[tips] How do you use social mediaa to teach about psychology?
Hi all, I'm on a medical leave this semester, so I'm using some of my time to figure out how to better use social media to help educate the public (not just my students) about psychological science. I was wondering how y'all have used social media, and what your goals were for using it. Have any of you tried to assess its effectiveness for your purposes? Best, Jeff P.S. I got rid of Google+, but I have been using Twitter and Facebook: https://www.facebook.com/DrJeffryRicker/ https://twitter.com/DrJeffryPRicker -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=49467 or send a blank email to leave-49467-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] H.M. Book Reviewed in the NY Times
On Sep 2, 2016, at 1:00 PM, Mike Palij wrote: > >> [I wrote:] By the way, a science journalist named Philip Hilts wrote a >> book about Molaison back in 1996 >> He also reported for the first time that H.M.'s first name was >> 'Henry'. I haven't read the book since it first came out, but I >> think he heard the first name when it was accidentally used in >> his presence at the MIT location where Henry was tested each year. > > [Mike provided the URL for Google preview of the book:] > https://books.google.com/books?id=R19mNHhioOUC&printsec=frontcover&dq=Hilts+%22Memory%27s+ghost%22&hl=en&sa=X&ved=0ahUKEwjw8Ye8nfHOAhXDFR4KHTMIDUsQ6AEIHjAA#v=onepage&q=Hilts%20%22Memory%27s%20ghost%22&f=false I don't have access to my personal library at moment, but I found a passage on page 107 that confirmed my memory from many years ago: a student asked Corkin a question abdout "Henry" during a lecture. So that's where Hilts first heard the name. I have a vague memory that he also learned of Henry's surname, perhaps in a report that was left open. If my memory is accurate, Hilts decided not to report that in his book in order to keep Henry's identity from becoming public. Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=49397 or send a blank email to leave-49397-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] H.M. Book Reviewed in the NY Times
On Sep 1, 2016, at 7:29 PM, Stuart Vyse wrote: > As far as the book is concerned, I strongly recommend it. It is very well > written…. Yes, he should have footnoted. The book is a blend of memoir and > serious biography. In many cases, the source is obvious because he engaged in > first person interviews, but he also used various archives, newspapers, and > journal articles. So he should have footnoted.--- I plan on reading it for the reasons you mentioned (deleted here by an ellipsis), but I’m hot certain the extent to which I can use his claims in class discussions if I’m unable to check sources—especially for the more contentious claims. I hope that criticisms of these claims will, over time, compel him to release more source material, as he did when criticisms from MIT caused him to publish the audio file of part of his interview with Corkin (https://medium.com/@lukedittrich/questions-answers-about-patient-h-m-ae4ddd33ed9c#.2zxenq4zf). By the way, a science journalist named Philip Hilts wrote a book about Molaison back in 1996. He did include a bibliography. He also reported for the first time that H.M.’s first name was ‘Henry’. I haven’t read the book since it first came out, but I think he heard the first name when it was accidentally used in his presence at the MIT location where Henry was tested each year. Best, Jeff Reference: Hilts, P. J. (1996). Memory's ghost: The nature of memory and the strange tale of Mr. M. Simon and Schuster. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=49390 or send a blank email to leave-49390-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] H.M. Book Reviewed in the NY Times
On Sep 1, 2016, at 2:21 PM, Claudia Stanny wrote: > My first concern about the book was based on the assertion that the > additional damage to H.M.'s brain was covered up. I clearly remembered the > reports immediately following the Brain Observatory work, which reported this > damage. ... > > I find it interesting that it appears after Dr. Corkin is no longer able to > speak in her own defense. The Mnookin review reinforces my thinking. Dittrich addressed these criticisms made by Corkin’s MIT colleagues in an interview (Yong,2016) and in a response he published the day after the MIT critique was published (Dittrich, 2016). I’ll quote from the latter paper because it’s more concise. Cover Up of “New” Frontal Lobe Lesion In 2012, Jacopo Annese and his colleagues submitted a draft of a paper to Nature Communications which, among other things, challenged the widely accepted view that Henry’s lesion was limited to the medial temporal lobes…. Suzanne Corkin declared the paper not “publishable,” and then — after she and her colleagues were added to the paper as co-authors — asked that Annese remove all references to the frontal lesion, asserting that “any consideration of it would be highly misleading” …. The fact that Corkin told an interviewer, after the paper’s publication, that “we discovered a new lesion,” doesn’t change the facts about the contentiousness that preceded the paper’s publication, or the repeated earlier efforts made by Corkin and her colleagues to excise the mention of the lesion altogether. Book Published After Corkin’s Death The book’s publication date was set long before Corkin passed away, and when I learned the sad news of her death, it was already in galleys. (Dittrich, 2016) Dittrich (2016) also includes an audio file of the part of his interview of Corkin where she states that she has been "shredding" many records from the case study. Best, Jeff References Dittrich, L. (2016, Aug 10). Questions & nswers about “Patient H.M.” Medium. Retrieved from https://medium.com/@lukedittrich/questions-answers-about-patient-h-m-ae4ddd33ed9c#.2zxenq4zf Yong, E. (2016, Aug 12). A book about neuroscience’s most famous patient sparks controversy. The Atlantic. Retrieved from http://www.theatlantic.com/science/archive/2016/08/the-dark-story-of-neurosciences-most-famous-patient/494939/ -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=49389 or send a blank email to leave-49389-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] H.M. Book Reviewed in the NY Times
On Aug 31, 2016, at 6:20 AM, Mike Palij wrote: > One of the surprising statement that Mnookin makes is that > Dittrich does not provide notes or references for points made > in the books (as well as some factual errors). I had read a few articles about the book,and had planned to buy it until I read the following in the review: “This deeply reported, 400-page book, which aims to reframe one of the best-known medical case studies of the 20th century, is devoid of either source notes or a bibliography.” Because of this omission, if I do decide to buy the book. it will be included in my collection of “on-top-of-the-toilet-tank” books. Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=49376 or send a blank email to leave-49376-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Irving Gottesman, Pioneering Psychologist on Schizophrenia, Dies at 85
On Jul 7, 2016, at 4:36 AM, Mike Palij wrote: > For the obituary in the NY Times, see: > > http://www.nytimes.com/2016/07/07/science/irving-gottesman-pioneering-psychologist-on-schizophrenia-dies-at-85.html > > Not a good time for "boomer" psychologists. I had corresponded with Irvinf a few times in the past year about the founding of the Behavior Genetics Association. My dissertation supervisor, Jerry Hirsch,was one of the organizers of a meeting at the University of Illinois, Urbana-Champaign of a small group of researchers interested in studying genetics and behavior (in both humans and nonhuman animals). Irving was among those invited and played an important role in institutionalizing this new field. This meeting eventuaaly led to the creation of the BGA. I wrote to him that Hirsch would tell people that the "BGA was founded in my living room." Hirsch would have invited the participants to his house after the day's events (he always did this when I was his student). I suspect that these informal discussions in the evening were instrumental in creating the basic organization of the BGA. There is more information about all of this in Gottesman (2008) and Osborne and Osborne (1999). Best, Jeff References Gottesman, I. I. (2008). Milestones in the history of behavioral genetics: Participant observer. Acta Psychologica Sinica, 40(10), 1042-1050. You can download the article from here: https://www.researchgate.net/profile/Irving_Gottesman/publication/228622372_Milestones_in_the_history_of_behavioral_genetics_Participant_observer/links/0fcfd50be3e6e10f2a00.pdf Osborne, R. H., & Osborne, B. T. (1999). The founding of the Behavior Genetics Association, 1966–1971, Social Biology, 46. 3-4, 207-218. doi: 10.1080/19485565.1999.9989002 -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48986 or send a blank email to leave-48986-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A question about 19th-century translations of scholarly works
On Jul 1, 2016, at 3:33 PM, Mike Palij wrote: > I see you've found the Scout's guide to self-repression and have made > another post about it. I never forgot the disapproving tone in the brief discussion about self-induced "emissions" in my Boy Scout Handbook (1968 edition). It advised boys to talk to their parents or a "spiritual advisor" if they were worried about their masturbating; and the discussion seemed to suggest that we should be worried. I discoveried something very interesting about the origins of the Boy Scouts. The organization was founded by Robert Stephenson Smyth Baden-Powell who, according to the Wikipedia article about him, had been a high-ranking British officer (lieutenant-general). He wrote “Scouting for Boys” (1908); and, when he retired in 1910, formed “The Boy Scouts Association.” He authored the first Boy Scout Handbook that same year. (The 1911 Handbook I quoted from a few days ago was the first American edition.) Rowan (2000) stated that the publisher of the 1910 edition refused to include a passage Baden-Powell had written about the dangers of masturbation (it was a bit too “explicit”). In response, Baden-Powell stated that "the promotion of continence is one of the main reasons for starting … [the Boy Scouts]; and letters which I have from some high authorities encourage me to think that it is perhaps the most important of the whole lot.” (Rowan, 2000, pp 130-131; emphasis added). So, there may have been no Boy Scouts if there hadn't been so much anxiety surrounding the "solitary vice" in the UK, France, the United States, and a few other countries Best, Jeff Reference Rowan, E. L. (2000). The joy of self-pleasuring: Why feel guilty about feeling good?. Amherst, NY: Prometheus Books. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48973 or send a blank email to leave-48973-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Boy Scouts Told: Give a Hoot, Don't Self-Pollute
On Jul 1, 2016, at 9:46 AM, Jeffry Ricker, Ph.D. wrote: > There's a passage in the first edition of the Boy Scout's Handbook (1911) > that sounds like General Ripper's paranoid ramblings about the loss of > "precious bodily fluids" in Stanley Kubrick's "Dr. Strangelove. I'll find it > and send it later. Early Boy Scout handbooks propagated the claims made by medical professionals about the dangers of chronic masturbation. The first handbook was published in 1911, before the discovery of sex steroids, and therefore before their effects on psychological and physical development were known. But semen had been viewed for many centuries and across many cultures—to have powerful effects on the body and mind (a reference, of course, would be nice to have here—I’ll try to supply one later). Thus, the 1911 Boy Scout Handbook based their warnings about masturbation on this viewpoint and the pronouncements of physicians who wrote popular books and articles promoting it: In the body of every boy, who has reached his teens, the Creator of the universe has sown a very important fluid.This fluid is the most wonderful material in all the physical world. Some parts of it find their way into the blood, and through the blood give tone to the muscles, power to the brain, and strength to the nerves. This fluid is the sex fluid. When this fluid appears in a boy’s body, it works a wonderful change in him. His chest deepens, his shoulders broaden, his voice changes, his ideals are changed and enlarged. It gives him the capacity for deep feeling, for rich emotion. (p. 232) But we must feel sorrow for any boy: who has wrong ideas of this important function, because they will lower his ideals of life. These organs actually secrete into the blood material that makes a boy manly, strong, and noble. Any habit which a boy has that causes this fluid to be discharged from the body tends to weaken his strength, to make him less able to resist disease, and often unfortunately fastens upon him habits which later in life he cannot break. Even several years before this fluid appears in the body such habits are harmful to a growing boy. (pp. 232-233) In the movie,”Dr. Strangelove or: How I Learned to Stop Worrying and Love the Bomb,” I suspect that Stanley Kubrick used the old medical claims about the dangers of chronic semen deficit when he created the character of General Jack Ripper. For example, watch this clip: https://www.dropbox.com/s/xoy89t7pdx695fl/Precious%20Bodily%20Fluids.mp4?dl=0 Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48962 or send a blank email to leave-48962-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A question about 19th-century translations of scholarly works
On Jul 1, 2016, at 9:31 AM, Jeffry Ricker, Ph.D. wrote: > It’s interesting that Hodges (2005), who has done much research on this > topic, did not reference the translator’s name. Perhaps “Dr. Translator” did > a very good job covering his tracks, although I suspect that, at the time it > was published, many of his colleagues knew who he was, I forgot to include the citation: Hodges, F. M. (2005). History of sexual medicine: The antimasturbation crusade in antebellum American medicine. The Journal of Sexual Medicine, 2(5), 722-731. In the United States, the War on Masturbation began to "climax" in the mid-19th century--a climax that continued into perhaps the first third of the twentieth century, although the claims made about the deleterious effects of chronic "self-abuse" evolved through this time period. There's a passage in the first edition of the Boy Scout's Handbook (1911) that sounds like General Ripper's paranoid ramblings about the loss of "precious bodily fluids" in Stanley Kubrick's "Dr. Strangelove. I'll find it and send it later. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48961 or send a blank email to leave-48961-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A question about 19th-century translations of scholarly works
On Jun 30, 2016, at 8:03 PM, Mike Palij wrote: > The following link is to the footnotes of chapter 6 in the book > "Seduced, Abandoned, and Reborn: Visions of Youth in Middle-Class America ..." > By Rodney Hessinger and it provides some additional info on the > different editions of Tissot's book as well as suggesting the book > "Solitary Sex" by Thomas Laqueur (2003) as source on the various > printings: For "Solitary Sex" and Tissot, see: Thanks, Mike. I think these references may be very useful to me. I was mistaken about the year in which the first English-language translation was published because I misread the following passage in an article by Hodges (2005): We do not have figures on the number of copies of Tissot’s book that reached American shores prior to its first American translation in 1832. (p. 723) He had written “American,” not English, so I was unaware of the earlier English-language translations. t should help me a great deal to read the discussions by Hessinger and Laqueur about the various editions and printings because, axcording to Hodges (2005): Going through many editions, each of which allowed Tissot to make additions, emendations, and annotations, his erudite book created the partly inaccurate impression that there existed a powerful consensus among the respectable and leading European doctors, in harmony with the views of classical authors, that masturbation was a dangerous and gathering threat to human welfare. (p. 723) Mike Palij wrote: > Perhaps the other sources I cite above may give some indication > of who the translator was of the 1832 edition but it is quite possible that > translator was an M.D. who was either affiliated with The "College of > Physicians & Surgeons”…. It’s interesting that Hodges (2005), who has done much research on this topic, did not reference the translator’s name. Perhaps “Dr. Translator” did a very good job covering his tracks, although I suspect that, at the time it was published, many of his colleagues knew who he was, Mike Palij wrote: > my own impression is > that a translator would ordinarily identify him or herself (the Hathitrust > has a number of books from the early 19th century and one could > empirically determine to what extent translators identified themselves That's an excellent idea. I've also written Richard Burkhardt, who was my instructor for “History of Biology” many years ago when I was a Ph.D candidate at the University 0f Illinois, Urbana-Champaign. He is a well-respected historian of biology and related disciplines (now emeritus). I'm hoping he responds. Thanks again! Jeff P.S. I don't read French. I used to read German, but it's been many years. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48960 or send a blank email to leave-48960-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A question about 19th-century translations of scholarly works
On Jun 30, 2016, at 12:16 PM, Christopher Green wrote:
> Yes, it was standard practice (though not universal) for translators to
> remain anonymous in early 19th century Britain
Thanks, Chris.
And it seems that this may have been the practice in the United States, too.
The book was published in New York (Collins & Hannay), and the translator was a
physician who was a "Member of the Medical Society of the city and county of
New York" ("&tc. &tc.," whatever that means 😊 ).
And it sounded like he was referring to "foreign works," in general (i.e., not
limited to France). I will look into this more, but I'm wondering if, in the
United States, it was limited more to the medical profession, or if there was a
more general mistrust of and resistance to European cultural and professional
life at the time.
Best,
Jeff
--
---------
Jeffry Ricker, Ph.D.
Professor of Psychology
-
Social/Behavioral Sciences
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Fax: (480) 423-6298
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Re: [tips] A question about 19th-century translations of scholarly works
On Jun 30, 2016, at 11:20 AM, Jeffry Ricker, Ph.D. wrote: > MY QUESTIONS: Does anyone know if it was common in the early nineteenth > century for translators of scholarly works not to identify themselves? Or > might it be that he didn’t want his name associated with a book about > “self-pollution.” A possibility just occurred to me.”Dr. Translator” started the preface with some curious statements: “In giving to the public translations of foreign works, it is usual to preface them with apologies and reasons for so doing. As for apologies I shall make none. My reasons for offering this translation to the profession and to the public generally, are these.” At this point, he argued in essence that the subject of the book was so important that medical professionals and the general public needed to read it. But his comment that translators “of foreign works” usually feel the need to apologize suggested that, with respect to medical treatises, at least, translators may have preferred to stay anonymous. Does anyone know if this is correct? Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48946 or send a blank email to leave-48946-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] A question about 19th-century translations of scholarly works
Hi all, I'm reading “A treatise on the diseases produced by onanism”--an 1832 English translation of a book written by a well-known French physician, Samuel Auguste David Tissot that was first published in 1758. The cover page states that the book was translated “BY A PHYSICIAN, Member of the Medical Society of the city and county of New York, &tc. &tc.” The translator also wrote the preface, but signed it “TRANSLATOR.” It's driving me crazy that I haven't found the translator's name. MY QUESTIONS: Does anyone know if it was common in the early nineteenth century for translators of scholarly works not to identify themselves? Or might it be that he didn’t want his name associated with a book about “self-pollution.” Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48945 or send a blank email to leave-48945-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] critical thinking test
On Jun 17, 2016, at 8:19 AM, Jon Mueller wrote: > Hi. I hope your summer is off to a good start. Several years ago you shared > your critical thinking test with me Hi Jon, I'll reply to you off-list later today. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48891 or send a blank email to leave-48891-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Successful Completion Rates -- Trying Once Again
Hi all, In my Introduction to Psychology course, during the Fall and Spring semesters, I have a “successful completion rate” (i.e., the percentage of students enrolled on the first day of class who earn a C or better for their final grade) of about 55% over the last three years. When I used to teach in the summers, my successful completion rate was around 85-90%; and I also get about 85-90% successful completion in honors’ sections of the course. A couple of colleagues who teach about the same number of sections as I do have successful completion rates of about 75% and 85%. It’s possible that they are much better at teaching than I am. On the other hand, it’s also possible that the rigor of our courses differ. For example, the total number of points earned on my tests correlate about 0.62 with scores on a psychology reading-comprehension test that I developed. Reading is extremely important in my class. Why am I telling you this? First,the “successful completion rate” metric is becoming imortant for evaluating teachers and programs (take a look around the U.S. Dep of Education Website, e.g., here: http://www.ed.gov/accreditation?src=rn ). And the tone of some publications and announcements for teaching workshops/programs either imply or state outright that faculty are the primary cause of low successful completion rates. Second, I was hoping that you would share with me (probably privately, off-list) your experiences with this metric and also what your successful completion rates for intro psych are. I’m very curious about variations across different types of institutions. Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48071 or send a blank email to leave-48071-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] The Vaccination Needle and the Damage Done (?)
Hi all, The University of Wollongong (in New South Wales) recently accepted a PhD dissertation (called a “thesis” in Australia) written by Judith Wilyman. The dissertation is titled "A critical analysis of the Australian government’s rationale for its vaccination policy.” According to news reports (e.g., http://www.abc.net.au/news/2016-01-13/wilyman-phd/7086346 and http://tinyurl.com/jt6ljl2), she claims that the World Health Organisation and “Big Pharma” have collaborated to hide the “truth” that vaccinations are dangerous (or, at least, that there is little or no evidence that they are safe and effective). There also is a Wikipedia article that provides additional information (whether the information is reliable or not, I cannot say): https://en.wikipedia.org/wiki/Judith_Wilyman_PhD_controversy She has a website here: http://vaccinationdecisions.net I just become aware of this controversy 15 minutes ago, so I’m unable to evaluate the validity of the accusations against Dr. Wilyman. I guess I am hoping that, when I wake up in a few hours, someone who knows much more about this controversy will have provided details :-) Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48052 or send a blank email to leave-48052-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Clever Honey Badger (Insight Learning)
On Feb 2, 2016, at 6:34 AM, Jeffry Ricker, Ph.D. wrote: > I've begun to search for more information but wasn't certain what search > terms to use (I was getting lots of hits that seemed irrelevant to what I > want to know). I'm starting to answer my own question (tried different search terms). If anyone is onterested, here are a couple of recent articles that look promising, although I haven't read them yet: Shettleworth, S. J. (2012). Do animals have insight, and what is insight anyway? Canadian Journal of Experimental Psychology/Revue canadienne de psychologie expérimentale, 66(4), 217-226. doi: 10.1037/a0030674 ABSTRACT We cannot test animals for insight's distinctive phenomenology, the “aha” experience, but we can study the processes underlying insightful behaviour, classically described by Köhler as sudden solution of a problem after an impasse. The central question in the study of insightful behaviour in any species is whether it is the product of a distinctive cognitive process, insight. Although some claims for insight in animals confuse it with other problem-solving processes, contemporary research on string pulling and other physical problems, primarily with birds, has uncovered new examples of insightful behaviour and shed light on the role of experience in producing it. New research suggests insightful behaviour can be captured in common laboratory tasks while brain activity is monitored, opening the way to better integration of research on animals with the cognitive neuroscience of human insight Vallortigara, G., Chiandetti, C., Rugani, R., Sovrano, V. A., & Regolin, L. (2010). Animal cognition. Wiley Interdisciplinary Reviews: Cognitive Science, 1(6), 882-893. doi: 10.1002/wcs.75 ABSTRACT The main topics in the study of animal cognition are reviewed with special reference to direct links to human, and in particular developmental, cognitive sciences. The material is organized with regard to the general idea that biological organisms would be endowed with a small set of separable systems of core knowledge, a prominent hypothesis in the current developmental cognitive sciences. Core knowledge systems would serve to represent inanimate physical objects and their mechanical interactions (natural physics); numbers with their relationships of ordering, addition, and subtraction (natural mathematics); places in the spatial layout with their geometric relationships (natural geometry); and animate psychological objects (agents) with their goal-directed actions (natural psychology). Some advanced forms of animal cognition, such as episodic-like representations and planning for the future, are also discussed. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48045 or send a blank email to leave-48045-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Clever Honey Badger (Insight Learning)
On Jan 26, 2016, at 2:46 AM, Miguel Roig wrote: > So, you think Sultan was bright? Check out this honey badger's schemes to > escape from its enclosures (4+ minutes). > https://www.youtube.com/watch?v=c36UNSoJenI > The entire documentary can be watched here: > https://www.youtube.com/watch?v=4PomfW3_ofs I finally took the time to look at the short clip. It made me wonder about the current status of the gestalt psychologists' concept of "insight" and how learning theorists today explain animal learning that appears to require a great deal of "insight." I've begun to search for more information but wasn't certain what search terms to use (I was getting lots of hits that seemed irrelevant to what I want to know). Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=48044 or send a blank email to leave-48044-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] An Instructor’s Guide to (Some of) the Most Amazing Papers in ...
Harrington, Grisham, Brasier, et al. (2015) published a paper in which they list "(Some of) the Most Amazing Papers in Neuroscience" for instructors who want to include readings from primary sources in their courses, but do not have enough expertise "to select appropriate readings." I think this is a great idea. And it leads me to ask for help in a 200-level course I'm teaching for the first time this semester, "The Psychology of Human Sexuality." It's a course for honors students, and I have been selecting journal articles for them to read. But I'm hoping that some TIPSters with expertise in this area can suggest '(Some of) the Most Amazing Papers in Human Sexuality'. Best, Jeff Reference Harrington, I. A., Grisham, W., Brasier, D. J., Gallagher, S. P., Gizerian, S. S., Gordon, R. G., et al. (2015). An Instructor’s Guide to (Some of) the Most Amazing Papers in Neuroscience. Journal of Undergraduate Neuroscience Education, 14(1), R3. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4640495/ You also can download the paper from ResearchGate: https://www.researchgate.net/publication/283716987_An_Instructor%27s_Guide_to_Some_of_the_Most_Amazing_Papers_in_Neuroscience Abstract Although textbooks are still assigned in many undergraduate science courses, it is now not uncommon, even in some of the earliest courses in the curriculum, to supplement texts with primary source readings from the scientific literature. Not only does reading these articles help students develop an understanding of specific course content, it also helps foster an ability to engage with the discipline the way its practitioners do. One challenge with this approach, however, is that it can be difficult for instructors to select appropriate readings on topics outside of their areas of expertise as would be required in a survey course, for example. Here we present a subset of the papers that were offered in response to a request for the “most amazing papers in neuroscience” that appeared on the listserv of the Faculty for Undergraduate Neuroscience (FUN). Each contributor was subsequently asked to describe briefly the content of their recommended papers, their pedagogical value, and the audiences for which these papers are best suited. Our goal is to provide readers with sufficient information to decide whether such articles might be useful in their own classes. It is not our intention that any article within this collection will provide the final word on an area of investigation, nor that this collection will provide the final word for the discipline as a whole. Rather, this article is a collection of papers that have proven themselves valuable in the hands of these particular educators. Indeed, it is our hope that this collection represents the inaugural offering of what will become a regular feature in this journal, so that we can continue to benefit from the diverse expertise of the FUN community. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC4640495/ -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47890 or send a blank email to leave-47890-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Beall's 2016 List of Predatory Publichers
Hi all, I came upon an article on the Mozart Effect that was published last year in the “British Journal of Medicine and Medical Research.” I didn’t read it, but noticed immeediately that the article was full of grammatical errors. It seemed very likely that the journal was the product of a predatory publisher—a topic that came up here recently. I forgot to mention then (and probably many of you already know) that, each year, Jeffrey Beall posts on his blog, Scholarly Open Access, a list of publishers that he considers to be predatory based on several criteria he’s developed over time. He recently published the 2016 list and has links to it and other material in his January 5th blog post: http://scholarlyoa.com/2016/01/05/bealls-list-of-predatory-publishers-2016/ And yes, the publisher of the British Journal of Medicine and Medical Research, ScienceDomain International, is on Beall’s list of predatory publishers: http://scholarlyoa.com/publishers/ For those who want to take a gander at the article, I provide the reference and abstract below. Best, Jeff Reference Verrusio, W., Moscucci, F., Cacciafesta, M., & Gueli, N. (2015). Mozart Effect and its clinical applications: A review. British Journal of Medicine and Medical Research, 8(8), 639-650. pdf here: http://tinyurl.com/hyg76ou ABSTRACT Recent research efforts examining the effects on the brain of listening to music have discovered that music, with specific characteristics, is able to improve cognitive and learning capacity. Recent studies have demonstrated that music, in particular some musical compositions (such as those of W. A. Mozart and J. S. Bach), has a notable role not only in cognitive disturbances, but also in the treatment of several syndromes and diseases, either by rehabilitating or by stimulating cerebral synaptic plasticity. The Mozart Effect was described for the first time in 1993. Subsequently, other studies with similar designs were made. This review summarizes the recent scientific literature on the Mozart Effect. More studies are needed, in order to define specific protocols in which music helps clinicians in recuperating patients and in improving their quality of life. -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47834 or send a blank email to leave-47834-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Their wombs are alive with the sound of music
On Jan 8, 2016, at 7:23 AM, Jeffry Ricker, Ph.D. wrote: > I briefly looked through some of the articles that López-Teijón and her > colleagues have published in the past, and it seemed to me (after only a > cursory examination, however) that several were of high quality and published > in reputable journals. (But I need to look more closely at them to be sure.) > > It was this, plus the fact that recently I've seen the dubious claims about > BabyPod popping up in various social media, that led me to take a closer look > at what was going on here. One last post today so that I can clarify a bit more why I was troubled by this issue. López-Teijón apparently has a connection to Babypod / Music in Baby S. L. U., and (I suspect) also a financial interest in the product's success. On the other hand, I'm not going to dismiss this research without first examining its findings closely. Why? Primarily because there is much evidence supporting the claim that fetuses perceive external sounds, especially spoken language, and that these experiences have various effects postnatally, again especially on language development. For example, Gervain (2015) stated: > Early experience with speech and language, starting in the womb, has been > shown to shape perceptual and learning abilities, paving the way for language > development. Indeed, recent studies suggest that prenatal experience with > speech, which consists mainly of prosodic information, already impacts how > newborns perceive speech and produce communicative sounds. (p. 13) I'm teaching an honors course on Human Sexuality this semester, and I thought that a discussion of the claims being made about the effects of intra-vaginal musical stimulation on ... well, I'm not completely certain what they are claiming ... and the research performed in support of these claims might be a good way to start the course. It touches on a number of issues related to prenatal development, as well as the importance of a skeptical approach and the need for well designed empirical research. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47807 or send a blank email to leave-47807-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Their wombs are alive with the sound of music
On Jan 8, 2016, at 6:15 AM, Miguel Roig wrote: > As I was reading Jeff's post, I noticed that the Journal of Fertilization: In > Vitro-IVF-Worldwide, Reproductive Medicine, Genetics & Stem Cell Biology is > published by Omics International, a publisher that has been flagged as being > predatory Yes, I was aware of this. For example, according to Wikipedia: “OMICS Publishing Group is a publisher of open access journals that is widely regarded as predatory. It is part of the OMICS Group, based in Hyderabad, India. It issued its first publication in 2008. According to a 2012 article in The Chronicle of Higher Education about 60 percent of the group's 200 journals had never actually published anything" (https://en.wikipedia.org/wiki/OMICS_Publishing_Group) I briefly looked through some of the articles that López-Teijón and her colleagues have published in the past, and it seemed to me (after only a cursory examination, however) that several were of high quality and published in reputable journals. (But I need to look more closely at them to be sure.) It was this, plus the fact that recently I've seen the dubious claims about BabyPod popping up in various social media, that led me to take a closer look at what was going on here. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47804 or send a blank email to leave-47804-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Their wombs are alive with the sound of music
7/1742271X15609367 http://ult.sagepub.com/content/early/2015/09/29/1742271X15609367.full.pdf -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47797 or send a blank email to leave-47797-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] THE GUARDIAN: Vaginal Speaker Lets You Play Tunes To Foetuses
On Jan 5, 2016, at 6:18 PM, Jeffry Ricker, Ph.D. wrote: > No, it’s not another article on the Mozart Effect. But the vague claims in > this news article seem dubious. I’ll try to investigate them some more. Here is the most recent reference I could find: López-Teijón, M., García-Faura, Á., & Prats-Galino, A. (2015). Fetal facial expression in response to intravaginal music emission. Ultrasound, doi:10.1177/1742271X15609367 http://ult.sagepub.com/content/early/2015/09/29/1742271X15609367.full.pdf It’s too late for me to carefully examine the paper tonight. I will do so tomorrow (I mean, later today).. But I think it’s significant that, at the end of the article, the researchers noted that the first author “participated in the design of the prototype for the intravaginal device, the patent for which belongs to MusicInBaby S. L.” In addition, they thanked “MusicInBaby S.L.for lending them the intravaginal device. On the BabyPod website (http://www.babypod.net/en/), the lead author is quoted as saying: “Babies learn to speak in response to sound stimuli, especially melodic sound. Babypod is a device that stimulates before birth through music. With Babypod, babies learn to vocalize from the womb.” Best, Jeff —— ABSTRACT This study compared fetal response to musical stimuli applied intravaginally (intravaginal music [IVM]) with application via emitters placed on the mother’s abdomen (abdominal music [ABM]). Responses were quantified by recording facial movements identified on 3D/4D ultrasound. One hundred and six normal pregnancies between 14 and 39 weeks of gestation were randomized to 3D/4D ultrasound with: (a) ABM with standard headphones (flute monody at 98.6 dB); (b) IVM with a specially designed device emitting the same monody at 53.7 dB; or (c) intravaginal vibration (IVV; 125 Hz) at 68 dB with the same device. Facial movements were quantified at baseline, during stimulation, and for 5 minutes after stimulation was discontinued. In fetuses at a gestational age of >16 weeks, IVM-elicited mouthing (MT) and tongue expulsion (TE) in 86.7% and 46.6% of fetuses, respectively, with significant differences when compared with ABM and IVV (p = 0.002 and p = 0.004, respectively). There were no changes from baseline in ABM and IVV. TE occurred ≥5 times in 5 minutes in 13.3% with IVM. IVM was related with higher occurrence of MT (odds ratio = 10.980; 95% confidence interval = 3.105–47.546) and TE (odds ratio = 10.943; 95% confidence interval = 2.568–77.037). The frequency of TE with IVM increased significantly with gestational age (p = 0.024). Fetuses at 16–39 weeks of gestation respond to intravaginally emitted music with repetitive MT and TE movements not observed with ABM or IVV. Our findings suggest that neural pathways participating in the auditory–motor system are developed as early as gestational week 16. These findings might contribute to diagnostic methods for prenatal hearing screening, and research into fetal neurological stimulation. -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47781 or send a blank email to leave-47781-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] THE GUARDIAN: Vaginal Speaker Lets You Play Tunes To Foetuses
No, it’s not another article on the Mozart Effect. But the vague claims in this news article seem dubious. I’ll try to investigate them some more. Jeff — EXCERPTS: http://www.theguardian.com/technology/2016/jan/05/vaginal-speaker-foetuses-babypod-music Spanish company Babypod has invented a speaker that is designed to be inserted into the vagina, stimulating foetal development…. “Babies learn to speak in response to sound stimuli, especially melodic sound. Babypod is a device that stimulates before birth through music. With Babypod, babies learn to vocalise from the womb,” reads the blurb on the company’s website…. Parents-to-be can share their babies’ listening experience using split headphones which hang out of the vagina…. The Babypod, which has a top sound level of 54 decibels, is recommended for use from the 16th week of pregnancy, and for between 10-20 minutes a time… Testimonials from users on Babypod’s websites praise the fact that ultrasound scans showed their babies singing along or mouthing a response to music from the speakers. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47770 or send a blank email to leave-47770-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Feeling More Than a Bit Tipsy
On Jan 3, 2016, at 9:03 PM, Beth wrote: > Sadly, after 22 years on TIPS, I am done. It was a wonderful resource, as it > was intended, for many years. By the early 1990s, the internet and email offered academics new ways of interacting and collaborating that were unimaginable just a few years before. I remember hearing about TIPS from a colleague and joined early on (my memory is that it was 1992 or 1993). I was a very active participant for many years and learned so much from other TIPSters, as well as from researching questions asked by others and trying to answer them here. I'm absolutely amazed that TIPS is still here, when so many other listservs have either "passed away" or, at least, have been on life support for a long time. There just are too many other ways now to learn and grow professionally. The fact that TIPS is still here probably is due to the dedication of a number of members over the years. But many of the most devoted and thoughtful subscribers left long ago. And it seems ironic (to me, at least) that one or two of the more vapidly provocative members--those whose primary goal seems to have been to goad and nettle the rest of us--still are very active. I think it is because of this situation thatTIPS became increasingly irrelevant to me. But old habits are hard to break, so I'm still here. I even try to contribute something substantive occasionally; but such attempts rarely lead to the sustained and informative discussions of the past. Nevertheless, I'll probably remain until TIPS closes its doors and turns out the lights So it goes. Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47744 or send a blank email to leave-47744-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Teaching About the Stanford Prison Study With Video Interviews
Continuing with the discussion of using video interviews of SPS researchers and participants in our teaching: I’ve become fascinated by the influence that Dave Eshleman (the prison guard) and Clay Ramsay (the replacement prisoner) had on the results of the study. They both had (and have) very “strong personalities,” and it was the opposition between them that provided some of the most interesting (and scandalous) moments. Eshleman makes very clear that the demand characteristics were a major factor in the results; and the conflict between Ramsay and him, both of whom refused to yield to the other, highlighted for my students some of the serious ethical problems in the study. I’ve put together clips from several sources that focus primarily (but not exclusively) on these two individuals. The clips come from interviews done soon after the end of the study (1971), sometime after the 2003 Abu Ghraib Prison scandal (≈2005, I think), and finally a documentary released around 2012 (I will track down the exact references and dates). The video is (again) poorly edited (I’m really trying to get better at it 😄 ). LINK TO VIDEO: https://www.dropbox.com/s/hifrmjlru8w8h9b/SPS%20INTERVIEWS.mp4?dl=0 Jeff P.S. It would have been interesting to have similar material available for Milgram's participants. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47522 or send a blank email to leave-47522-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Christina Maslach & the Stanford Prison Study
Hi all, I prefer to call it a “study” rather than an “experiment” (e.g., what were the dependent variables?). But that’s an issue for another day … I’ve been discussing the study in class this week. Now that there are so many videos posted online—especially interviews of the researchers and participants over a 40-year period—I can help students better understand what was going on in the study, as well as the influence of researchers and participants on the results and interpretations of research. I’ve put together videos about the Stanford Prison Study (SPS) using clips from several sources. I found Christina Maslach’s role to be of particular interest because, even though Haney and Zimbardo stated that they became more and more disturbed by the “breakdowns” experienced by prisoners, it seemed that they had no intention of ending the study …. not until Maslach threatened to end her relationship with Zimbardo. I put together a short video of Zimbardo talking about the unnamed “graduate student” who made him aware that the prisoners were suffereing (a clip taken from Quiet Rage) folowed by Maslach and Zimbardo giving a more complete account of how the study finally came to an end (from a 2012 BBC documentary … I think—I need to double-check that source). The video is here: https://www.dropbox.com/s/x15qpmyacpitkm8/Maslach%20Ends%20SPS.mp4?dl=0 Jeff P.S. Yes, I know, I need to learn how to edit videos. I’m working on it. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47521 or send a blank email to leave-47521-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Graphicacious Decepticons Say “No” to Tabular Bells and Statistical Cling (was: it is not FOX)
On Nov 14, 2015, at 3:02 PM, Christopher Green wrote: > I must apologize to all and sundry. One of my intrepid grad stats students > discovered that the “Obamacare Enrollment” bar graph that I sent around > yesterday does not actually come from FOX News, but is from a Saturday Night > Live spoof of Fox News. But as we all know, there are so many other great examples, and not just from Fox News. The attached graph is from Business Insider (June 6, 2012; http://www.businessinsider.com/these-two-charts-prove-a-college-education-just-isnt-worth-the-money-anymore-2012-6 ). I’ve also placed the graph in my dropbox at: https://www.dropbox.com/s/1r3cpmj1p8vof12/diminishing-return.jpg?dl=0 Do you see the problem? The graph is discussed on this page: http://www.statisticshowto.com/misleading-graphs/ I also found what sounded like an interesting paper that reported a positive correlation between the use of graphs (versus tables) in psychology journal articles and the perceived “hardness” of the psychological field in which the research was done. But so far, I’ve only read the abstract. I’m wondering if its results section will contain other examples of misleading graphs. Best, Jeff === Smith, L. D., Best, L. A., Stubbs, D. A., Archibald, A. B., & Roberson-Nay, R. (2002). Constructing knowledge: The role of graphs and tables in hard and soft psychology. American Psychologist, 57(10), 749-761. doi:10.1037/0003-066X.57.10 ABSTRACT Because graphs provide a compact, rhetorically powerful way of representing research findings, recent theories of science have postulated their use as a distinguishing feature of science. Studies have shown that the use of graphs in journal articles correlates highly with the hardness of scientific fields, both across disciplines and across subfields of psychology. In contrast, the use of tables and inferential statistics in psychology is inversely related to subfield hardness, suggesting that the relationship between hardness and graph use is not attributable to differences in the use of quantitative data in subfields or their commitment to empiricism. Enhanced "graphicacy" among psychologists could contribute to the progress of psychological science by providing alternatives to significance testing and by facilitating communication across subfields. (PsycINFO Database Record (c) 2012 APA, all rights reserved) === -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47394 or send a blank email to leave-47394-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Interviews with My Lai Veterans
Hi all, Several years ago, I asked if anyone knew where I could get a recording of a Mike Wallace radio interview of a My Lai veteran done in (I think) 1969. I still have not been able to find it. But today, I found a short film (about 22 minutes) from 1970 of soldiers interviewed about their participation in the My Lai "incident." The film won an academy award (according to Wikipedia) and, unless I'm mistaken, is in the public domain. Here is the description from the Internet Archive: "Shows interviews with five American soldiers who are My Lai veterans about what occurred there March 6, 1968, and how they feel about it" Here is the information for anyone who wants to download the film (WARNING: It is a very disturbing film): Interviews with My Lai Veterans by Joseph Strick Published 1970 https://archive.org/details/interviewswithmylaiveterans -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47354 or send a blank email to leave-47354-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] "Brain Training" to prevent dementia
On Nov 10, 2015, at 11:30 AM, Stuart Vyse wrote: > You may be interested in a column I wrote on this topic recently. Link below. > > http://www.csicop.org/specialarticles/show/neuro-pseudoscience/ An excellent critique. Thank you. Tom Stafford (http://mindhacks.com/2015/11/05/a-gold-standard-study-on-brain-training/) pointed to some other limitations of the study that I discussed—limitations that I think would be useful to discuss in our classes: “First up is the choice of control task. The benefits of the exercises tested in this research are only relative benefits compared with the scores of those who carried out the control task. If a different control task had been chosen maybe the benefits wouldn’t look so large. For example, we know that physical exercise has long-term and profound benefits for cognitive function.” Second, if “people who were likely to score well were more likely to drop out of the control group (perhaps because it wasn’t challenging enough), then this would leave poor performers in the control group and so artificially inflate the relative benefits of being in the cognitive exercises group.” Third, the primary outcome measure was “a self-report by the participants. There wasn’t any independent or objective verification, meaning that something as simple as people feeling more confident about themselves after having competed the study could skew the results.” His conclusion was similar to yours: “Don’t pay money for any ‘brain training’ programme. There isn’t any evidence that commercially available exercises have any benefit over the kinds of tasks and problems you can access for free.” -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47344 or send a blank email to leave-47344-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] "Brain Training" to prevent dementia
Yesterday, I read a Mind Hacks post by Tom Stafford on ‘Brain Training’ titled “A gold-standard study on brain training” (http://mindhacks.com/2015/11/05/a-gold-standard-study-on-brain-training/). My students sometimes ask about ‘brain training’, so I read the post and then ordered and downloaded the research article by Corbett, Owen, Hampshire, et al. (2015) it discussed. The research question: can online cognitive training (CT) help to prevent dementia and maintain cognitive functioning in adults >50 years of age? The procedures used to answer this question are, as you might suspect, somewhat intricate. The protocol is online here: http://www.kcl.ac.uk/ioppn/depts/wolfson/about/people/staff/Protocol1.aspx I’ll provide a highly abridged version of the methods and discussion because I want to focus on some troubling issues that the authors seemed to minimize in their Discussion section. (Stafford’s blog post also provides a brief summary and critique.) There were two treatment groups. Each received a different type of online cognitive training (CT): Reasoning CT: consisted of tasks such as “Select the ‘odd one out’ from 4 shapes that varied in terms of color, shape, and solidity” (p. 3). General CT: consisted of tasks involving memory, attention, math, etc. The “control group performed equivalent Internet-based tasks involving a game in which people were asked to put a series of statements in correct numerical order. Participants were invited to search the Internet to find the correct answers. Number of completed sessions per participant was recorded as an integrated feature in the online platform” (p. 991). They used a randomized, double-blind design and observed the participants for six months. At the beginning, there were 6742 participants: 3830 were 51-60 years and 2912 were >60 years The primary outcome measure was self-reported “instrumental activities of daily living” (IADL) in those ≥61 years (the IADL scale used is here: https://www.abramsoncenter.org/media/1197/instrumental-activities-of-daily-living.pdf). Other measures of cognitive functioning were used as secondary outcome measures in all participants. Their discussion of the results seemed to paint a glowing picture of the effectiveness of online CT: * “the data clearly demonstrate a significant benefit to activities of daily living in a group of adults older than 60 receiving both the online GCT and ReaCT interventions compared with control” (p. 994) * “These findings are novel and extremely valuable since it is known to be difficult to elicit change in IADLs, particularly in a cognitively healthy group. This impact on IADLs therefore indicates the potential for this approach as an effective public health intervention that could improve this key measure of independence and quality of life in older adults.” (p. 994) * “Analysis of other cognitive outcomes in adults older than 50 also shows a considerable generalizable impact on cognition, with substantial benefits to reasoning and [verbal learning]L in both active CT groups at 6 months, and more modest benefits in [spatial working memory]” (p. 994) Etc., etc. There are several troubling issues with this study. I’ll mention two: (1) They “recommended” that participants train “for 10 minutes daily, although flexibility was allowed” (p. 991). Given that there was no direct contact with participants, there was no way for them to carefully check on and effectively encourage compliance. (2) They started out with almost 7000 participants; but by the end of the study lost most of them: Reasoning CT START END LOST 51-60 2557595 76.7% >60 1023268 73.8% General CT 51-60 2432428 82.4% >60 1096243 78.8% Control 51-60 1753176 90.0% >60 794 93 88.8% The largest percentage of drop-outs was in the control group. They noted under Figure 1 that “Reasons for withdrawal are not known due to the online format of intervention and study design.” (I have a copy of Figure 1 in my dropbox here: https://www.dropbox.com/s/gab8ad496hu7uq8/LOSS%20OF%20SUBJECTS.jpg?dl=0 ) That’s all I have time for. But those of you who, like me, get student questions about brain training might want to take a closer look. Reference Corbett, A,, Owen, A., Hampshire, A., Grahn, J., Stenton, R., Dajani, S., et al. (2015). The effect of an online cognitive training package in healthy older adults: An online randomized controlled trial. Journal of Post-Acute and Long-Term Care Medicine, 16(11), 990-997. doi: http://dx.doi.org/10.1016/j.jamda.2015.06.014 -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral
Re: [tips] more junk science and what to do about it
On Nov 9, 2015, at 7:17 AM, Michael Scoles wrote: > > Gottman? Why not? For decades, he has been telling parents to focus on the develoment of emotional intelligence in their children. For example, in 1997, he passed on the advice of his mentor, Haim Ginott:”You want to raise a mensch who is a strong person” (See: http://www.jweekly.com/article/full/5847/do-you-want-to-raise-a-mensch-psychology-researcher-tells-how/ ) I’m not sure that positive psychology is equivalent to “menschian psychology,” but the two would seem to have similarities. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47324 or send a blank email to leave-47324-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] more junk science and what to do about it
On Nov 8, 2015, at 10:38 PM, Annette Taylor wrote: > > A colleague sent me this link about a new program that will make you happy > and that it is "supported by science." > > http://my.happify.com/o/lp32/?fl=1&tmp=&trid=&srid=HRX4AZRF65&c1=RON&c2=300x250&c3=SadBrain That this is receiving numerous accolades is not surprising, however. I was thinking of creating a similar website, but with the opposite message, just to see what accolades I would receive 😊 = despondify Serenity is attained most easily when you don't use your intelligence. This site, which contains activities and games based on no science at all, will help you to overcome positive thoughts, tranquility, and everyday peace of mind. Created by Unqualified Amateurs -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47318 or send a blank email to leave-47318-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] #ThisPsychMajor Is Trending on Twitter
On Oct 26, 2015, at 6:48 AM, Rick Froman wrote: > It hasn’t been going long yet so maybe it will spread but, for now, it seems > mainly faculty/researchers and people in clinical/counseling helping > professions are participating. There are now researchers in other fields participating. But I also started my own hashtag topic, just for fun #PsychMoreThanCounseling Jeff: -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47167 or send a blank email to leave-47167-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] #ThisPsychMajor Is Trending on Twitter
On Oct 26, 2015, at 6:23 AM, Jeffry Ricker, Ph.D. wrote: > Here are some of the comments: > https://www.dropbox.com/s/5ee5fvtxawcf5o5/%23ThisPsychMajor%20hashtag%20on%20Twitter.pdf?dl=0 OK, here are 36 pages of "tweets." I also expanded the conversations. Have fun in your classes today: https://www.dropbox.com/s/4llx54nyn61tev7/News%20about%20%23thispsychmajor%20on%20Twitter.pdf?dl=0 -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47164 or send a blank email to leave-47164-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] #ThisPsychMajor Is Trending on Twitter
On Oct 25, 2015, at 9:43 PM, Mike Palij wrote: > I'm not on Twitter so any reports about what discussion > are going would be appreciated, especially if it is by students. Here are some of the comments: https://www.dropbox.com/s/5ee5fvtxawcf5o5/%23ThisPsychMajor%20hashtag%20on%20Twitter.pdf?dl=0 -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47160 or send a blank email to leave-47160-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Little Albert: Before and After
Hi again, I’ve been editing films taken of famous (or infamous) learning experiments. In class, we’ve been discussing the Watson & Rayner (1920) study of “Little Albert.” It’s been a while since I’ve read the criticisms of Watson’s experimental procedure, so I’ll need to go through those again. But one point I’ve been making is that Watson seemed unconcerned with making sure that the “stimuli” were presented in a uniform manner before and after the conditioning of Albert. Below are links to film clips of how he presented the white rat and the rabbit to Albert before and after the conditioning procedure. After the procedure, (a) Rayner seem to be throwing the rabbit at Albert, and (b) Watson keeps placing the rat on Albert’s body, which he did not do before the conditioning procedure—although to be sure of this, I’ll need to get the entire film (which Penn State is charging about $200 for ) Rabbit Before and After: https://www.dropbox.com/s/po2uonqmtsybf67/Rabbit%20Before%20%26%20After.mp4?dl=0 Rat Before and After: https://www.dropbox.com/s/exf8pky8vkkgzf8/Rat%20Before%20%26%20After.mp4?dl=0 Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47094 or send a blank email to leave-47094-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Pavlovian "Operant" Conditioning?
On Oct 21, 2015, at 10:29 AM, Michael Scoles wrote: > What would happen if the child did not open his mouth? The problem seems > similar to distinguishing between voluntary and involuntary (conditioned) > eyeblinks in humans. Yes, I agree. I had to get to class, so I couldn't include some other thoughts I had at the time. But the distinction seems to involve more than just that between "classical" and operant conditioning. And the boy would have to know what a cookie was and that he had to open his mouth to eat the cookie before he could ever be reinforced for opening his mouth. One other thing: the term "reinforcement" was used in the film. It would have had to be translated into English from the original Russian subtitles, which makes me wonder if the term could have been translated in different ways. Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47073 or send a blank email to leave-47073-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Pavlovian "Operant" Conditioning?
I’ve been watching a film of Pavlov’s conditioning experiments that was (I believe) taken in his lab. I was surprised to discover that, in an experiment on a child, they seemed to be studying what eventually came to be called “operant conditioning,” not “Pavlovian conditioning.” I know that early learning researchers did not make a clear distinction between the two. But I was surprised that Pavlov and his colleagues apparently confused the two, as well. In the experiment, a boy was conditioned to open his mouth when his hand was stimulated. When he did this, a cookie was “shot” into his mouth. The film states that the “conditioned reflex” is opening the mouth in response to hand stimulation. I need to get to class, but you can watch the clip here: https://www.dropbox.com/s/gmqf25fexkq6pja/Pavlov%20-%20Operant%20Conditioning%20in%20Humans.mp4?dl=0 -- - Jeffry Ricker, Ph.D. Professor of Psychology - Social/Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Fax: (480) 423-6298 Facebook: https://www.facebook.com/DrJeffryRicker/timeline/ LinkedIn: https://www.linkedin.com/pub/jeffry-ricker/3b/511/438 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=47071 or send a blank email to leave-47071-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Pope is chemistry major,so
On Sep 22, 2015, at 5:58 PM, michael sylvester wrote: > should he be invited to become a member of APS? Perhaps the Argentine Chemical Society, but not APS. It’s also questionable whether or not he has a graduate-level degree in chemistry: http://www.snopes.com/politics/religion/popechemistry.asp#rsxe0TP0V2pOYSyD.99 Claim: Pope Francis holds an advanced degree in chemistry. MOSTLY FALSE While it's true that Pope Francis has a background in chemistry, the level of his education in that area has been unclearly stated. According to the pontiff's official biography on the Vatican's web site, Pope Francis "graduated as a chemical technician" before entering the priesthood, received a degree in philosophy and theology from the Colegio de San José in San Miguel, and taught literature and psychology at both the Immaculate Conception College in Santa Fé and the Colegio del Salvatore in Buenos Aires. However, the only mention of the Pope's chemistry education was the notation that he graduated as a "chemical technician"; whether his training constituted the equivalent of a university degree, and where he undertook that course of study, was not specified. -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=46861 or send a blank email to leave-46861-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] So, What's On Your Summer Reading List?
> On May 11, 2015, at 5:55 AM, Mike Palij wrote: > Anybody reading anything I’ve sometimes considered spending a part of the summer reading books that my students have asked about. But this happens more rarely now that Oprah is off the air. The last book that I recall being asked about is “The Secret." Now, I get asked mostly about movies "related to" topics discussed in class. Just as with the self-help books, I usually have not seen the movies they mention. Perhaps I’ll watch some of them now that I have Netflix (I don’t have a television). So, here is my list so far: Origins of the Specious: Myths and Misconceptions of the English Language O'Conner, Patricia T. (2010) Misbehaving Science: Controversy and the Development of Behavior Genetics Panofsky, Aaron (2014) Alternative Psychotherapies: Evaluating Unconventional Mental Health Treatments Mercer, Jean (2014) Pitfalls in Human Research; Ten Pivotal Points (Pergamon General Psychology Series) Barber, Theodore Xenophon (1976) -- --------- Jeffry Ricker, Ph.D. Professor of Psychology Curriculum Vitae <http://sccpsy101.com/curriculum-vitae/> - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=44758 or send a blank email to leave-44758-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Student excuses
> On May 11, 2015, at 4:58 PM, Stuart McKelvie wrote: > > Anyone have a list of professor excuses for not getting papers back on time? My #1 excuse: “I spent too much time responding to emails and phone calls from students who didn’t hand their papers in on time.” My #2 excuse: “I got really drunk when I was done responding to students’ excuses." Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology Curriculum Vitae <http://sccpsy101.com/curriculum-vitae/> - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=44755 or send a blank email to leave-44755-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] YouTube and Multiple Personality
> On Apr 15, 2015, at 5:02 AM, Michael Britt wrote: > I have spoken to a few clinicians who agree that while multiple personality > disorder probably doesn’t exist MPD/DID undoubtedly “exists"—that is, people exhibit the symptoms. The controversy has always been over how best to explain the development of this cluster of symptoms. > , people do indeed “dissociate”. In one of the videos so far mentioned a > clinician says that dissociation is similar to that experience we have when > we are driving and we arrive somewhere but don’t know how we got there. In my classes, this is one area where I prefer to use the old psychoanalytic concept of levels of awareness or the more modern cognitive concept of automatic processes. I think of “highway hypnosis” as resulting from well-learned responses that have become “habitual." When our attention is focused on something else, habitual responses activated by the situation we are in take over. This may be thought of as occurring at the preconscious level (if we are using a Freudian approach) or automatic processing of information (if we are using a cognitive approach). I wish I had more time right now to discuss the nuances (e.g., Zajonc’s work)—maybe later. I studied the concept of dissociation for several years and I have to admit that I’ve never gained a clear understanding of it, perhaps because it’s been conceptualized in so many ways. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology Curriculum Vitae <http://sccpsy101.com/curriculum-vitae/> - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=43923 or send a blank email to leave-43923-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Evaluating Instructors By Successful Completions in Courses
> On Apr 5, 2015, at 8:59 AM, Pollak, Edward wrote: > > And the poor dears were even "blindsided" by the prof requiring to know > things from the text that weren't even covered in lecture and which were only > available in the textbook. It seems extremely likely that “successful completion” rates are very sensitive to a number of factors. I think it could be a valid measure of teaching effectiveness in, for example, some math and science courses—those that require students to master a set of specific skills and knowledge, especially when the department uses a nationally standardized test as a final exam (e.g., some chemistry courses) and the final grade is determined primarily by one’s score on that exam. In intro psych, of course, the material covered and the course standards vary quite a bit among instructors. I’m looking for research on this, not because I think there will be evidence supporting its validity as a measure of teaching effectiveness, but because I know that administrators look at the data and may not know how (or not want to) interpret the results appropriately. For example, I, too, require a lot of reading (at least, from the students’ viewpoint, not from mine). I have found extremely high correlations (0.60 to 0.65) between total points in my class and scores on two different tests of reading comprehension. Those correlations are not much less than the estimates of reliability of the reading tests (about 0.80 to 0.85, if I recall correctly). Because so many first-year students place into developmental (remedial) reading classes, I have the lowest successful completion rates of all five of our full-time psychology instructors. In fact, I have added a note to my class offerings next semester “strongly recommending” that students have passed at least the highest developmental-reading course we offer. But again, I would appreciate any reference to articles examining the issue of using successful completion rates to evaluate the effectiveness of instruction. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology Curriculum Vitae <http://sccpsy101.com/curriculum-vitae/> - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=43635 or send a blank email to leave-43635-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Evaluating Instructors By Successful Completions in Courses
Hi all, We all know about the controversy surrounding the use of student course evaluations to rate instructors’ teaching. But with the current emphasis on student retention (e.g., the percentage of first-semester Freshmen who enroll in second-semester classes), I’m seeing the emergence of a new metric to rate and compare instructors: the percentage of "successful completions” (the percentage of students earning a final grade of C or better) in their classes. Many studies of first-year students have shown that successful completion of courses is a primary correlate of retention. The funding of public colleges often is based on formulas that use the total number of credit hours being taken at a college to estimate the number of "full-time student equivalents”(or something similar). It’s easier to increase this by retaining the students you already have than by attracting new students. And with decreasing state funding of higher education (in Arizona, annual state funding for our community college district will be $0—yes, that’s a zero—beginning July 1st), many colleges are scrambling to increase retention. Thus, some (many? most? all?) colleges are examining data on successful completions, and even breaking it down so that one can compare different instructors teaching a particular course. For example, yesterday, I found data on my college’s site showing, by semester, the number of “successful completers” in each section of introductory psychology for at least the last seven years. I suspect that administrators at many colleges are looking more and more closely at these data as the financial situations at their institutions worsen. So my question: is there research that looks at the validity of using successful completion data to evaluate the teaching effectiveness of individual instructors? I’m having a bit of trouble finding good research on this. Cn anyone help? Best, Jeff P.S. And by the way, I’m asking because it seems likely that a major confound would be differences among instructors in expectations and standards (i.e., rigor of the course), even when they all are teaching a course that is nominally the same. -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=43612 or send a blank email to leave-43612-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Are coin tosses random?
On Feb 28, 2015, at 6:28 PM, Jim Clark wrote: > One lesson I take away from Jeff`s original post (i.e., that even a simple > coin toss probability is a challenge to determine) is that we should not > worry too much by such minutia as whether all the abstract assumptions for > statistical tests are met. The real world is so messy that such contributions > to the correctness of our conclusions are probably minimal and in an > uncertain direction. Yes, that's an excellent point. I also was thinking about several other issues that these studies might help to clarify for students. One is the issue of internal versus external validity (and yes, ecological validity also could be mentioned, although that isn't what concerns me with coin tossing). Based on what I was able to understand of their conclusions, both groups of researchers seemed to be stating that their findings had high internal validity, but they didn't think they would generalize to the types of situations in which coins typically are tossed. I thought this would be an easy–to–understand example to use when I discuss validity—as long as I leave the math out!!! Best, -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42397 or send a blank email to leave-42397-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Are coin tosses random?
I was surprised to learn today that physicists have been studying coin tosses since the mid—1980s. The question they usually are trying to answer is: ‘do the results of coin tosses reflect a stochastic process?’ The answer may surprise you. For example, here is the abstract from a paper published by Diaconis, Holmes, and Montgomery (2007): We analyze the natural process of flipping a coin which is caught in the hand. We prove that vigorously-flipped coins are biased to come up the same way they started. The amount of bias depends on a single parameter, the angle between the normal to the coin and the angular momentum vector. Measurements of this parameter based on high-speed photography are reported. [I’ve omitted the final sentence because it would have spoiled the Shyamalan–esque ending of this post.] And here is the abstract from a report by Strzałko, Grabski, Stefański, Perlikowski, and Kapitaniak (2008): The dynamics of the tossed coin can be described by deterministic equations of motion, but on the other hand it is commonly taken for granted that the toss of a coin is random. A realistic mechanical model of coin tossing is constructed to examine whether the initial states leading to heads or tails are distributed uniformly in phase space. We give arguments supporting the statement that the outcome of the coin tossing is fully determined by the initial conditions, i.e. no dynamical uncertainties due to the exponential divergence of initial conditions or fractal basin boundaries occur. [Again, I’ve omitted the final sentence.] I cannot follow the math in either article at all; but it’s truly impressive, which leads me to conclude that such smart people cannot possibly be wrong (and please don’t confuse me by pointing to the many, many examples of brilliant physicists who were wrong, OK? Thank you very much). There’s lotsa’ stuff filling up the space between the abstract and the conclusion in each paper. I barely glanced at any of it. I recommend that you follow my lead. Now to the Shyamalan–esque ending. The final sentence of Diaconis, Holmes, and Montgomery’s (2007) abstract is: “For natural flips, the chance of coming up as started is about .51.” Wh…? Strzałko, et al. (2008) make a similar conclusion, but in a much less “user friendly” way: In practice although heads and tails boundaries are smooth, the distance of a typical initial condition from a basin boundary is so small that practically any finite uncertainty in initial conditions can lead to the uncertainty of the result of tossing…. One can consider the tossing of a coin as an approximately random process. Why the flip—flop (surprisingly, no pun was intended)? The Diaconis, Holmes, and Montgomery (2007) paper spells this out more clearly than the other paper. The researchers’ assumptions, as well as the experimental conditions, made it difficult to generalize their results to real life: The coin was flipped with a known side facing upwards. There was no air resistance. There was no variation in “flight time” across tosses. The side of the coin facing up was positioned perfectly (i.e., there is no tilt). The coin didn’t bounce when landing. And there were various technical limitations in the experiment. They concluded: “For tossed coins, the classical assumptions of independence with probability 1/2 are pretty solid.” Case closed? Perhaps not. I noticed that the literature on coin tossing is pretty extensive. I’ll need to look further. My reason for posting this discussion is related to the following point made by Diaconis, Holmes, and Montgomery (2007): The discussion … highlights the true difficulty of carefully studying random phenomena. If we can find this much trouble analyzing a common coin toss, the reader can imagine the difficulty we have with interpreting typical stochastic assumptions in an econometric analysis. For me, the discussion highlights the difficulty of designing, conducting, analyzing, and interpreting research studies, in general. These experiments on the physics of coin tossing—a phenomenon that, on the surface, might seem to be relatively simple and straightforward—illustrate many of the points we try to make in our classes. I want to elaborate on this, and perhaps I will tomorrow. But I am out of time now. Best, Jeff REFERENCES Diaconis, P., Holmes, S., & Montgomery, R. (2007). Dynamical bias in the coin toss. SIAM review, 49(2), 211-235. doi:10.1137/S0036144504446436 PDF here: https://statistics.stanford.edu/sites/default/files/2004-32.pdf Strzałko, J., Grabski, J., Stefański, A., Perlikowski, P., & Kapitaniak, T. (2008). Dynamics of coin tossing is predictable. Physics reports, 469(2), 59-92. doi:10.1016/j.physrep.2008.08.003 PDF here: http://www.math.hu-berlin.de/~synchron/web/publications/papers/PR2008.pdf -- ----- Jeffry Ricker, Ph.D. Professor of Ps
Re: [tips] Is This Dress Red And Green?
On Feb 27, 2015, at 9:59 AM, Mike Palij wrote: > Still looking for llamas. I needed only to look through my windshield as I drove down a street west of Phoenix yesterday. The strangest think about it was not that they were llamas, but that their coats looked blue/black to me, but white/gold to my passenger. Best, Arizona Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42345 or send a blank email to leave-42345-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Old ideas in psych/Erikson
Now that's a remarkable coincidence: my father called me Fiona, too. I never knew why Best, Jeff On Feb 21, 2015, at 8:32 PM, Stuart McKelvie wrote: > Dear Fiona, > That show sounds interesting. Having a cuppa then off for shut-eye. > >> Jeff Ricker noted: >> >> I've been looking at the issue of Erikson's relevance to contemporary work >> for the past hour and must tentatively disagree with Gary's claim. Yes, even >> Erikson criticized his own work after his retirement and seemed unsure >> whether research in this area could ever be "scientific." Nevertheless, he >> seemed to believe that the assumptions and general principles that formed >> the foundation of his thinking were valid. >> >> MY RESPONSE: >> >> I think it was good that Erikson recognized problems with the scientific >> value of his ideas. I always felt they were interesting, but just not as >> theoretically useful, but the Barnum-like way they are described in Psych >> texts is also problem. Text authors seem to revel in the vagueness, and >> everyone looks for confirmation in anecdotal accounts while finding, events >> to fit the "theory" in hindsight. >> >> I think the same problems are reinforced in educating health >> professionals...they are told such unsupported ideas are relevant, and >> taught to look for ways to fit his(and other) ideas to cases. Again, such >> ideas are comfortable frameworks that are thus "made" to feel important and >> relevant. This leads such folks to feel they have knowledge to >> sharewhether it is evidenced based or not. Thus, notions like >> Kubler-Ross's stages of dying, and similar (or, even more pseudoscientific) >> views become required lore in the socialization/training of health >> professionals. What is seen as important, and what is actually efficacious >> in practice may be different. However, it is warming a few degrees here, >> and I am becoming less curmudgeonly, so I will defer to those with more >> expertise in developmental science ;-) >> --- >> JEFF NOTED >> And his ideas about and theories of fundamental developmental challenges >> seem to still be important in areas like nursing, social work, and >> counseling psychology. I noticed that this may be especially true in the >> care and treatment of geriatric patients, which is the issue that gave rise >> to this thread. >> >> Perhaps someone with expertise in this broad area could expound on this a >> bit. >> >> YES, AGREE... >> >> G.L. (Gary) Peterson,Ph.D >> Psychology@SVSU >> -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42218 or send a blank email to leave-42218-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Erikson & the Oliver Sachs discussion
On Feb 21, 2015, at 9:27 AM, Gerald Peterson wrote: > I agree. There are many personality folks that may have had historical > influences, but whose ideas are refuted or simply not relevant in > contemporary work, that I would rather not cover. I've been looking at the issue of Erikson's relevance to contemporary work for the past hour and must tentatively disagree with Gary's claim. Yes, even Erikson criticized his own work after his retirement and seemed unsure whether research in this area could ever be "scientific." Nevertheless, he seemed to believe that the assumptions and general principles that formed the foundation of his thinking were valid. And his ideas about and theories of fundamental developmental challenges seem to still be important in areas like nursing, social work, and counseling psychology. I noticed that this may be especially true in the care and treatment of geriatric patients, which is the issue that gave rise to this thread. Perhaps someone with expertise in this broad area could expound on this a bit. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42203 or send a blank email to leave-42203-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Cold Enough For You?
On Feb 20, 2015, at 7:55 AM, Mike Palij wrote: > are they taking snow days and adding days to the end of the > semester Scottsdale, AZ, was not affected by the weather "out east," of course. The Maricopa Community Colleges, which includes my college, have been closed only once because of weather. That occurred last semester (September 8th) when we got a lot of rain :-) I grew up outside of Chicago and remember listening apprehensively to the radio, hoping to hear my school mentioned in the list of closings due to snow. It felt strange to be doing the same thing last semester to see if I would get a "rain day." But I felt Just as excited when I heard my school mentioned as I had when I was a kid. My first thought was to grab my sled and run over to a friend's house ... Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42199 or send a blank email to leave-42199-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Why do we feel "embarrassed for others"?
On Feb 16, 2015, at 1:58 AM, Jim Clark wrote: > For his offending over 30,000,000 Canadians who worship Bill Shatner I wish to apologize to the citizens of Canada. I have no reason to doubt Jim’s statement that William Shatner is beloved by the entire population of your great nation. :-) In fact, I should think that he has nigh demigod status in your country, not only for his singing, but especially for his unequaled acting talent, as demonstrated in scenes like this one: https://www.dropbox.com/s/tqlrw5aguu0wk2z/Shatner%20Chewing%20Scenery.mp4?dl=0 Here is the highest praise I can give after watching this scene: William Shatner is to Canada as Christopher Walken is to the United States. :-) Am I forgiven? Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42087 or send a blank email to leave-42087-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Why do we feel "embarrassed for others"?
On Feb 15, 2015, at 6:33 PM, Paul C Bernhardt wrote: > The difference between William Shatner (ironically or unintentionally) > singing badly and American Idol’s penchant for showing ordinary people > singing badly is huge. I got to where I couldn’t watch American Idol because > of empathic embarrassment. Yes, there are many examples of this phenomenon, which is why I asked the question. And there are many individual differences in our experiences with this. In my case, I've never watched American Idol :-) Best, Jeff P.S. William Shatner wasn't being ironic, which is why my "I'm-so-embarrassed-for-him" meter went off the charts when I first saw that clip back in the late 1970s. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42080 or send a blank email to leave-42080-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Why do we feel "embarrassed for others"?
On Feb 15, 2015, at 12:20 PM, Jonathan Mueller wrote: > I believe poor William did think he was creating high art. Yes, he did. The introduction by Bernie Taupin--thelyricist for the song--shows that this was intended to be serious: https://www.youtube.com/watch?v=lul-Y8vSr0I On Feb 15, 2015, at 12:18 PM, Mike Palij wrote: > Take a look at the following: > http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0018675#pone-0018675-g002 > and > http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3654216/ Thanks, Mike. I shouldn't have dismissed so cavalierly the possible association of measures of "empathy." I still sometimes forget my dissertation advisor's comment every time I did something similar: "it's an empirical question." Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42070 or send a blank email to leave-42070-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Why do we feel "embarrassed for others"?
Hi all, The question in the subject line is concerned with situations in which the other person is not embarrassed at all by behavior that, for observers, is cringe-inducing. The best example I can think of is this clip of William Shatner "singing" Rocket Man in 1978 (I've been unable to watch more than the first 25 seconds): https://www.dropbox.com/s/6ivimx2lu2kybiy/William%20Shatner%20Rocket%20Man.mp4?dl=0 The concept of empathy doesn't seem relevant: we typically feel empathy for another when they are experiencing a negative response (emotion or physical pain) that we understand all too well. In this case, the person we're observing, and feeling embarrassed for, seems oblivious to the social awkwardness of their behavior. Does anyone know of any research on my question? Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=42066 or send a blank email to leave-42066-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] The Sundance Prison Study
Hi all, I haven't been keeping up on TIPS posts for a little while, so I don't know if this has been mentioned already. If it has, please be sure to fill my inbox with abusive posts : – ) But apparently, a director by the name of Kyle Alvarez made a film about The Stanford Prison Study that is in the 2015 Sundance Film Festival. He talks a bit about the film here: http://www.sundance.org/projects/the-stanford-prison-experiment -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41663 or send a blank email to leave-41663-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] And a tip o' the sun to ye too.
On Dec 24, 2014, at 10:35 AM, Ken Steele wrote: > Hi Carol: > > I was driving around at night about a year ago and noticed that point light > sources had a chromatic halo. I thought "What is going on with these > glasses?" I later experimented with light sources and using/removing glasses. > The halos would remain when I removed my glasses. My optometrist confirmed > my guess. I am developing cataracts. > > How long did it take you to reach the point that you needed surgery? I can't answer for Carol, of course, but I had my first cataract surgery when I was 43 years old!! My grandfather had his surgeries in his late 30s. Perhaps something to do with genetics?? Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41273 or send a blank email to leave-41273-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] And a tip o' the sun to ye too.
On Dec 24, 2014, at 5:58 AM, Annette Taylor wrote: > My very favoritest holiday of the year! For those who may not know the story of the (not-sanctioned-by-any-religion) Blessed Day of Festivus, please see here: http://festivusweb.com An episode of a television program called Seinfeld (yeah, I had never heard of it before, either) provides an easy-to-understand presentation of some of the more esoteric beliefs and practices of this nonreligious holiday (Holy Day?): http://www.shush.se/index.php?id=165&show=seinfeld This post’s connection to teaching: absolutely none that I can think of. You can mention this at next year’s Airing of Grievances. Best, Jeff P.S. I have a lot of leftover meatloaf if anyone would like some. -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41269 or send a blank email to leave-41269-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] "Dude....Catholic or Jewish? Look it up in Wikipedia"
On Dec 22, 2014, at 10:17 AM, Mike Palij wrote: > P.S. Don't forget to make a contribution to Wikipedia. I did several weeks ago. It's a very useful resource, especially if I want to know something like, " Was Don Adams Jewish?"--a question that came up yesterday with my best friends in the whole world. Both are Jewish (they're married ... to each other) and usually have excellent "Jewdar." I said he was Jewish, they said he was not. I'm a "lapsed" Catholic (well, a lot more than simply "lapsed"), so I was ready to defer to them. But I decided to look it up in Wikipedia. It turned out that both they and I were correct. His father was Jewish and his mother was Catholic. Usually (YES, THIS IS ANECDOTAL, TOO), children in such interfaith marriages are brought up in one of the faiths. But in Don Adams' family (according to Wikipedia--does this qualify as anecdotal"), he was brought up in the Catholic faith, and his brother was brought up in the Jewish faith. Since a Bar Mitzvah requires so much more studying and preparation than a Confirmation does, I think Don Adams got the better deal. (And I'm not even going to do more than mention the horrors of a Bris ! FYI: My legs are tightly crossed at this moment.) So, I'll repeat what Mike wrote: please contribute to Wikipedia. Best, Jeff P.S. (YEP, ONCE AGAIN, THE FOLLOWING CLAIM IS "SUPPORTED" BY ANECDOTAL "EVIDENCE"): It's funny, but in almost all marriages between Jewish people and Christian people that I've heard about, the Christian person is Roman Catholic. For example (WARNING--MORE ANECDOTAL "EVIDENCE), my first wife was Jewish. I wonder if Jewish-Catholic marriages are much more frequent than marriages involving other types of Christians. (And yes, I'm aware that some of these "other types of" Christians don't think of Catholics as "true" Christians.) -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41251 or send a blank email to leave-41251-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] "Dude....this is a study on learning and punishment"
On Dec 21, 2014, Christopher D Green wrote: > I apologize. I didn’t realize you had a personal anecdote on your side. I've got an idea that I'm sure will work based on the effectiveness of electric fences for cattle and other live stock from wandering off (I grew up in what was then a rural part of Illinois). My recommendation would be to attach one end of the wire to a power source and the other end to the floor of the subway car--making sure, of course, that the wires run across the edges of the seats. Then, when passengers knees "wander" beyond the seat edge and their feet are on the floor, sans shoes and socks (the city will need to pass a law requiring them to remove their shoes and socks), they get a shock. And just to bring a little psychology into this, the shocks should start at 15 V and be increased by that amount for each transgression. In fact, we can use some other features from those experiments. For example, when "electric seat fences" are first introduced on subway cars, the MTA might want to hire actors to "manspread" repeatedly on purpose until they're screaming in agony. I even would recommend that this be taken one step further: have some actors make so many mistakes that eventually they appear to have been killed (make sure to add a little smoke and the smell of burned flesh: little things like that would be extremely important, I would argue). I'll bet we'll get most of those rudely splaying men to sit like proper young ladies in short order, especially once pictures of the smoking "corpses" hit the front page of the NY Post. Best, Jeff P.S. I'm so glad that I live in Arizona, where rude people can strap on a Glock, and no one would even consider asking them to sit properly. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41248 or send a blank email to leave-41248-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Intro Psych Honors at Community Colleges
On Dec 18, 2014, at 9:01 AM, Jonathan Mueller wrote: > Hi. I really like your blog post assignment. Would any of the student's > blog posts be available online for use to peruse? I would need to ask the students whose posts I would consider to be exemplars. But I'm not finished grading them, and there are a number of students who will finish them over the winter break. The site is private (invitation only). But this might not be necessary: I might be able to make the site public and password protect the sensitive parts with the students' post. That way, if a student gives his/her permission, I could move that post to the public part of the site. I'll need to think about that more. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41132 or send a blank email to leave-41132-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Intro Psych Honors at Community Colleges
Hi all, This semester, I'm finishing teaching the first Honors class I've ever taught. A major requirement for Honors classes in our program is the completion of an Honors project worth at least 20% of the course grade. I don't think the typical research paper is appropriate at this level, so I tried something different. I had them research a topic and write a blog post (with references and embedded media, etc.). I have a website for the course, and they also had to learn to use it to write their posts. Yes, it is similar to a research paper but with enough differences that I thought they might be more creative with it and (perhaps) learn more. My question is for those who teach intro-psych Honors sections at community colleges (we don't have an Honors college, so the situation may be different than at universities): what else do you do in your Honors classes that differs from your regular intro-psych classes? Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=41125 or send a blank email to leave-41125-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Do Cells Phones Make Neglectful Mothers?
On Dec 17, 2014, at 12:45 PM, Joan Warmbold wrote: > An interesting topic for class discussion, I can guarantee you. I was recently watching an old newsreel from before the "television era" (sometime in the early- to mid-1940s). It occurred to me (and not for the first time) how different daily life was back then: the only real entertainment available (other than radio shows and Saturday matinees at the movie theater) was to interact with others. Even when I was a child in the 1960s--a time when, in the U.S., there were only three major television networks, PBS, and perhaps a couple of UHF stations in urban areas--we would often get together with neighbors in the evenings during the warmer months (the kids would play and the parents would sit on front porches and talk). The last 40-50 years have seen major changes in interpersonal interactions of all sorts in the United States and, probably, other western countries. Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=40976 or send a blank email to leave-40976-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Do Cells Phones Make Neglectful Mothers?
On Dec 17, 2014, at 11:27 AM, Mike Palij wrote: > Anyone think we can get grant money for this? ;-) I think it should be relatively easy if we keep it focused on mothers. I'll need to do more research, but I think that the Heritage Dissertation Research Award can be counted on to fund graduate students working on their dissertation research. As for faculty, I think there are several organizations out there that would jump at the chance to fund research on "maternal neglect." I also love Jim Clark's idea, although I don't know which series of books would be more successful (in terms of sales). On the other hand, either series definitely would help to pad the resumés of untenured professors and newly minted PhDs looking for permanent positions. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=40968 or send a blank email to leave-40968-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Do Cells Phones Make Neglectful Mothers?
On Dec 17, 2014, at 7:29 AM, Mike Palij wrote: > A study has been published in the journal "Academic Pediatrics" > that examined whether mothers' use of mobile devices (i.e., > cell phones, tablets, etc.) affected their interactions with their > children at about 6 years of age I haven't read the paper, yet; but it occurred to me that the purpose of the study was to determine whether mothers (although I would have included both parents) who spend time doing something other than interacting with their 6-year-old children may spend less time interacting with their children. If so, I started a small list of other research questions we might want to answer. Fill in the blank: Does _ affect parents' interactions with their children? watching television vacuuming (and myriad other household chores) enrolling in a course taking a nap sending a child off to first grade having them take the bus to school Fell free to add others. Perhaps we could perform the relevant studies and publish our results and conclusions in a book. On second thought, it probably would need to be a multi-volume series of books. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=40955 or send a blank email to leave-40955-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] How Can We Help PSY Students Read Better?
Hi all, As most of us know, students in Intro Psychology and other lower-division PSY courses often don’t have the reading skills to comprehend written course material at the level required to be successful. Three employees in the Writing Center at my college—Jennifer Watson, Lisa Burns, and Deanna Kalcich—have recently put together an online teaching and learning resource titled “Improving Reading Comprehension in the PSY Classroom” ( http://writingcenter.scottsdalecc.libguides.com/ReadingComprehension ). The menu for the page includes the following categories: Resources—a listing of online and print resources. Best Practices for Instructors—information and suggested assignments/activities designed to help students learn to read better (i.e., comprehend more of what they read in our classes). Best Practices for Students—information and suggested strategies that students can use to read better.. I've been looking through the material on the site today, and I think it's an excellent resource for instructors and students of psychology. Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=38892 or send a blank email to leave-38892-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The Faking Orgasm Scale for Women
On May 15, 2014, at 7:32 AM, Paul Brandon wrote: > Otherwise known as the Meg Ryan scale (When Harry met Sally)? OK, now that you've brought this up, here's a video of a "flash mob" at Katz's Deli--the location for the iconic scene in When Harry Met Sally--recreating that scene: https://www.youtube.com/watch?v=shC016PnxPs Best, Jeff P.S. Connection to teaching psychology? I'll get back to you on this one, although I'm open to suggestions. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36695 or send a blank email to leave-36695-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] The Faking Orgasm Scale for Women
Hi all, I post this without further comment (although I may be tittering like a little schoolboy as I do so). Best, Jeff = Cooper, E. B., Fenigstein, A., & Fauber, R. L. (2014). The Faking Orgasm Scale for Women: Psychometric properties. Archives of Sexual Behavior, 43, 423-435. doi: 10.1007/s10508-013-0212-z Abstract The Faking Orgasm Scale for Women (FOS) was designed to assess women’s self-reported motives for faking orgasm during oral sex and sexual intercourse. Exploratory factor analysis (EFA) was conducted on the responses of 481 heterosexual undergraduate females (M age = 20.33 years, SD = 2.48). Results of the EFA revealed that the FOS–Sexual Intercourse Subscale was composed of four factors: (1) Altruistic Deceit, faking orgasm out of concern for a partner’s feelings; (2) Fear and Insecurity, faking orgasm to avoid negative emotions associated with the sexual experience; (3) Elevated Arousal, a woman’s attempt to increase her own arousal through faking orgasm; and (4) Sexual Adjournment, faking orgasm to end sex. The analysis of the FOS–Oral Sex Subscale yielded four factors: (1) Altruistic Deceit; (2) Insecure Avoidance, faking orgasm to avoid feelings of insecurity; (3) Elevated Arousal; and (4) Fear of Dysfunction, faking orgasm to cope with concerns of being abnormal. Each factor of the two subscales was found to have excellent internal consistency. Confirmatory factor analysis on a separate sample of 398 heterosexual female undergraduates (M age = 20.52 years, SD = 2.55) confirmed the factor structure of each subscale with excellent fit statistics. The FOS should allow researchers and clinicians to better understand why women fake orgasm. Deepening this understanding may serve future research examining sexual desire, satisfaction, and dysfunction as well as have applications in sex and couples’ therapy. -- ----- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36687 or send a blank email to leave-36687-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Psychology Degree 411 (and others)
On Apr 28, 2014, at 2:22 PM, rfro...@jbu.edu wrote: > Another one I have been contacted about is: www.counselingpsychology.org. I > can’t find the advertising support for this one I'm not sure if anyone is reading my emails :-) but I'll take a stab at this one. The address provided for CounselingPsychology.org (7120 Hayvenhurst Ave Van Nuys CA 91406) also lists at least a couple of other businesses: Royal Security Service and Credit Service Company. But who knows? They still may be legit. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36394 or send a blank email to leave-36394-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Psychology Degree 411
On Apr 28, 2014, at 2:00 PM, Jonathan Mueller wrote: > I have a number of professional websites, and I get these kinds of requests > all the time. Most of these are businesses trying to increase traffic to > their site through more links to their sites. I can often tell these kinds > of requests because the individual does not identify themselves beyond their > name -- no job title or organization. Yes, and I could tell because of the link I included in my previous email :-) The business is "Project 8 Labs LLC," which (as I quoted in that email) is a "company that offers advanced education informational websites." I, too, get requests like this all the time. This company is perhaps a bit more devious than others: they put some of the top grad schools (mostly public) first, and then listed for-profits/online. Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36392 or send a blank email to leave-36392-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Psychology Degree 411
On Apr 28, 2014, at 11:41 AM, Marjorie Sanfilippo wrote: > Do any of you include this link on your department's website? I keep getting > "invitations" to do so, but I'm not sure how legit this site is. > http://www.psychologydegree411.com/ On Apr 28, 2014, at 12:33 PM, Miguel Roig wrote: > I just briefly browsed through this site and it looked as if it might be > useful for students. However, one thing that bothered me was that when I > searched for psychology graduate programs in NJ where I live, it also listed > a bunch of for-profit schools, On the page listing graduate/professional schools, they started off with "Traditional Campus-Based Psychology Schools" (and included the grad school I went to: UI-UC). But under that, they listed online private schools. And at the very bottom of the page was a logo titled "BBB Accredited Business." When I clicked the logo, I was taken to a page that stated the mission of this organization: "This company offers advanced education informational websites. - See more at: http://www.bbb.org/western-washington/business-reviews/educational-consultants/project-8-labs-in-seattle-wa-22691942#bbblogo " When I went to that page, it became obvious that this organization and the original website are commercial in nature: "What is a BBB Business Review? We offer free reviews on businesses that include background, licensing, consumer experience and other information such as governmental actions that is known to BBB. These reviews are provided for businesses that are BBB accredited and also for businesses that are not BBB accredited." Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36387 or send a blank email to leave-36387-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] memory training for the blind
On Apr 27, 2014, at 2:34 PM, Beth Benoit wrote: > ... I fear she may have been one of the many who left a few years ago. (I > almost did too, but chose instead to block posts from one individual... I, too, block any posts sent by me. I find TIPS to be much better now that I no longer am able to see any of my posts. And please do not respond to any of my posts: this serves only to encourage me to crap like this. Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=36367 or send a blank email to leave-36367-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Classical versus Vicarious Conditioning of Phobias
On Feb 8, 2014, at 11:34 AM, Jeffry Ricker, Ph.D. wrote: > A "textbook example" of vicarious conditioning I have often seen is the > development of an animal phobia (usually a snake or cockroach) in a child > after seeing his/her mother express extreme fear upon coming into contact > with that animal What motivated me to send my initial email was the desire to decrease my ignorance about the precise definition and explanation(s) of vicarious conditioning. It seems that textbook discussions often contrast vicarious conditioning to operant conditioning (i.e., a response is strengthened or weakened as a result of watching another being reinforced or punished, respectively, for that response). My question, however, has to do with vicarious conditioning in relation to classical conditioning--that is, a "conditioned response" may develop as a result of observing another individual being classically conditioned. In the shower scene in Psycho (again, I'm using that example simply to give context to my question), if Janet Leigh's character had lived, she might have developed a classically conditioned fear to shower heads in bathtubs (or shower curtains, or shower rods, or all of these things together). Vicarious conditioning, in my understanding as a nonexpert, might occur in an observer of this scene--that is, he or she might develop a similar conditioned fear to the stimuli in this situation. (I'm not concerned, right now, with empirical issues, such as whether or not this might occur after only one trial, etc.) Watson and Rayner, in a poorly designed, conducted, and analyzed experiment, supposedly created a classically conditioned fear by pairing an animal with a loud noise. My question was: would pairing an animal with a terrified mother be an example of classical or vicarious conditioning? My take on this is that a terrified expression on a mother's face would actually be a UCS for the child (the CS would be the animal). It would not be the same as if the child watched a stranger's expression of fear when viewing the same animal, which is what I understand vicarious conditioning to be. My question probably is theoretically and conceptually muddled, but that is exactly why I'm asking the question: in order to start to clear up my muddled understanding so that I can teach these concepts better. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=34055 or send a blank email to leave-34055-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Classical versus Vicarious Conditioning of Phobias
On Feb 8, 2014, at 3:08 PM, Mike Palij wrote: > (1) Not to berate Jeffry Ricker Go ahead and berate. I have a thick skin. My anecdote was meant merely as an illustration of what seems to me to be what intro-psych textbooks call vicarious conditioning, so that I could ask my question about other textbook examples of it, especially the one that I mentioned, which seem more like "classical" Pavlovian conditioning to me. As a graduate student in the 1980s, I read most of the major books and journal articles about conditioning and learning that presented the then-current theories of conditioning/learning, and even performed experimental research in Dipteran learning. But vicarious conditioning was not something that was thought to be an important aspect of learning in various species of flies, so my theoretical understanding of it is limited to what I've picked up when trying to teach the topic. So all input is welcomed--even input that includes berating if you wish. :-) Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=34052 or send a blank email to leave-34052-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Classical versus Vicarious Conditioning of Phobias
Hi all, When I was a child, I remember my mother telling me about a friend of hers who developed a "shower phobia" after watching Hitchcock's Psycho. (By today's standards, the scene is quite tame, but it was terrifying to many people at the time the movie was released.) It seems obvious that the woman's shower phobia developed through vicarious conditioning. A "textbook example" of vicarious conditioning I have often seen is the development of an animal phobia (usually a snake or cockroach) in a child after seeing his/her mother express extreme fear upon coming into contact with that animal. I wonder, however, if classical conditioning is the better way of describing the situation. That is, the mother's expression of terror represents a UCS for the child because of the strong emotional bond between them. It is not simply the degree of "empathy" the child feels for another that leads to the conditioning of the fear response: the expression of fear in a parent might be seen as a more direct indication of danger because of the parent-child relationship. I hope I'm communicating this in a way that makes sense. If so, what are your thoughts on this: is it better conceptualized as vicarious or classical conditioning? Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=34043 or send a blank email to leave-34043-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] While we are on the topic of Mish-Mosh
On Jan 17, 2014, at 8:52 AM, Jeffry Ricker, Ph.D. wrote: > --Apple-Mail=_89721E2C-6154-40D0-AFD3-ED8E07754397 > Content-Transfer-Encoding: quoted-printable > Content-Type: text/plain; > charset="windows-1252" > > I'm going to try this again because it seems that my email consisted of a b= > unch of "mish-mosh." The joke already is ruined. I just want to see if the s= > ame thing happens again. OK, it did happen again. I noticed something similar in a post that Scott Lilienfeld sent the other day. With my last post of the day, let me ask: does anyone know why this happened? Bet, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=32837 or send a blank email to leave-32837-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] More on Circumcision Controversy
Hi again, If you've ever lived in Arizona, or perhaps even if you've just heard about the state in a casual conversation, you probably are aware that it is a safe haven for those who express claims/beliefs that either are not supported or are in opposition to what the best scientific evidence shows is likely to be true (or false). Now, I was not looking for articles about the circumcision controversy I mentioned yesterday. In fact, I was looking for articles about a group of young men who falsely confessed over 20 years ago to a mass murder of nine people (most of them monks) at a Buddhist temple just outside of Phoenix. But in yet another example of synchronicity--perhaps you'll want to use this example in your classes, although I doubt it given the topic--I came across the following blog post from a few weeks ago: PHOENIX NEW TIMES: Man With Serious Dislike of Circumcision May Have the Worst Custom License Plate in Arizona By Matthew Hendley Wed., Dec. 4 2013 Here's a guy who's not ashamed to let everyone know how he feels about penises. [See the picture by clicking this link: http://blogs.phoenixnewtimes.com/valleyfever/2013/12/arizona_custom_license_plate_circumcision.php ] This truck with the "NOCIRCM" license plate was spotted this morning in Phoenix, along the Loop 202 Red Mountain Freeway And the guy driving had four anti-circumcision bumper stickers on his truck, featuring phrases such as, "Circumcision: A Cruel Ripoff." ... Interestingly, the Arizona Department of Transportation's rules on personalized license plates ban ones that "connote" the "pubic area," "genitalia," or "sexual functions." We have a feeling that ADOT would deny a "H84SKIN" license plate. Excuse me, but I need to go update the Wikipedia page on male circumcision. Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=32368 or send a blank email to leave-32368-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Happy New Year!
On Jan 1, 2014, at 8:45 AM, Mike Palij wrote: > (believe > it or not, January 1 commemorates the circumcision of Jesus -- ask > your Lutheran and Anglican friends about it) I celebrate the date of my own circumcision by wearing diapers with a lit "sparkler" sticking out the top. I just read a new book chapter that reported that the Wikipedia article on male circumcision is one of the 10 most-controversial articles in the English-language edition (Yasseri, Spoerri, Graham, & Kertész, in press; http://arxiv.org/ftp/arxiv/papers/1305/1305.5566.pdf). Here is the top-10 list for the English-language version: 1. George W. Bush 2. Anarchism 3. Muhammad 4. List of World Wrestling Entertainment, Inc. Employees 5. Global Warming 6. Circumcision 7. United States 8. Jesus 9. Race & Intelligence 10. Christianity Who would have imagined that the article about "World Wrestling Entertainment, Inc. Employees" would be more controversial than the ones on "Global Warming" and "Race & Intelligence"? I guess I need to learn more about pro wrestling Figure 3 in the chapter is particularly interesting: it is a "Cluster View of the overlap structure of the most contested Wikipedia pages in English, German, French and Spanish." Best, Jeff REFERENCE Yasseri T., Spoerri A., Graham M., & Kertész J. (in press). The most controversial topics in Wikipedia: A multilingual and geographical analysis. In Fichman P., Hara N., (Eds), Global Wikipedia: International and cross-cultural issues in online collaboration. Scarecrow Press. Retrieved from http://arxiv.org/ftp/arxiv/papers/1305/1305.5566.pdf Abstract We present, visualize and analyse the similarities and differences between the controversial topics related to “edit wars” identified in 10 different language versions of Wikipedia. After a brief review of the related work we describe the methods developed to locate, measure, and categorize the controversial topics in the different languages. Visualizations of the degree of overlap between the top 100 lists of most controversial articles in different languages and the content related to geographical locations will be presented. We discuss what the presented analysis and visualizations can tell us about the multicultural aspects of Wikipedia and practices of peer-production. Our results indicate that Wikipedia is more than just an encyclopaedia; it is also a window into convergent and divergent social-spatial priorities, interests and preferences. -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=32346 or send a blank email to leave-32346-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Re: [tips] Do not mark TIPS messages as …..
On Dec 28, 2013, at 11:31 AM, Wuensch, Karl L wrote: > --_002_7CF98EE0130DD841 I mark TIPS messages as "Mystery Meat." And for a couple of long-time members, I label their posts as "Velveeta." Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=32261 or send a blank email to leave-32261-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] test 2
On Dec 23, 2013, at 1:47 PM, MiguelRoig wrote: > Ignore But I've already paid attention to it :-) -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31843 or send a blank email to leave-31843-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Language and Dialect
On Dec 23, 2013, at 12:40 PM, Annette Taylor wrote: > My map put me right where I belongeither Chicago or Rockford or > Aurora--all within a few miles of each other. My kids laugh at me when I talk > about the "mare" of San Diego and his problems but i grew up under the reign > of Mare Daley (as in 5 by 5). Every time I told my kids to see a conslr at > school they corrected me, it's coun-se-ler! Hmmmph. I was born on Long Island, about 20 miles from Queens. When we moved to a suburb just outside of Chicago, I was evaluated for a speech "impediment," apparently because my teacher thought my accent sounded like a developmental problem. Eventually, I started talking more like someone from the Chicago area instead of from the Town of Oyster Bay, although I never lost all of my L.I. accent. When I moved to Arizona, some of my students thought that whatever accent I had by then was funny, although I didn't sound like a resident of either Queens or the Bridgeport neighborhood of Chicago. Now, I have absolutely no idea what I sound like. My "map" placed me in the Madison-Milwaukee-Rockford (IL) area, but only because I tried to remember the words I used for things when I was a kid, not those I learned in my almost 30-years in AZ, or ones used in the northeast (the ones my parents had used, and that I had used when younger). Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31842 or send a blank email to leave-31842-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Language and Dialect
On Dec 22, 2013, at 11:19 AM, Claudia Stanny wrote: > I must have lived in too many places . . . it won't show maps for me. > Does that mean I now have a mutt dialect? I spent the first half of my childhood on Long Island, and the second half just outside of Chicago. After that, I spent 10 years in central Illinois. Since 1987, I've lived in Arizona. When I finished the survey and hit the Submit button, my laptop blew up. Oy, gevalt! Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31756 or send a blank email to leave-31756-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
On Dec 18, 2013, at 11:50 AM, John Kulig wrote: > Probably no such thing as H = 0 ... This definitely is my third post today, so this is it for me. One point I was trying to make in a previous email is that even a heritability of zero for a trait in a particular population, if it ever occurs in nature, does not mean that genes aren't important for the development of that trait. It just means that there is no genetic variation associated with trait variation in that population (I'm disregarding here all sorts of complexities and assumptions about how we estimate heritability and what factors affect these estimates). Having said that, it's true that even highly inbred lines/strains/breeds that have undergone intense directional selection in lab environments for hundreds of generations, and which have experienced severe bottlenecks on multiple occasions, still show some heritability for the trait being selected. That was true in experiments I did as a grad student and postdoc. The evolution of genetic systems is a very complex process that isn't explained well by classical population and quantitative genetics. I don't know what mathematical models researchers use today: I ended my research career back in 1990. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31574 or send a blank email to leave-31574-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
On Dec 18, 2013, at 11:25 AM, Jeffry Ricker, Ph.D. wrote: > I could dig through boxes of old articles/books to find some good examples, > but I don't have the time right now. Instead, I'll relate an incident > described in Cronbach (1975)--a paper many of you are familiar with--that I > use in my psychology class when discussing a different topic. Cronbach wasn't > writing about heritability, but his story has clear implications, especially > with respect to the effects of gene-environment interactions. And if people would prefer some examples focused specifically on heritability, I'd be happy to put some together. There are many great examples from the history of developmental biology. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31570 or send a blank email to leave-31570-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
On Dec 18, 2013, at 9:11 AM, rfro...@jbu.edu wrote: > Might the environmental manipulations have an impact on the heritability > estimate that couldn't be predicted from H before the intervention? Yes, that's correct. A high heritability implies nothing about what a new environmental manipulation may do. And even seemingly trivial manipulations may have major (and unexpected) effects. I could dig through boxes of old articles/books to find some good examples, but I don't have the time right now. Instead, I'll relate an incident described in Cronbach (1975)--a paper many of you are familiar with--that I use in my psychology class when discussing a different topic. Cronbach wasn't writing about heritability, but his story has clear implications, especially with respect to the effects of gene-environment interactions. Cronbach wrote that, when the mouse colony room at the NIH was refurbished several years before, new cages and supplies for the mice were brought in. Afterwards, researchers found that mice responded differently to a particular sedative: before the refurbishing, the drug had caused the mice to sleep an average of 35 minutes; but afterwards, the drug kept them asleep for only 15 minutes, on average! They soon discovered that a change in the bedding material used in the cages had caused the change in the effects of the sedative. The old bedding consisted of maple shavings, whereas the new bedding consisted of red-cedar shavings! When the bedding was changed back to maple shavings, the sedative again produced an average sleep duration of 35 minutes. Cronbach drew the following moral from this story: The experimenter studying the isolated organism has two things working for him in his quest for dependable effects. He arranges the conditions under which he observes to a far greater extent than the social scientist can. When he says that such-and-such a relation is true, “other things being equal,” he is speaking from the experience of having made a lot of things equal. When pine versus hardwood interacts, he can get rid of the interaction; investigators of drug effects need only agree hereafter to bed animals down on maple shavings. The results will be specific to a world of maple shavings, but they will be orderly. (pp. 121-122) Best, Jeff REFERENCE Cronbach, L. (1975). Beyond the two disciplines of scientific psychology. American Psychologist, 30, 671-684. -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31569 or send a blank email to leave-31569-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
On Dec 16, 2013, at 2:41 PM, Philippe Gervaix wrote: > One of my students presented an end of school project on the sources of > happiness, and quoted a "50/40/10" proportion as being scientifically > established: 50% attributed to genes, 40% to "us" and 10% left to ouside > events. On Dec 17, 2013, at 9:58 AM, John Kulig wrote: > The 50/40/10 is probably accurate. It's close to 50% based on data from > Caprara et al. (2009) Human optimal functioning: The genetics of positive > orientation toward self, life, and the future. _Behavioral Genetics_. Also, > Plomin et al recent book "Behavioral Genetics" (2013) cites 30 to 60% > genetics on "subjective well being". One simple thing I stress with > students is that the 50% figure refers to amount of _variance_ so it cannot > be applied to individuals, only populations. [emphasis added] Thanks, John. That last sentence is what most people forget when they make statements such as 50% of X is due to genes. And just to clarify John's statement further, heritability refers to the amount of variance in X associated with variation in genes in a particular population (I'm ignoring the difference between broad and narrow heritability): it cannot be generalized to other populations, nor even to that population in the past or the future. The latter is especially important because things change. For example, the heritability of height is quite high currently in "developed" countries because the majority of people have enough to eat: malnutrition is not a problem for most. Thus, variation in height due to variation in environmental factors is much smaller in developed countries relative to variation in height due to variation in genetic factors. However, during historical time periods when there were wide variations in food consumption in those very same countries, the heritability of height would have been much smaller. I just found the following article, which might be a good one for students who want to understand the concept of heritability better: http://www.nature.com/scitable/topicpage/estimating-trait-heritability-46889 Best, Jeff P.S. My bona fides: in a "former life," I was a young researcher in the area of behavior genetics and evolution. Now, I'm getting to be an old teacher of all kinds of things. -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31539 or send a blank email to leave-31539-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
On Dec 17, 2013, at 1:01 PM, Christopher Green wrote: > My understanding is that here, as in the intelligence debate, proportions of > variance attributable to "heredity" are only valid for a given level of > variance in the environment. Restrict the range of variability in the > environment and "heredity" goes up. Increase the variability of the > environment and "heredity" goes down. In short, it can be a highly misleading > statistic unless the environment is somehow artificially "standardized." Yes, that was the point I was trying to make with my example. I have never really understood the fascination with heritability estimates. They were developed primarily for agricultural purposes (if I remember correctly: it's been a long time since I studied the history of this area) because knowing the proportion of additive genetic variance to total phenotypic variance helps us to estimate responses to artificial selection. However, even when heritability is zero, genes will still be important contributors to the development of a trait. A heritability of zero simply means that genetic variance is not associated with phenotypic variance. This will occur, for example, when directional selection (or genetic drift) has led to the fixation of genes important for the development of a trait. And there are many other complexities that enter into interpreting heritability. For me, it was useful simply for showing that there were genes in a population that we might want to take a look at. Understanding how these genes were important for the development of a phenotype (i.e., describing gene-environment interactions and epigenetics) was always the goal. I never got very far in this line of work, but many others have since then. Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31543 or send a blank email to leave-31543-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Higgs Bosons [and Barbara McClintock]
On Dec 7, 2013, at 3:02 PM, Jeffry Ricker, Ph.D. wrote: > On Dec 7, 2013, at 1:40 PM, Jeffry Ricker, Ph.D. wrote: > >> On Dec 7, 2013, at 12:42 PM, Lilienfeld, Scott O wrote: >> >>> Hi All TIPSTERs: I thought that some of you might this piece worthy of >>> discussion and debate: >>> http://www.theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system > > Given my background in genetics and evolution, the first person I thought of > when I read the article about Peter Higgs was Barbara McClintock, who was > awarded the 1983 Nobel Prize in Physiology or Medicine for her discovery of > mobile genetic elements. I remember reading an article about her when I was a > graduate student (just after she was awarded the Nobel Prize) in which she > mentioned how she published papers mostly when she had something important to > report. In between publications, she collected and carefully > analyzed/interpreted the data. > > From 1925 to 1993, she had only 88 publications, an average of 1.3 per year. > Some years she published nothing (see > http://www.agron.missouri.edu/mnl/73/110kass.html ). Hi all, I've been thinking a lot about the article that Scott sent and my own responses. And even though I now work at a community college, for the last seven years (until this past May) I was a member of the general-education committee at Arizona State University, which included many young professors on the tenure track. My conversations with some of them showed me that expectations for publications were even more demanding than when I was playing the game 20+ years ago. Some of you might be interested in the following article, published a few years back. The first author, coincidentally, works at the same university that Scott is at. June 13, 2010: The Chronicle of Higher Education http://chronicle.com/article/We-Must-Stop-the-Avalanche-of/65890/ We Must Stop the Avalanche of Low-Quality Research By Mark Bauerlein, Mohamed Gad-el-Hak, Wayne Grody, Bill McKelvey, and Stanley W. Trimble I don't know if it's free to nonsubscribers. If not, you can get a copy here: http://opeconomica.files.wordpress.com/2013/02/we-must-stop-the-avalanche-of-low-quality-research-commentary-the-chronicle-of-higher-education.pdf Best, Jeff -- ----- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31106 or send a blank email to leave-31106-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Higgs Bosons [and Barbara McClintock]
On Dec 7, 2013, at 1:40 PM, Jeffry Ricker, Ph.D. wrote: > On Dec 7, 2013, at 12:42 PM, Lilienfeld, Scott O wrote: > >> Hi All TIPSTERs: I thought that some of you might this piece worthy of >> discussion and debate: >> http://www.theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system Given my background in genetics and evolution, the first person I thought of when I read the article about Peter Higgs was Barbara McClintock, who was awarded the 1983 Nobel Prize in Physiology or Medicine for her discovery of mobile genetic elements. I remember reading an article about her when I was a graduate student (just after she was awarded the Nobel Prize) in which she mentioned how she published papers mostly when she had something important to report. In between publications, she collected and carefully analyzed/interpreted the data. >From 1925 to 1993, she had only 88 publications, an average of 1.3 per year. >Some years she published nothing (see >http://www.agron.missouri.edu/mnl/73/110kass.html ). Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31088 or send a blank email to leave-31088-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Higgs Bosons and the tenure system
On Dec 7, 2013, at 12:42 PM, Lilienfeld, Scott O wrote: > Hi All TIPSTERs: I thought that some of you might this piece worthy of > discussion and debate: > http://www.theguardian.com/science/2013/dec/06/peter-higgs-boson-academic-system I did a postdoc in a clinical psychology program during the 1993-1994 academic year at the University of Missouri-St. Louis. One of the tenured professors who had been hired about 15 years before told me that there was no chance that, if he were to apply for an assistant professorship at UMSL at that time (1993-1994), he would have been hired with the record that he had had in the late 1970s. His admission had an enormous effect on me. I decided soon thereafter to stop searching for university/college positions that required an "active research program." I had had an excellent background: I attained the PhD at a Research 1 University and had done a postdoc at another Research I university (not UMSL). I also had a number of publications, but I knew that I couldn't compete.And I didn't want to continue with 14+ hour days, 7 days a week. I really enjoyed teaching and being a generalist in psychology, so I searched for teaching jobs after that. I respect all of you who have become successful as researchers at 1st, 2nd, & 3rd tier schools. I know how hard you all have worked to get where you are (especially those of you at 2nd and 3rd tier schools who also have heavy teaching loads). But I've never regretted my choice. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31085 or send a blank email to leave-31085-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] How One Instructor Got Students to Pay Attention to Class Rules | Inside Higher Ed
On Dec 6, 2013, at 11:14 AM, Christopher Green wrote: > One question, Jeff. Do your students have any idea that you're imitating a > long-dead, once-famous singer? Or do they assume that you came up with this > act on your own. :-) I never asked: most of them quickly exited the room during the performance :-) But I think it went better than the time I sang my syllabus to the tune of "Anarchy in the UK" by the Sex Pistols: several students called Campus Security during that performance. And that's my third post today. 'Thank ya ... thank ya very much' Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31063 or send a blank email to leave-31063-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] How One Instructor Got Students to Pay Attention to Class Rules | Inside Higher Ed
On Dec 6, 2013, at 9:30 AM, Gerald Peterson wrote: > Ahhh yes, what we won't try to make it entertaining (for us too) and to grab > their attention. I did a rap (once), sing the Freud song when covering > Personality, and do magic tricks in all classes. Key issue is that class > policy. > Make it clear and apply consistently. I have reduced absences, very few > make-ups > and rare to no cellphone interruptions. Don't think I want to try to rap > anymore, but the pink hat? H I sing my syllabus to the tune of "Hound Dog" and do a great imitation of "The Pelvis" dancing to it. But I make sure the guy with the camera films me only from the waist up. Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31059 or send a blank email to leave-31059-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Psychological phenomena in dead people
Hi all, I sent this to another listserv this morning, so I apologize to those who are getting it again. I also hope that this topic hasn't already been discussed here (I don't pay as much attention to TIPS as I'd like to). Yesterday, I was trying to catch up on some reading while giving a test and came across the article cited below. It made me wonder if the APA should add a requirement for the accreditation of clinical psychology programs--something focused on the treatment of those who have passed from the physical realm, but who still suffer from severe mental disorders. It would seem that the focus should be on psychotherapy--excuse me, I meant to write psi-chotherapy--since psi-chiatric meds seem unlikely to help the incorporeal. de Almeida Ferreira, W. (2013). Psychological phenomena in dead people: Post-traumatic stress disorder in murdered people and its consequences to public health. Australian Journal of Parapsychology, 13, 37-56. Abstract: The aims of this paper are to narrate and analyze some psychological phenomena that I have perceived in dead people, including evidence of post-traumatic stress disorder (PTSD) in murdered people. The methodology adopted was “projection of consciousness” (i.e., a non-ordinary state of consciousness), which allowed me to observe, interact, and interview dead people directly as a social psychologist. This investigation was based on Cartesian skepticism, which allowed me a more critical analysis of my experiences during projection of consciousness. There is strong evidence that a dead person: (i) continues living, thinking, behaving after death as if he/she still has his/her body because consciousness continues in an embodied state as ‘postmortem embodied experiences’; (ii) may not realize for a considerable time that he/she is already dead since consciousness continues to be embodied after death (i.e., ‘postmortem perturbation’—the duration of this perturbation can vary from person to person, in principle according to the type of death, and the level of conformation), and (iii) does not like to talk, remember, and/or explain things related to his/her own death because there is evidence that many events related to death are repressed in his/her unconscious (‘postmortem cognitive repression’). In addition, there is evidence that dying can be very traumatic to consciousness, especially to the murdered, and PTSD may even develop. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=31058 or send a blank email to leave-31058-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Development of a biomedical urban legend
On Jul 26, 2013, at 12:14 PM, Mike Palij wrote: > P.S. Re: Stewart: as the article cited below notes, the quote associated > with Stewart was a popular view long before he is claimed to have said it > as noted by Gerald Pier to wrote a letter in response to one of Spellberg's > earlier papers... Yes, I agree. In fact, Bonnie Taylor-Blake, the co-author of the paper I referenced yesterday, said as much in a post she sent this morning to another listserv I subscribe to: "A few years ago I traded emails with a journalist who had been involved early on in the transmission of this misattribution. In the end she offered that even if the former Surgeon General had not said, in effect, that because of mid-century advances in medicine we could stop worrying about the specter of infectious disease, this view was common among U.S. physicians ca. 1970, which for her was the larger point. Therefore, William H. Stewart, who had a pretty stellar record as Surgeon General, serves as a convenient scapegoat." Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=26653 or send a blank email to leave-26653-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Development of a biomedical urban legend
On Jul 26, 2013, at 10:24 AM, Jeffry Ricker, Ph.D. wrote: > I just finished reading an article (Spellberg & Taylor-Blake, 2013) about the > development of an "urban legend" in the biomedical field: the attribution of > an "infamous quote" to William H. Stewart... And in an interesting coincidence, just after I sent my previous post, I saw a piece in the Chronicle of Higher Education about the misattribution of a quote to Derek Bok, the former president of Harvard University: http://chronicle.com/blogs/ticker/ignorance-isnt-bliss-when-it-comes-to-quotations-about-ignorance/63681 Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=26639 or send a blank email to leave-26639-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Development of a biomedical urban legend
Hi all, I just finished reading an article (Spellberg & Taylor-Blake, 2013) about the development of an "urban legend" in the biomedical field: the attribution of an "infamous quote" to William H. Stewart, the U.S. Surgeon General from 1965 to 1969. Stewart now is widely remembered for stating the following (in either 1967, 1968, or 1969, depending on the source): “It is time to close the book on infectious diseases, and declare the war against pestilence won” because of the advent of antibiotics. The quotation even appeared in his obituary in the Lancet in 2008. However, Stewart apparently never made a statement that was even similar to one attributed to him. The article does a good job of describing the development of the "urban legend," which apparently had its roots in a 1989 conference. I think the article also is a good one for us to keep in mind when we teach our classes. We all rely to varying extents on secondary (and tertiary, and quaternary, ...) sources when preparing for our courses. The article does an excellent job of showing how this can lead even specialists in a scientific field to develop erroneous beliefs. In fact, just before his death in 2008, Stewart himself did not remember if he had ever made the statement. Best, Jeff RFERENCE Spellberg, B., & Taylor-Blake, B. (2013). On the exoneration of Dr. William H. Stewart: Debunking an urban legend. Infectious Diseases of Poverty, 2(3). doi:10.1186/2049-9957-2-3 Retrieved July 26, 2013, from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3707092/pdf/2049-9957-2-3.pdf  Abstract Background: It is one of the most infamous quotes in the history of biomedicine: “It is time to close the book on infectious diseases, and declare the war against pestilence won.” Long attributed to the United States Surgeon General, Dr. William H. Stewart (1965-1969), the statement is frequently used as a foil by scientific and lay authors to underscore the ever-increasing problems of antibiotic-resistant and emerging infections. However, the primary source for the quote has never been identified. Methods: We undertook a comprehensive search of multiple databases encompassing medical literature, news articles, and congressional records to attempt to identify sources for the quote. Results: No source of the quote was identified. However, a trail of source documents was identified that clearly serves as the basis for subsequent, incorrect attribution of the quote to Dr. Stewart. In multiple source documents, Dr. Stewart made statements to the opposite effect, clearly recognizing that infectious diseases had not been conquered. The urban legend was created by a combination of lack of primary witnesses to the originating speech, misunderstanding of points made by Dr. Stewart in the speech, and increasing societal concern about emerging and re-emerging infectious diseases. Conclusions: Attribution to Dr. Stewart of a belief that it was time to close the book on infectious diseases is an urban legend; he never made any such statement. Numerous other verifiable sources, however, confirm that other people in academia adopted this belief. Dr. Stewart should no longer be cited in this regard, and should be replaced with verifiable sources. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=26638 or send a blank email to leave-26638-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Who's going to APS in Washington?
On May 21, 2013, at 11:07 AM, Jonathan Mueller wrote: > Your "excuse" falls a little flat given that "The Hangover Part IV" and "Fast > and Furious: How to process 1000 poster presentations in under an hour" will > be playing at the conference itself! Damn! I should have checked the program more carefully. Live and learn ... Best, Jeff -- ------------- Jeffry Ricker, Ph.D. Professor of Psychology PSY 101 Website: http://sccpsy101.wordpress.com/ Knowing Ourselves: http://psysci.com/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25662 or send a blank email to leave-25662-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Who's going to APS in Washington?
I was going to go and had made made all the arrangements, but then I discovered that "The Hangover Part III" and "Fast & Furious 6" are opening this weekend where I live (I 'smell' Oscar this time for Vin Diesel). Perhaps next year. Best, Jeff -- --------- Jeffry Ricker, Ph.D. Professor of Psychology PSY 101 Website: http://sccpsy101.wordpress.com/ Knowing Ourselves: http://psysci.com/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25650 or send a blank email to leave-25650-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Dr. Joyce Diane Brothers, RIP
On May 17, 2013, at 10:24 AM, Jeffry Ricker, Ph.D. wrote: > On May 13, 2013, at 5:09 PM, Mike Palij wrote: > >> I don't think anyone has cited it but one does wonder who her dissertation >> advisor was and what he/she thought of her career. I'm reading the paper by Knapp (2009) that I cited in my previous post. I suspect that Hefferline may have approved of Joyce Brothers' use of the popular media to promote her ideas. I suggest this possibility based on his close association with Fritz Perls. In fact, along with Paul Goodman, he and Perls wrote an important book in the development of Gestalt Therapy (Perls, Hefferline, & Goodman, 1951). Best, Jeff References Knapp, T. J. (2009). The Hefferline Notes: B. F. Skinner's first public exposition of his analysis of verbal behavior. The Analysis of Verbal Behavior, 25, 99-107. Perls, F. S., Hefferline, R. F., & Goodman, P. (1951). Gestalt therapy: Excitement and growth in human personality. New York: Julian Press. -- --------- Jeffry Ricker, Ph.D. Professor of Psychology PSY 101 Website: http://sccpsy101.wordpress.com/ Knowing Ourselves: http://psysci.com/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5&n=T&l=tips&o=25582 or send a blank email to leave-25582-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
