
>APA's p...@cc Committee 
>
>
>
>
> 
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] Assessing tolerance of ambiguity

[Deborah S Briihl]

I guess my question is how much ambiguity are you expecting students to 
deal with? I tell my students that there are multiple sides to many 
issues and that they can have an opinion, as long as it is an educated 
one and realize that perhaps it could change with additional evidence 
provided. 
Also, what kind of task would you like them to do? A test? Quick in 
class project? A debate? I do debates in my Senior Seminar class that I 
could send info for. I also have a few quick in-class projects from my 
intro class that might work if I know more of what the department is 
trying to assess.


Frantz, Sue wrote:


>Hi all,
>
> 
>
>Our department is currently planning for next year's assessment of
>student learning outcomes.  Using this document as a reference, we were
>looking to evaluate the ability of our students to tolerate ambiguity:  
>
>http://www.apa.org/ed/governance/bea/curriculum.pdf 
>
> 
>
>After much rousing discussion, we're not entirely satisfied with our
>efforts at designing such an assignment for Intro Psych.  Before we
>throw in the towel or move forward with an assignment none of us are
>very excited about, I was wondering if anyone else had tackled this one.
>If so, how did you measure tolerance of ambiguity? 
>
> 
>
>Replies off-list are fine.
>
> 
>
>Thanks!
>Sue
>
> 
>
>--
>Sue Frantz <http://flightline.highline.edu/sfrantz/>
>Highline Community College
>Psychology, CoordinatorDes Moines, WA
>206.878.3710 x3404  sfra...@highline.edu
><mailto:sfra...@highline.edu> 
>
>Office of Teaching Resources in Psychology, Associate Director 
>
>Teaching of Psychology Idea Exchange (ToPIX)
>
>APA Division 2: Society for the Teaching of Psychology
><http://teachpsych.org/otrp/syllabi/syllabi.php>  
>
> 
>
>APA's p...@cc Committee <http://www.apa.org/ed/pcue/ptatcchome.html>  
>
> 
>
> 
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: RE:[tips] Academic freedom and political views

[Deborah S Briihl]

Our department actually has a somewhat conservative leaning. I know the 
political beliefs of a number of people here and I had a conversation 
with someone a few years ago who used to work in our department who was 
surprised at the number of people who voted Republican. What I would 
like to believe is that we hold these ideas away from our courses and 
teach what the research has shown us in our classrooms.

--
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] Whiteboard markers: AusPen review

[Deborah S Briihl]

Let me second this. I ordered mine a while back and used them for about 
1/3 of this past term. The blue didn't show up very well on the board 
for my students (I haven't tried the red) but the black works well. I 
would probably order bullet point rather than chisel cut next time (or 
I could just order the tips alone). I haven't had to refill mine yet 
(and no smell!).


Frantz, Sue wrote:


>Back in March I mentioned the existence of refillable whiteboard markers
>by AusPen.  
>
> 
>
>My set arrived last week - the AusPen starter kit.  I like them a lot!
>The colors are bright; you can actually see the orange on the board.  I
>haven't had a lot of luck with non-black Expos.  These markers erase
>very easily, too.  No elbow grease required.
>
> 
>
>Each refill bottle holds 23ml, enough for 40 refills, they say.  When
>purchased separately, the refill bottles are $7.95.
>
> 
>
>I like the size of the markers. They're thinner than the standard Expo
>marker.  The aluminum casing makes it feel like you're holding something
>that's going to last.
>
> 
>
>For the interested, they're available here:
>http://www.ecosmartworld.com/ 
>
> 
>
>Sue
>
> 
>
>--
>Sue Frantz <http://flightline.highline.edu/sfrantz/>
>Highline Community College
>Psychology, CoordinatorDes Moines, WA
>206.878.3710 x3404  sfra...@highline.edu
><mailto:sfra...@highline.edu> 
>
>Office of Teaching Resources in Psychology, Associate Director 
>
>Teaching of Psychology Idea Exchange (ToPIX)
>
>APA Division 2: Society for the Teaching of Psychology
><http://teachpsych.org/otrp/syllabi/syllabi.php>  
>
> 
>
>APA's p...@cc Committee <http://www.apa.org/ed/pcue/ptatcchome.html>  
>
> 
>
> 
>
>
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--
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] Best Methods, Stats, and Stats Lab Instructive Material

[Deborah S Briihl]

Yes - Is the Cozby text Paul C. Cozby's "Methods in Behavioral 
Research" - McGraw Hill

Actually, that's a good question as to what is the best way to teach 
research methods (and how many sections, etc.). I know that when I was 
looking up this information for a presentation, I couldn't find a lot 
out there on that.

----------
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: RE: [tips] Best Methods, Stats, and Stats Lab Instructive Material

[Deborah S Briihl]

I will second the use of the Cozby text. We have used it here for a 
number of editions. It is easy to read with short chapters.


Annette Taylor wrote:


>We do just methods and just stats and not the two together. I don't 
know if that makes a difference for you.
>
>I use Chris Cozby's book and have ever since the first or second 
edition. I like it a lot. It's to the point and not confusing to lower 
division (freshmen/sophomores) and I'm comfortable with it after all 
these years.
>
>Annette
>
>Annette Kujawski Taylor, Ph. D.
>Professor, Psychological Sciences
>University of San Diego
>5998 Alcala Park
>San Diego, CA 92110
>tay...@sandiego.edu
>
>From: Michael Smith [tipsl...@gmail.com]
>Sent: Wednesday, April 14, 2010 9:15 AM
>To: Teaching in the Psychological Sciences (TIPS)
>Subject: [tips] Best Methods, Stats, and Stats Lab Instructive Material
>
>Hi all.
>
>Can you guys and gilrs who do methods and stats let me know what text
>books you find best for these courses?
>
>Also, is there a good resource for conducting a 1 credit lab that
>would focus on SPSS techniques?
>
>It would be great to get your recomendations.
>
>--Mike
>
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--
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] a remarkable poet

[Deborah S Briihl]

I love his stuff. The teaching one is really amazing. I have used the 
one on making statements into questions in my Senior Seminar class as 
what not to do in a presentation.


Marte Fallshore wrote:


>Maybe y'all have seen this guy, but I hadn't before today. Check out 
this youtube on proofing, then look for his other stuff on teaching.
>
>http://www.youtube.com/watch?v=OonDPGwAyfQ&feature=related
>
>No need to write back, just have your students listen!
>
>Marte
>
>
>
>Marte Fallshore
>Department of Psychology
>Room 462
>Central Washington University
>Ellensburg, WA 98926-7575
>
>509/963-3670
>509/963-2307 (fax)
>
>When I give food to the poor, they call me a saint. 
>When I ask why the poor have no food, they call me a communist. 
>~Dom Heider Camara
>
>I teach for free; they pay me to grade. (anon)
>
>
>
>---
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--
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] advice on showing a film during missed class

[Deborah S Briihl]

Give them the option. I find that, unless I have some study questions 
related to the film, students sort of assume that this is a freebie and 
not worth focusing their full attention on it, even when I do show it 
in class.


Patrick Dolan wrote:


>Hi folks- looking for some wisdom-- I unexpectedly need to miss my 
Cognition class on Thursday. We're talking about language so I thought 
I'd have somebody in my place show a ~60 minute film on language (its a 
75 min class) from which I would take a few exam questions. 
>(http://www.youtube.com/watch?v=K1pbnWcabMY&feature=channel)
> 
>I have a student who works multiple jobs and commutes 2 hours each way 
just for this class so I thought I'd give her the option to stay at 
home and watch the video on YouTube.
> 
>So my question is- do I give all students that option (which likely 
means nobody will show up, and few will watch the video in their dorm 
with the same attention they would have in class)?
> 
>Thanks for any insight,
> 
>Patrick
> 
> 
> 
>Patrick O. Dolan, Ph.D. 
>Associate Professor and Chair of Psychology 
>Drew University 
>Madison, NJ 07940 
>973-408-3558 
>pdo...@drew.edu 
>
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Dr. Deborah S. Briihl
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Valdosta State University
229-333-5994
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Re: [tips] TIPS at the AP reading in KC

[Deborah S Briihl]

I'll be there this year. I'll help spot the round.


drna...@aol.com wrote:


>
>
>In a social kind of mood this AM
> 
>anyway, I'm at the reading this year. If the tax man is not too cruel 
to me, I may even be driving both ways (thus, I'll have a car). That's 
as maybe of course, but anyway, I'd like to know which Tipsters will be 
making the scene.
>
>And if we can put the car to use (if I have it) in making merry, I'll 
be the wheel-woman. Drinks are on me.
>
>Let me know if you'll be there.
>
>Nancy Melucci
>Long Beach CC et alia
>
>
>
>
>
>-Original Message-
>From: drna...@aol.com
>To: Teaching in the Psychological Sciences (TIPS) 

>Sent: Mon, Mar 29, 2010 7:04 am
>Subject: Re: [tips] Blackboard vs Whiteboard
>
>
> 
>And this place loves you
> 
>Nancy Melucci
>Long Beach City College
>Long Beach CA
>
>
>
>
>
>
>-Original Message-
>From: Marc Carter 
>To: Teaching in the Psychological Sciences (TIPS) 

>Sent: Mon, Mar 29, 2010 7:01 am
>Subject: RE: [tips] Blackboard vs Whiteboard
>
>
>
>'m trying to think of an issue as controversial as this one.
>It's sort of amusing that this, of all the contentious pedagogical or 
>sychological topics, would generate so much conversation.
>I love this place...
>:)
>m
>--
>arc Carter, PhD
>ssociate Professor and Chair
>epartment of Psychology
>ollege of Arts & Sciences
>aker University
>-
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Dr. Deborah S. Briihl
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Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: RE: [tips] Blackboards vs Whiteboards - Where to lean?

[Deborah S Briihl]

Thanks for sending along that tip! I use whiteboards because 1. that is 
what we have  2.I just can't use powerpoints in many of my courses 
given that my upper division classes require class participant with me 
writing their comments on the board and the class discussion driving 
how I cover issues in class and 3. I try to draw out stuff (yes, you 
too can easily draw a picture of the brain in under 10 seconds!). I 
carry my own markers to class - and this looks perfect for me. Half the 
time I am buying my own markers anyway because we never seem to have 
them in the storage room. I will let people know when I get them how 
well they work.


Frantz, Sue wrote:


>Unless you're in North America.  In which case, you can order Auspen
>markers here: http://www.ecosmartworld.com/ 
>
>--
>Sue Frantz <http://flightline.highline.edu/sfrantz/>
>Highline Community College
>Psychology, CoordinatorDes Moines, WA
>206.878.3710 x3404  sfra...@highline.edu
>
>Office of Teaching Resources in Psychology, Associate Director 
>
>Teaching of Psychology Idea Exchange (ToPIX)
>
>APA Division 2: Society for the Teaching of Psychology
><http://teachpsych.org/otrp/syllabi/syllabi.php>  
>
> 
>
>APA's p...@cc Committee <http://www.apa.org/ed/pcue/ptatcchome.html>  
>
> 
>
> 
>
> 
>
>
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Dr. Deborah S. Briihl
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Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] assessment software experience?

[Deborah S Briihl]

Our campus has Live Text that is used by the College of Education. 
Students are required to buy a passcode that lasts for so many years (6 
- I think) and they develop their portfolio on it. Faculty can also 
upload data to it as well. Even though Psych is in the College of Ed, 
we aren't requiring our students to use it and we don't use it very 
much either. I don't because I'm not sure what it gives you more than 
any thing else. You still need to develop a rubric and then indicate 
how many students are exceeding, meeting, or not meeting expectations. 
It does give a consistency to the reports (so the reports all look the 
same, making it easier for reviewers to locate what they are interested 
in).


Blaine Peden wrote:


>Yesterday our department spoke with the campus assessment czar who want 
to 
>obtain "comprehensive outcomes-based assessment and accountability 
>management" software, and then begin to use it on a trial basis. These 
>programs go by names such as Task Stream, Live Text, Data 180, Weave 
Online, 
>and TK 20. Do you have any experience with implementing and assessing 
>student learning outcomes with this kind of software at either the 
campus or 
>departmental levels?
>
>thanks so much, Blaine 
>
>
>
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Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] An interesting ethical research question

[Deborah S Briihl]

To respond to some of the comments 
First of all, while many kids do have video games, not everyone does, 
so I don't think it would be impossible to find a child that does not 
have a video game. And novelty isn't really an issue - it isn't about 
the system - it's about the game.

I agree with the risk issue - however, many studies have shown that 
video games can negatively impact other factors in a child's life. 
While much of the research is correlational, I find it hard to believe 
that the researchers would think there would be no impact. And while 
parents gave consent - well, did they realize that this might be the 
case? This is a pretty big purchase - one that some parents may not be 
able to afford (particularly if you add in the cost of video games).  
In this case, it may have been better if the researchers gave a gift 
card of equal value and let the parents make this decision rather than 
handing over the video gaming system itself.

BTW, I am NOT anti video games. We have a PS3 at home and I understand 
the lure of playing the game over doing work. Our 6 year old loves 
playing video games - she would play all day if she could. I would be 
playing certain games all day long if I could (Bioshock 2 - Rapture is 
waiting)!!


----------
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: RE: [tips] fundamental psych concepts (was assessment)

[Deborah S Briihl]

33
>
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>
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229-333-5994
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Re: [tips] assessment question (AAAAUUUUGGGGHHHH)

[Deborah S Briihl]

We have a pre/post test that we give that we developed in-house based 
on our outcomes. We developed it because our assessment group really 
wanted something very objective included in the mix of our assessment. 
Ours is not normed - we have only given it twice and are still working 
on it. The best thing to do would be to ask everyone who teaches to 
submit a few MC questions related to their course that would match the 
objectives they cover in that class.


Marte Fallshore wrote:


>Hi, everybody. In case anyone's missed me, I'm back. Still mostly 
lurking, but I do have a question. My school, like all the others, is 
obsessed with assessment (sounds like a poem title by e.e. cummings, 
doesn't it?).  I was wondering if anyone out there does a pre- posttest 
assessment of psych graduates? My chair is wanting to start something 
like that b/c we now have a 1-credit introduction to the major class 
when they declare. We want to give them the pretest in the majors class 
then a posttest during their senior assessment class. What do they know 
b/4 the major and what do they know after? Anybody got any tests 
already written (and maybe normed) we could use? Thanks,
> 
>Marte
> 
> 
>
>Marte Fallshore
>Department of Psychology
>Central Washington Univ.
>400 E University Way
>Ellensburg, WA 98926-7575
>
>509/963-3670
>509/963-2307 (fax)
>
>No one knows what's next, but everybody does it. ~George Carlin
> 
>When I give food to the poor, they call me a saint. 
>When I ask why the poor have no food, they call me a communist. 
>~Dom Heider Camara
>
>I teach for free; they pay me to grade. (anon)
>
>
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Dr. Deborah S. Briihl
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Valdosta State University
229-333-5994
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[tips] rat tickling?

[Deborah S Briihl]

This morning, in my mailbox, I found an ad from WW Norton Publishing on 
books related to Interpersonal Neurobiology. One of the books is 
authored by Jaak Panksepp, who, according to the ad, is famous for 
coining the term affective neuroscience AND his popular research on 
laughter in rats. I had to see this for myself, so I look this up and, 
yes, this is what he is claiming to have discovered.

http://tierneylab.blogs.nytimes.com/2007/03/18/what-happens-when-you-tickle-a-rat-see-for-yourself/

Apparently, when tickling rats, the rats make a repeated 50 Khz tone 
that we have been unable to hear (so, that's why we have never 
discovered this before), which is laughing (?).

Attempts to publish this in Nature were rejected. But, the article that 
was submitted is included here as well.

http://books.google.com/books?hl=en&lr=&id=512I3JZzxEMC&oi=fnd&pg=PA231&dq=jaak+panksepp+tickling+rats&ots=PnFlGDRX1y&sig=WkCKl91AFhEZl1hMZvyyHTZNoWA#v=onepage&q=jaak%20panksepp%20tickling%20rats&f=false

--------------
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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[tips] Women hunting

[Deborah S Briihl]

I grew up in a place that used to give students the day off after 
thanksgiving (which happens to be the first day of deer season). I 
didn't hunt (neither did my parents), but a number of women in my area 
did (and, yes, it was for food). Quite frankly, I think the most of 
women are just being smart - the day after thanksgiving in SW PA is 
often cold (and not always the safest), so they are just staying inside 
warm and safe :).

--
Deb

Dr. Deborah S. Briihl
Dept. of Psychology and Counseling
Valdosta State University
229-333-5994
dbri...@valdosta.edu

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Re: [tips] Newsweek's Begley bashes antidepressants

[Deborah S Briihl]

 Max Pemberton noted:
>Most worryingly, the very basis of what is "statistically significant" 
>n his research is under question. A similar study of antidepressants' 
>fficacy, led by Prof Erick Turner and published this year in the New 
>ngland Journal of Medicine, found similar statistical results to Prof 
>irsch, but its interpretations were different: each drug they studied 
>as clinically superior to the placebo."
>As Pemnberton notes: "This didn't make it into the press."
>http://www.telegraph.co.uk/health/main.jhtml?xml=/health/2008/03/31/hmax131.xml
>At the time of publication of Kirsch et al (2008) I looked into the 
>redentials of the co-authors. They are rather an odd bunch for such a 
>aper (details on request!), two being Assistant Professors of 
>sychology (one whose academic interest is in the field of memory), and 
>nother two were at the Center for Health Intervention and Prevention 
>University of Connecticut), where the main area of work is HIV/AIDS, 
>hough there is an "Obesity Interest Group": 
>ttp://www.chip.uconn.edu/res_area.htm
>The only co-author with any explicit statistical credentials is Thomas 
>. Moore, Institute for Safe Medication Practices, Pennsylvania. 
>iography: A.B. from Cornell University, Ithaca, N.Y; Graduate courses 
>n statistics and statistical computing. Moore's website is here: 
>ttp://thomasjmoore.com/
>I can't help feeling that he's a rather odd choice for a co-author of 
>uch an important article. It's good to see he took graduate courses in 
>tatistics, though apparently there was no specific qualification to 
>how for it.
>Allen Esterson
>ormer lecturer, Science Department
>outhwark College, London
>ttp://www.esterson.org
>
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Dr. Deborah S. Briihl
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Valdosta State University
229-333-5994
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