Re: [tips] A question and a comment

[Joan Warmbold Boggs]

I define a reflex as an inborn response to certain stimuli--and then
immediately give examples of such.  I then explain that these "inborn
response-stimulus associations" all serve some type of survival
mechanism so became wired into our nervous system. 

Only after 35 years of teaching have I begun to describe classical
conditioning as the "ACQUISITION OF A NEW STIMULUS--RESPONSE
ASSOCIATION." This is the most accurate definition as clearly a new
reflex has not been learned but, instead, an inborn reflex has been
conditioned to be elicited by a new stimulus event.  

I developed a new class exercise to accommodate this new definition and
attached a copy for those who might be interested. If it doesn't come
through, feel free to ask for a copy--and feedback always welcomed.   

Joan 

On 2018-10-07 2:39 pm, Miguel Roig wrote:

> Ken, I admit to have always (and I mean always) understood and explained 
> reflexes using Hall's definition and I usually cover the topic in the 
> chapters of development and also in the chapter of learning/conditioning, 
> especially with respect to distinguishing reflexes from fixed action 
> patterns. I suppose that such a simplistic definition may be, arguably, 
> acceptable and even desirable in an introductory textbook but perhaps not for 
> a more advanced learning course (I have not taught the latter in decades!). 
> If, as you point out, this confusion still exists in the textbook literature, 
> especially in learning texts, and no one has clarified it in recent years, I 
> would think that an essay on the subject targeted to, say, Teaching of 
> Psychology (ToP) would be welcomed and might even lead to desired changes in 
> how authors address this important concept. Then, again, as the cases of 
> Kitty Genovese and of Little Albert have shown over the years, some textbook 
> authors don't seem to r
 ead ToP
or similarly relevant literature!
> 
> And I have now reached my quota of posts for today. Sigh ...
> 
> Miguel
> 
> From: Kenneth Steele [steel...@appstate.edu]
> Sent: Sunday, October 7, 2018 1:04 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] A question and a comment
> 
> Hi Miguel:
> 
> But here are some of the conundrums that you encounter with following the 
> Marshall Hall pathway.
> 
> If a reflex is a simple, unlearned response to a stimulus then why do we talk 
> about conditioned reflexes as learned responses to a stimulus?  Is a reflex 
> unlearned or learned?
> 
> This position leads to the proposition that there are two kinds of reflexes: 
> learned and unlearned.  Which leads to several questions.  Isn't a learned 
> reflex an oxymoron? How do you discriminate between the two type of reflexes? 
>  How do you know that your unlearned reflex isn't really a learned reflex, 
> since you can't see the history of its development?  (This issue was a 
> favorite of the American Functionalists - the TC Schneirla crowd.)
> 
> I see learning textbooks (and students) trap themselves in contradictory 
> statements, leaving everybody confused.  I can point to specific paragraphs 
> in learning textbooks which define a reflex as unlearned and then in the next 
> sentence define a conditioned reflex as learned.  It is no wonder that 
> students find classical conditioning as a confusing topic.
> 
> You are correct that Hall's definition is the most popular.  I send grad 
> students on a hunt through their subfields to find the most common  
> definition of a reflex and the Hall definition is the most popular, although 
> Marshall Hall is almost unknown as a name in psychology. I am not saying that 
> Skinner's solution is the best but that textbooks have left students (and a 
> bunch of faculty) feeling very confused.
> 
> I am glad that you were able to find the article.  Google can be so helpful 
> at times.
> 
> Best regards,
> 
> Ken
> 
>> On Oct 7, 2018, at 12:33 PM, Miguel Roig  wrote:
>> 
>> But, I like Hall's definition!  And it is the definition for reflex that 
>> most introductory, and even some advanced textbooks, provide: A simple 
>> unlearned response to a stimulus.
>> 
>> From the description provided by Schwarz, it seems as if he is using a 
>> 'looser' definition a la Skinner. But, yes, if you've already lost the 
>> ability to swallow ... WTH ... The quote is confusing!!!
>> 
>> And thanks for the reference! Found it online via a simple Google search. ;-)
>> 
>> Miguel
>> 
>> From: Kenneth Steele [steel...@appstate.edu]
>> Sent: Sunday, October 7, 2018 10:20 AM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: Re: [tips] A question and a comment
>> 
>> Hi Miguel:
>> 
>> Few people understand that one reason that people have so much difficulty 
>> with the term 'reflex' is that there are several definitions of the term in 
>> use.  Most people seem to be using Marshall Hall's definition (unconscious, 
>> unlearned, involuntar

[tips] Patient H.M. : How Psych 101 Textbooks get it wrong again

[Joan Warmbold]

If this 2016 book has been discussed previously on tips, my apologies.  I
don't recall such and found it to be of upmost interest and importance to
those of us who teach psychology.  The author, Luke Dittrich, is the
grandson of one of the major practitioners of the lobotomy, Dr. Scoville.
In the process of writing this book he discovers that the surgery
performed on Molaison was a lobotomy performed by his grandfather.  As he
notes, this is in contrast to the common impression circulated for many
decades that the operation on HM was a botched surgery performed by
well-meaning surgeons who were attempting simply to relieve HM of his
seizures.

Dittrich claims that his grandfather likely knew the risks but felt he had
everything to gain and little to lose.  As stated in a review in the
NYT's, "Dittrich’s righteous indictment of his own grandfather is
undeniably powerful. . . (and) by the middle of the 20th century,” Mr.
Dittrich writes, “the breaking of human brains was intentional,
premeditated, clinical.”  This almost total lack of accountability within
the psychiatric community is baffling and infuriating.  But I feel that a
similar state exists to this day regarding psychiatrists' diagnostic
process and their extensive reliance on medications as a form of
biological treatment which have been questioned by many. Who's watching
the store?

The author also has some general criticism of how Henry was used as a
scientific subject and how his general state of mind was misrepresented as
being care-free and fairly content. Dittrich provides a quote of HM in
response to a questionnaire about his state of mind: "I feel that the
future is hopeless and that things cannot improve” and “I feel that I am a
complete failure as a person.”  Those quotes eerily resemble those made by
two other men living with anterograde amnesia: Clive Wearing talking about
his life on you tube and "Jimmy's" reflections in the book by Oliver
Sacks,
The Man Who Mistook His Wife for a Hat. Whatever, for your interest, I
highly recommend the following review as well as an NPR interview.

NYT's review of Patient H.M.:
https://www.nytimes.com/2016/09/04/books/review/patient-h-m-luke-dittrich.html

https://www.npr.org/2016/08/14/489997276/how-patient-h-m-and-his-lobotomy-contributed-to-understanding-memories


Also of interest to some though certainly controversial:
http://ahrp.org/patient-h-m-dark-roots-and-dubious-ethics-of-neuroscience-research-methods/


Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College









>>
>> END OF DIGEST
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RE: [tips] Things That Make You Say "WTF!?"

[Joan Warmbold]

I appreciate both points, the first being the all too common FAE, And we 
might to adjust our attributions even further when considering the
daunting and not necessarily ego-boosting research on the role of our
unconscious mind.  One must read for all is Mlodinow captivating book,
Subliminal: How Your Unconscious Mind Rules Your Behavior.

The implications of this work is even when we attribute behavior to the
individual, we need to be aware that it could have been the result of a
decisions made by their unconscious mind below their awareness.  The
unconscious is a whiz when it comes to making crucial decisions in a flash
but it also has the dark side regarding prejudices learned early.  I have
not read anything about Dr. Bochhofer but feel my comments are relevant to
how we explain others' behaviors generally.

I'd also like to applaud Stuart's encouragement for us all to direct our
criticisms at the behavior versus the person.  Far, far more productive.

Joan



Joan Warmbold Boggs
Professor of Psychology
Oakton Community College







> Dear Tipsters,
>
> I am always interested when people who do inappropriate things say
> afterwards that that is not "who they are" (or words to that effect). They
> are making a separation that we psychologists often make when speaking
> about reprimanding people: focus on the behaviour, not the person. For
> example, "Do not do that. That is wrong." Not "You are bad. You are
> a...(choose a nasty word describing as person)." Interestingly, I
> assume that when we offer this advice, our goal is to change the offending
> behaviour so that it becomes habitual and therefore become part of who the
> person is.
>
> So when people make this distinction to "explain" or "excuse" this
> behaviour, it may be true that it was a one-off event perhaps generated by
> special external or internal circumstances, but it could also be
> reflecting what they believe and "who they are".
>
> How do we tell the difference? And can the problem be dealt with using our
> recommended methods?
>
> Stuart
>
>
>
>
>
> ___
>    "Floreat Labore"
>
>       
> "Recti cultus pectora roborant"
>  
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology,     Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>  
> E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca)
>
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psy   
>
>  Floreat Labore"
>
> 
>
>
> ___
>
>
>
>
> -Original Message-
> From: Miguel Roig [mailto:ro...@stjohns.edu]
> Sent: July-28-18 7:22 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Things That Make You Say "WTF!?"
>
> I'd love to see a blind review of the accuracy of his radiology reports
> that have been classified by the ethnicity of the patient (I assume that
> the radiologist has this type of information at hand when reviewing
> x-rays, MRIs, etc.).
>
> Miguel
> 
> From: Christopher Green [chri...@yorku.ca]
> Sent: Friday, July 27, 2018 10:15 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Things That Make You Say "WTF!?"
>
> I don't believe a word of his retraction. This wasn't a drunken, impulsive
> outburst, but an ongoing commentary. I can only assume that he was told
> his only hope for keeping his job was a total retraction and abject public
> apology. Be on the lookout for future reversions to form.
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> chri...@yorku.ca<mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo
>
> On Jul 27, 2018, at 9:51 PM, Michael Palij
> mailto:m...@nyu.edu>> wrote:
>
>
>
>
> I am at a loss for words.  See:
> http://gothamist.com/2018/07/27/white_supremacist_doctor_apologizes.php
>
> -Mike Palij
> New York University
> m...@nyu.edu<mailto:m...@nyu.edu>
>
>
> ---
>
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RE: [tips] I Thought the Germans Were Smart?

[Joan Warmbold]

This is unfortunate development but a heads up can make a big difference.
Thanks much.  And yes, I also am 'pleased as punch' to see a TIPS post.

Joan

Joan W. Boggs
Professor of Psychology
Oakton Community College


> And what about predatory conferences? I do wonder to what extent both
> ignorance on the part of those who participate/publish in these fraudulent
> outlets plays a role in their decisions (see the example described here,
> https://physicstoday.scitation.org/do/10.1063/PT.6.2.20180718a/full/).
>
> On a separate note, this is the first TIPS post I have received in
> weeks!!!  Thanks, Mike!!
>
> Miguel
> 
> From: Michael Palij [m...@nyu.edu]
> Sent: Saturday, July 21, 2018 9:12 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Cc: Michael Palij
> Subject: [tips] I Thought the Germans Were Smart?
>
> Because if they were, why would they publish so often in predatory
> journals?
> See:
> https://www.the-scientist.com/news-opinion/german-scientists-frequently-publish-in-predatory-journals-64518?utm_campaign=TS_DAILY%20NEWSLETTER_2018&utm_source=hs_email&utm_medium=email&utm_content=64601974&_hsenc=p2ANqtz-9o3zIKA79d8FjbilrrSlgxvZtC0dWq2En7cSAslGa66fUKyjDB3zhCea2MW1tpUWp9YXuu32lB1QkL_6n-0Cm8sJrtDw&_hsmi=64601974
>
> Things that make you go "Hmm".  Maybe they are relying
> too much on their "Gut Reasoning" (see Gerd Gigerenzer's work
> on 'fast and fugal heuristics' and how they make a person 'smart').
>
> NOTE:  seems like a lot of this is going on around the world with
> an estimated 400,000 researchers engaging in the practice.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] schizophrenia question

[Joan Warmbold]

This theory goes way back to the 1950's and yes, there is physiological
evidence for excess of dopamine as well as deficiencies of GABA.  But the
question that is rarely asked is when did such chemicals occur?  As much
as we all know about brain plasticity, we should realize that early
experience can play a role.  And sure enough, children raised in a highly
stressful environment also reveal excess amounts of dopamine.  So, a far
more logical question is if chemical balances do exist, when were they
first noted and how related are they to early experiences?

I have provided an attachment that provides abstracts of studies that
demonstrate 1) chemical imbalances in those with schizophrenia; 2)
chemical
imbalances in children raised in stressful environments; and, 3) the cost
of attributing mental disorders to brain chemical imbalances.

Joan
jwarm...@oakton.edu

> Student asked what it was that lead to the dopamine hypothesis regarding
> schizophrenia. How did anyone get to the idea of too much dopamine? AND is
> there ANY type of physiological evidence for that?
>
> Annette
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 921210
> tay...@sandiego.edu


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Schizophreniaandchemicalimbalances.docx
Description: MS-Word 2007 document

Re:[tips] tips digest: November 30, 2017

[Joan Warmbold]

I appreciate your comments as I made my post without having read the
entire thread.  Clearly you do not need any "advice" from yours truly to
go out on your own!  I agree that the NOBA textbooks are far from perfect
but I'm did not know that we can use a section from any text if we follow
the guidelines you specify.

It's understandable that you do not wish to 'go public' relative to which
textbooks you like/don't like.  However, since you clearly have valuable
expertise on this matter, could some of us email you directly concerning
which textbooks cover various topics very well?

Thanks Annette for your perspectives always.

Joan
jwarm...@oakton.edu


> Thanks to Joan and Gerald and Bob!
>
> I am definitely going to check out the book Bob recommended.
>
> As you may or may not know about using NOBA and other OERs: you can mix
> and
> match without violating...anything! So I have been combining SEVERAL OERs
> in my intro class now as well as under properly allowed copyright, using
> LESS THAN ONE CHAPTER of any textbook as long as you offer it behind a
> fire
> wall with the express intent of using it ONLY for your class and no more
> than LESS THAN ONE CHAPTER for any given text.
>
> Thus, this semester I used LESS THEN WHOLE CHAPTER  from several intro
> texts. I prefer not to advertise here. But some of the "big sellers" did
> not even make a single chapter for me!
>
> Another chapter to be careful with is Social BTW. Find and read some of
> the
> critiques by Griggs - the minimization  and white washing of Milgram that
> progressed historically; the focus on only ONE dramatic finding from the
> genuine body of work by Asch (in this case it was not Asch's doing) and a
> resounding critique of Zimbardo's prison study and it's shortcoming and
> why
> we should NOT extrapolate.
>
> I will happily share my readings off list. I also supplement with MANY
> articles. My focus is on debunking myths so I have readings for most of
> the
> popular ones that are quite accessible for students, for example a nice
> reading by Willingham on Learning Styles; a nice  reading on the Mozart
> effect, and so on.
>
> In an ideal world I would use the entire books from the series that
> Lilienfeld's 50 myths is in but in reality students can't read all of
> those
> books and the core readings in the field.
>
> And, BTW, I am NOT AT ALL enamoured of the NOBA readings; I have used
> about
> 6-8 of them this year but hesitantly. For example, I used the Affective
> Neuroscience chapter for emotion, but I"m not crazy about over-relying on
> neuroscience. I did like their point about shared brain structures and
> circuits with shared but also unique structures that seem to underlie
> different emotions, etc. The idea that no brain area is unique identified
> with any emotion (anyone remember the amygdala from the 1970's???)
>
> Annette
>
>
>
> From: "Joan Warmbold" 
> Date: Wed, 29 Nov 2017 12:18:56 -0600 (CST)
> X-Message-Number: 3
>
> Annette and Gerald,
>
> I couldn't agree more with you both, which is why I never teach theories
> of personality in my psychology 101 course--or teach the course itself.
> Same for emotions.  Are you required to follow the standard content found
> in our textbooks or can you develop your own course content based on
> relatively recent and far more sound scientific principles?
>
> For most Psychology 101 students, this is the only course they will take
> within our field.  After teaching this course for over 10 years, I gained
> the confidence to limit my focus on what is scientifically valid and of
> real use to my students and I tell my students such from the get-go.  We
> can't depend on our textbooks to keep up-to-date as clearly their goal is
> to please as many potential consumers as possible which apparently
> translates into maintaining the status quo.
>
> I'm soon going with NOBA so will have the opportunity to have more input
> into the content of my Psych 101 text.  Two prime modifications will be to
> include a section on epigenetics, a fascinating and very relevant field
> for understanding behavior that few if any texts include, as well as very
> applied section on how principles of psychology provide advice for
> developing meaningful relationships and effective parenting strategies.
>
> Joan
> jwarm...@oakton.edu
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 921210
> tay...@sandiego.edu
>
> ---
> You are currently subscribed to tips as: jwarm.

RE:[tips] teaching Personality

[Joan Warmbold]

Wow--what an improvement!

Book Overview
PERSONALITY: CONTEMPORARY THEORY AND RESEARCH is intended for
undergraduate students studying the topic of personality. Its two major
sections discuss the fundamental issues of personality, tracing the
origins of the field in modern research, and examining the topics studied
by contemporary psychologists. The origins of personality in heredity, the
structure of the brain, gender, and childhood are probed. Other sections
of the book look at the manifestations and effects of personality in
morality, sex roles, aggression, and relationship with others. All of
these topics have broader relevance to other areas of psychology, as they
focus on the age-old question of defining what makes a person an
individual.

Joan
jwarm...@oakton.edu




> For years we did not teach Personality, as I hated my Theories of
> Personality course as a youngster (all fluff and unsupported theories).
> However, I discovered Derlea, Winstead and Jones' Personality:
> Contemporary Theory & Research, and I've been teaching it as a
> research-based class ever since.  I don't even cover most of what was in
> my textbook in college.
>
>
>
> bob k.
>
> Robert Keefer, Ph.D.
> Chair, Department of Psychology
> Mount St. Mary's University
> Emmitsburg, MD  21727
> kee...@msmary.edu<mailto:kee...@msmary.edu>
> (301) 447-5251
>
>
>
>
>
>
>
> -Original Message-
> From: Joan Warmbold [mailto:jwarm...@oakton.edu]
> Sent: Wednesday, November 29, 2017 1:19 PM
> To: Teaching in the Psychological Sciences (TIPS)
> 
> Subject: Re: Re:[tips] tips digest: November 29, 2017
>
>
>
> Annette and Gerald,
>
>
>
> I couldn't agree more with you both, which is why I never teach theories
> of personality in my psychology 101 course--or teach the course itself.
>
> Same for emotions.  Are you required to follow the standard content found
> in our textbooks or can you develop your own course content based on
> relatively recent and far more sound scientific principles?
>
>
>
> For most Psychology 101 students, this is the only course they will take
> within our field.  After teaching this course for over 10 years, I gained
> the confidence to limit my focus on what is scientifically valid and of
> real use to my students and I tell my students such from the get-go.  We
> can't depend on our textbooks to keep up-to-date as clearly their goal is
> to please as many potential consumers as possible which apparently
> translates into maintaining the status quo.
>
>
>
> I'm soon going with NOBA so will have the opportunity to have more input
> into the content of my Psych 101 text.  Two prime modifications will be to
> include a section on epigenetics, a fascinating and very relevant field
> for understanding behavior that few if any texts include, as well as very
> applied section on how principles of psychology provide advice for
> developing meaningful relationships and effective parenting strategies.
>
>
>
> Joan
>
> jwarm...@oakton.edu<mailto:jwarm...@oakton.edu>
>
>
>
>
>
>
>
>
>
>
>
>> My area of study is social-personality but I share Annette's misgivings.
>
>> The whole undergrad class in Personality is a muddle of sloppy
>
>> historical, pop-culture narrative passed off as "theory" with a
>
>> smattering of legitimate, but often outdated theoretical conceptions.
>
>> I wish we could just have a class that represents the struggling, but
>
>> current research efforts, and a fair assessment of the assumptions and
>
>> limitations of such study. I want more emphasis on cultural variation
>
>> as well. Anyway, just finishing up teaching the class this semester and
>> share in the rant!
>
>>
>
>>
>
>> Gerald (Gary)Peterson,Ph.D.
>
>>
>
>> Psychology@SVSU
>
>>
>
>>
>
>> 
>
>> From: Annette Taylor mailto:tay...@sandiego.edu>>
>
>> Sent: Wednesday, November 29, 2017 9:21 AM
>
>> To: Teaching in the Psychological Sciences (TIPS)
>
>> Subject: Re:[tips] tips digest: November 29, 2017
>
>>
>
>>
>
>>
>
>>
>
>> There is a TON of stuff on the internet criticizing the MBTI. I think
>
>> getting the students to think about the weaknesses of the whole area
>
>> of personality...which is a function, undoubtedly of operational
>
>> definitions and people jumping on intuitively appealing information,
>
>> but without any evidence to back it up, would be an important
>
>> contribution. I find that personality and emotion are the t

Re: Re:[tips] tips digest: November 29, 2017

[Joan Warmbold]

Annette and Gerald,

I couldn't agree more with you both, which is why I never teach theories
of personality in my psychology 101 course--or teach the course itself. 
Same for emotions.  Are you required to follow the standard content found
in our textbooks or can you develop your own course content based on
relatively recent and far more sound scientific principles?

For most Psychology 101 students, this is the only course they will take
within our field.  After teaching this course for over 10 years, I gained
the confidence to limit my focus on what is scientifically valid and of
real use to my students and I tell my students such from the get-go.  We
can't depend on our textbooks to keep up-to-date as clearly their goal is
to please as many potential consumers as possible which apparently
translates into maintaining the status quo.

I'm soon going with NOBA so will have the opportunity to have more input
into the content of my Psych 101 text.  Two prime modifications will be to
include a section on epigenetics, a fascinating and very relevant field
for understanding behavior that few if any texts include, as well as very
applied section on how principles of psychology provide advice for
developing meaningful relationships and effective parenting strategies.

Joan
jwarm...@oakton.edu





> My area of study is social-personality but I share Annette's misgivings.
> The whole undergrad class in Personality is a muddle of sloppy historical,
> pop-culture narrative passed off as "theory" with a smattering of
> legitimate, but often outdated theoretical conceptions. I wish we could
> just have a class that represents the struggling, but current research
> efforts, and a fair assessment of the assumptions and limitations of such
> study. I want more emphasis on cultural variation as well. Anyway, just
> finishing up teaching the class this semester and share in the rant!
>
>
> Gerald (Gary)Peterson,Ph.D.
>
> Psychology@SVSU
>
>
> 
> From: Annette Taylor 
> Sent: Wednesday, November 29, 2017 9:21 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re:[tips] tips digest: November 29, 2017
>
>
>
>
> There is a TON of stuff on the internet criticizing the MBTI. I think
> getting the students to think about the weaknesses of the whole area of
> personality...which is a function, undoubtedly of operational definitions
> and people jumping on intuitively appealing information, but without any
> evidence to back it up, would be an important contribution. I find that
> personality and emotion are the two most troubling areas for me to teach
> in intro because both are fraught with so much psychobabble. And an
> overlap exists in many things there. You might also tackle Maslow's
> hierarchy from a critical thinking perspective--so easy to falsify.
>
> These were all interesting "hypotheses" but how they ever got elevated to
> sort of maintstream theories 100% befuddles me.
>
> Annette
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 921210
> tay...@sandiego.edu
>
> On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences
> (TIPS) digest
> mailto:tips@fsulist.frostburg.edu>> wrote:
> TIPS Digest for Wednesday, November 29, 2017.
>
> 1. Need assistance with Personality Theories course
> 2. RE: Need assistance with Personality Theories course
> 3. P.S. RE: Need assistance with Personality Theories course
> 4. Re: P.S. RE: Need assistance with Personality Theories course
>
> --
>
> Subject: Need assistance with Personality Theories course
> From: Carol DeVolder
> mailto:devoldercar...@gmail.com>>
> Date: Tue, 28 Nov 2017 15:30:01 -0600
> X-Message-Number: 1
>
> Dear Tipsters,
> I have inherited the final weeks of an upper-level undergraduate
> personality theories course due to a colleague's unexpected departure. I
> have no materials for the class and very little to go by in terms of
> grading rubrics. I find that I am expected to evaluate student
> presentations on various theorists as part of their grade as well as
> finish
> off the semester as best I see fit. The former instructor assigned
> presentations to groups of students and those presentations were to take
> up
> the remainder of the semester. I sat in on the past few presentations, but
> a few were done before I took over--I am trying for consistency, but not
> sure I can attain it. The problem (at least one problem) is that I have
> two
> classes next week that do not have any assigned readings or presentations.
> In other words, they've gone through the whole darned book and I don't
> know
> what to talk to them about. Does anyone have anything they can share with
> respect to general presentation rubrics (I don't assign group
> presentations, so I don't have any from other classes), and any activities
> I might do with t

Re: [tips] behavioral theory in the public sphere

[Joan Warmbold]

Just today was discussing with my classes this insistence of our media to
come close to glorifying this horrific act of violence.  Cover it yes; but
this needless repetition of the same scenarios over and over is totally
unnecessary, well except for their ratings.

I wish we all could work together more effectively to clarify the impact
the news stations have on their viewers.  Cynics or skeptics that we so
easily can become, action is better than no action.

Joan

> Hi, Jim.
>
> Very reasonable question. Again, this is not my area, but there is some
> evidence to support the opposite effect. Media coverage increases the
> lethality of future events and that it leads to contagion effects. True
> experiments are, of course, not possible, but below is a review article
> that was, I believe, one of the inspirations for the open letter.
>
> http://journals.sagepub.com/doi/full/10.1177/0002764217730854#articleShareContainer
>
> Finally, as some of you will realize, I meant to send the previous message
> to a different list. I apologize for my mistake.
>
> Best,
>
> SV
>
>
> stuartvyse.com
> @stuartvyse 
>
>
> On Mon, Oct 9, 2017 at 6:51 PM, Jim Clark  wrote:
>
>>
>>
>> Hi
>>
>>
>>
>> Is there any evidence for the efficacy of this approach? There are
>> examples of interventions derived from theory that did not have the
>> intended consequences and in some cases had the opposite effect. For
>> example, if names were not published might a copy-cat reason that if
>> only I
>> kill more people, then they will have to name me.
>>
>>
>>
>> I agree with Stuart’s general point about applying behavioral science
>> and
>> was pleased to see the discipline recognized by a Nobel award.
>>
>>
>>
>> Take care
>>
>> Jim
>>
>>
>>
>> Jim Clark
>>
>> Professor of Psychology
>>
>> University of Winnipeg
>>
>> 204-786-9757 <(204)%20786-9757>
>>
>> Room 4L41A (4th Floor Lockhart)
>>
>> www.uwinnipeg.ca/~clark
>>
>>
>>
>>
>>
>> *From:* Stuart Vyse [mailto:vyse.stu...@gmail.com]
>> *Sent:* October-09-17 5:44 PM
>> *To:* Teaching in the Psychological Sciences (TIPS)
>> *Subject:* [tips] behavioral theory in the public sphere
>>
>>
>>
>>
>>
>> Dear colleagues,
>>
>>
>>
>> On a day when behavioral science won a Nobel Prize, I write to point out
>> another instance of behavioral theory in the public sphere.
>>
>>
>>
>> In the wake of the latest horrible mass shooting, 147 "scholars,
>> professors, and law enforcement professionals" signed an open letter
>> urging
>> the media not to name or show pictures of this or similar perpetrators.
>> I
>> have not seen any media coverage of this letter, but the link to it is
>> below.
>>
>>
>>
>> https://drive.google.com/file/d/0B4Z7VkWcwLk-SjFJc00tdmI1eW8/view
>>
>>
>>
>> It is interesting to note, that in this very serious context, these
>> professionals are recommending a behavioral intervention based on the
>> elimination of reinforcement for these acts. In my own view, the
>> recommendations do not go far enough, but they are very clearly derived
>> from behavioral theory, not neuroscience or cognitive psychology.
>>
>>
>>
>> Finally, this is not my area of expertise. There may be signers to this
>> letter who are members of our tribe, but none of the names jumped out at
>> me. Indeed, at least one of the signers has been a fairly vocal critic
>> of
>> behavior analysis in other contexts. So I see this as a quiet victory
>> for
>> us, perhaps one that the signers have failed to recognize, but a victory
>> nonetheless. Furthermore, it comes in relation to a very serious social
>> problem.
>>
>>
>>
>> Best,
>>
>>
>>
>> SV
>>
>>
>>
>> stuartvyse.com
>>
>> @stuartvyse 
>>
>>
>>
>> ---
>>
>> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
>>
>> To unsubscribe click here: http://fsulist.frostburg.edu/u?id=3229968.
>> 90f21a83d5f62f052ba84a49e2f91291&n=T&l=tips&o=51527
>>
>> (It may be necessary to cut and paste the above URL if the line is
>> broken)
>>
>> or send a blank email to leave-51527-3229968.
>> 90f21a83d5f62f052ba84a49e2f91...@fsulist.frostburg.edu
>>
>> ---
>>
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>>
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>> 276099a4bdfac6e36730202b8c56c58f&n=T&l=tips&o=51528
>>
>> (It may be necessary to cut and paste the above URL if the line is
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>>
>> or send a blank email to leave-51528-1826268.
>> 276099a4bdfac6e36730202b8c56c...@fsulist.frostburg.edu
>>
>>
>
> ---
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Re: [tips] Retrograde versus anterograde amnesia prevalence

[Joan Warmbold]

Annette,

The bit of research I've conducted comparing these two types of amnesia
suggests that they often occur simultaneously, though one is usually more
serious than the other.  Also, there is a considerable variations within
both types of amnesia.  This leads me to conclude that to compare the
rates of the two types of amnesia is a more complex and challenging goal
than one might think.

However, I came across a fascinating piece of research relative to how the
concussions experienced by football players measurably impact their
incidences of retrograde amnesia as compared to anterograde amnesia.  The
research was conducted by Robert Cantu, the original physician who
discovered and named the brain deterioration he discovered after
conducting an autopsy of Mike Webster and then football players to follow.

His research was conducted in 2001 and published in the Journal of
Athletic Training. The title is:  Posttraumatic Retrograde and Anterograde
Amnesia: Pathophysiology and Implications in Grading and Safe Return to
Play.  The entire article is available at no cost.

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC155413/

Cantu recommends that the measurement of both types of amnesia should be
conducted regularly among football players to determine how much brain
trauma they have experienced to date.  Sounds like an excellent idea
versus waiting to conduct an autopsy after the player's death as well as
having experienced the tragic symptoms of serious cognitive deficits.

One has to wonder why this isn't this being done today in the NFL.  Or
maybe one doesn't have to wonder . . .

Joan
jwarm...@oakton.edu

PS I responded to your post on PSYCHTEACHER but they take so long!






> I've been trying to find some statistical data on the relative prevalence
> of retro versus anterograde amnesia and have had no luck :-(
>
> I have taught in the past that anterograde is more common but I'm not so
> sure about that. It is certainly more devastating in terms of human
> functioning, but is it more prevalent?
>
> Any help would be greatly appreciated!
>
> Annette
>
>
> Annette Kujawski Taylor, Ph.D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 921210
> tay...@sandiego.edu
>
> ---
> You are currently subscribed to tips as: jwarm...@oakton.edu.
> To unsubscribe click here:
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RE: [tips] Peer review video

[Joan Warmbold]

Two questions that come to mind are: 1) What is the APS's position on this
issue, and, 2) Am I right to assume that APA's closed approach to their
article's accessibility mean that an author can't make their article
available on their website, or otherwise.

Joan

> Thanks for checking and reporting on this, Chris. Given that that amount
> is twice what it costs to publish in PLOS ONE
> (http://journals.plos.org/plosone/s/publication-fees), one wonders whether
> APA's open access approach it is worth the money.
>
> Miguel
>
> 
> From: Christopher Green [chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 2:40 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
>
> I was looking at APA's policies again just now. It looks like they will
> allow an author to make any article open access, but at a cost of $3000.
> Many researchers, of course, cannot afford this cost, even if they have a
> small research grant.
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
> 43.773759, -79.503722
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
> On Jul 25, 2017, at 2:06 PM, Miguel Roig
> mailto:ro...@stjohns.edu>> wrote:
>
>
>
> Your point about ‘open access’ is a good one, Chris. But, my goodness, I
> was not aware about that submission criterion from the APA. Given the
> speed with which publishing is evolving toward a more ‘open’ format, I
> can’t imagine that policy lasting too much longer.
>
> Miguel
>
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Tuesday, July 25, 2017 11:11 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Peer review video
>
>
>
> Miguel,
>
> That is an interesting video, and it would probably be useful to
> undergraduates who don’t yet quite know what a peer-reviewed scientific
> journal is. However, the narrator is about a decade behind the times when
> it comes to the prominence and importance of “open” journals these days.
> It is an issue — a series of issues — that is becoming more complicated by
> the week.
>
> Not only are there lots of prominent, respectable “open” (e.g.,
> author-pays) journals now (all the versions of PLoS and, perhaps more
> controversially, the Frontiers series). A lot of the government research
> funding agencies have begun to bend to the argument that, if the public
> paid for the research (through government grants) then the public has a
> right to read it as well. (There are all kinds of problem with this
> argument, but it is getting traction where it matters — at the Cabinet
> table.) As a result, funding agencies across Europe (and in Canada) are
> beginning to insist that research supported by gov't funds be published in
> an “open” journal, or at least in a journal that will open a certain
> length of time after publication (e.g., 6 months, 1 year). Indeed, if you
> submit a paper to an APA journal now, there is a box asking whether your
> research was supported by a list of major international government funding
> agencies and, if you say “yes,” APA will not allow you to submit your
> work, because APA never makes its publications “open.” (Some “traditional”
> journals now allow the author to pay an additional fee in order to make
> the publication “open,” but I don’t think APA journals are among them…
> yet.)
>
> Best,
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> orcid.org/-0002-6027-6709
> ...
>
> On Jul 25, 2017, at 8:00 AM, Miguel Roig
> mailto:ro...@stjohns.edu>> wrote:
>
>
> An interesting video on peer review, predatory journals, and related
> issues:  https://www.youtube.com/watch?v=LIlBsfTx3Kc.
>
> Although the discussion centers largely on climate science and biomedical
> sciences, I think it is a good resource for both graduate and
> undergraduate students for helping them discern legitimate science and
> scholarship from junk.
>
> Miguel
>
> ---
> You are currently subscribed to tips as:
> chri...@yorku.ca.
> To unsubscribe click here:
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>
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>
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Re: [tips] Effects, Affects, Independent and Depentent Variables.

[Joan Warmbold]

APS has challenged members and others to read "Degrees of Maybe: How We
Can All Make Better Predictions" on NPR and then to leave a comment.  This
challenge can be found at:

https://www.psychologicalscience.org/news/degrees-of-maybe-how-we-can-all-make-better-predictions.html

The story is at:

http://www.npr.org/2017/06/26/534120962/degrees-of-maybe-how-we-can-all-make-better-predictions

Our concern with being more precise in our use of language ties in with
our concern with general scientific literacy, does it not?  And this story
concerning the type of mindset that enables people to make better
predictions very relevant.  Enjoy I hope.

Joan
jwarm...@oakton.edu


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RE: [tips] Opinions needed

[Joan Warmbold]

Stuart, I think predict is a logical choice for describing variables that
are significantly associated without having an experimentally proven
cause-effect relationship.

Relative to the risk factors for Alzheimer's, talk about a hot bottom
research issue that is becoming tiresome and certainly resulting in stress
for many---another 'risk factor' for this disease BTW!  I appreciate
learning how important exercise and low levels of sugar are to the
prevention of cognitive deficits but really. . .

Whatever, an interesting research article follows that reviews the
behaviors of baby boomers that "predict" who will not developing cognitive
deficits through one's 80's.

http://centerforhealthyaging.com/Baby%20Boomers%20OJIN%20final%20from%20web.pdf

Most of us have read the dire predictions of the dramatic rise in
Alzheimer's that should be expected due to the aging of the baby boomers. 
However, articles that deal with the here and now versus statistical
analysis based on past rates of this disease have discovered that the
percentage of this disease is going down not up.

https://www.statnews.com/2016/11/21/dementia-rate-decline/

So folks, have a lovely evening jog or walk followed by wild blueberries
in yogurt as these two factors predict the maintenance of a healthy brain!

Joan

PS Oh and do sleep on your left side henceforth.
https://www.statnews.com/2016/11/21/dementia-rate-decline/



> Dear Tipsters,
>
> Opinion seems to be coalescing around avoiding “effect” for any kind
> of correlations design. Jim has suggested a number of useful terms in that
> case. We might also consider saying that one variable (or group of
> variables) “predicts” another one.
>
> That would leave the term “effect” to mean cause and effect in
> experiments and Chris’s statistical effect.
>
> How does this seem for a summary?
>
> Stuart
>
>
> ___
>"Floreat Labore"
>
>[cid:image001.jpg@01D11876.FED84950]
> "Recti cultus pectora roborant"
>
> Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402
> Department of Psychology, Fax: 819 822 9661
> Bishop's University,
> 2600 rue College,
> Sherbrooke,
> Québec J1M 1Z7,
> Canada.
>
> E-mail: stuart.mckel...@ubishops.ca
> (or smcke...@ubishops.ca)
>
> Bishop's University Psychology Department Web Page:
> http://www.ubishops.ca/ccc/div/soc/psyhttp://www.ubishops.ca/ccc/div/soc/psy>
>
>  Floreat Labore"
>
>  [cid:image002.jpg@01D11876.FED84950]
>
> [cid:image003.jpg@01D11876.FED84950]
> ___
>
>
>
>
> From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
> Sent: July-19-17 1:34 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: [tips] Opinions needed
>
>
>
> Hi
>
> One thing to consider with respect to use of effect would be whether there
> are more precise alternatives. There are a number of phrases that capture
> the “effect” without using that term. One mentioned earlier was
> “relationship.” Others would be “correlated with,” “related
> to,” “covaried,” “associated with,” and probably others. Given
> such alternatives, use of “effect” could easily be avoided and prevent
> incorrect inferences. One exception would be Chris’s point about
> statistical effects.
>
> Take care
> Jim
>
> From: Carol DeVolder [mailto:devoldercar...@gmail.com]
> Sent: 19-Jul-17 5:31 PM
> To: Teaching in the Psychological Sciences (TIPS)
> mailto:tips@fsulist.frostburg.edu>>
> Subject: Re: [tips] Opinions needed
>
>
>
> Hi Annette,
> I didn't hear about the hearing loss risk factor, but I did hear about the
> sleep one. The thought is that sleep apnea is associated with poor quality
> sleep and promotes the formation of beta amyloid and tau proteins. Poor
> quality sleep (too little or interrupted) seems to be a stressor,
> resulting in build up of stress-related proteins. Since sleep apnea is
> associated with controllable factors such as obesity and use of breathing
> stabilizers (e.g., CPAP), it is something one can reduce. Now the hearing
> one is a different story, and I would have to agree that it might be
> correlated in the same way that loss of olfaction is related, but not
> necessarily a risk factor. That's my take on it, but then again, I'm not a
> stats person by any means.
> Carol
>
>
> On Wed, Jul 19, 2017 at 9:07 AM, Annette Taylor
> mailto:tay...@sandiego.edu>> wrote:
>
>
> Back in the good old dayswhen I was in graduate school...I
> specifically being told by my advisor that "effect" could not be used in a
> title unless it was a clearly causal effect. So this does err on the side
> of emphasizing causal. Nevertheless, I also heard somewhere from someone
> (???) that the reason that the AP

Re: [tips] Test Message

[Joan Warmbold]

> I got it.
>
> Joan Warmbold
>
> On Mon, Jul 17, 2017 at 1:24 PM, Bill Southerly 
> wrote:
>
>>
>>
>>
>>
>>
>>
>> Dr. Bill Southerly
>>
>> bsouthe...@frostburg.edu
>>
>>
>>
>> ---
>>
>> You are currently subscribed to tips as: rikikoe...@gmail.com.
>>
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>> dbc50898cf582dfebd6d7adf4eaf9eb6&n=T&l=tips&o=51043
>>
>> (It may be necessary to cut and paste the above URL if the line is
>> broken)
>>
>> or send a blank email to
>> leave-51043-13477.dbc50898cf582dfebd6d7adf4eaf9e
>> b...@fsulist.frostburg.edu
>>
>>
>
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Re:[tips] tips digest: June 16, 2017

[Joan Warmbold]

Does not the APS have a far more open policy regarding access to their
journal articles?  In contrast, the APA seems intent on making a
considerable profit from the time and efforts of research conducted by
their members.  BTW Mike, I just checked out the price of an article from
the APA 2017 "Practice Innovations" journal and it was priced at $12. 
That's outrageous and I do wish more of us would protest this policy as it
obviously interferes with access to important research.

Joan
Joan Warmbold Boggs
jwarm...@oakton.edu

__
> I just published a paper in a APA journal this month and was told that I
> could post the final page proofs but not a PDF of the article. I have all
> my career faced the reality that my work is not MY work. If I want to
> publish in a top tier or mainstream journal I have to give away my work,
> for free, so someone else can make lots of money from it. This contributes
> to the general societal misperception that we academics are all rich from
> all the royalties we get from our publications. Hahahahahahahaha.
>
> Annette
>
> Sent from my iPad
> So no signature lines
>
>> On Jun 15, 2017, at 10:00 PM, Teaching in the Psychological Sciences
>> (TIPS) digest  wrote:
>>
>> TIPS Digest for Friday, June 16, 2017.
>>
>> 1. Take Down That Article! Love, APA
>>
>> --
>>
>> Subject: Take Down That Article! Love, APA
>> From: "Mike Palij" 
>> Date: Thu, 15 Jun 2017 09:49:01 -0400
>> X-Message-Number: 1
>>
>> Publish and being bullied about it.  Out APA is telling authors of
>> its journal article that they have to take the published versions of
>> their published journal articles.  Yes, we have to agree to give
>> APA the copyright and control over the final product but some
>> of this is getting tiresome.  For more on this point, see the following
>> article:
>>
>> http://www.the-scientist.com/?articles.view/articleNo/49670/title/Authors-Peeved-by-APA-s-Article-Takedown-Pilot/
>>
>> By the way, does anybody know how much money APA makes
>> per published article?
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
>>
>> ---
>>
>> END OF DIGEST
>>
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Re: [tips] Explaining What Expertise Is (was Teaching expertise

[Joan Warmbold]

So I no longer can suspect that the reason PSYCHTEACH takes so long to
post my responses is personal?!  Oh shucks, it was such fun letting my
paranoia run rampant.

Joan
jwarm...@oakton.edu



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Re: [tips] The Lamcet again

[Joan Warmbold]

The correlation between variables being used to explain cause-effect still
persists in various academic journals.  A study published in JAMA
Pediatrics (Boukris, et al., 2015) reported that antidepressants are a
likely culprit in contributing to autism because women who took such
medication doubled the risk of their children developing autism.

BTW, it's Lancet, not Lamcet.  For those who might not know, the reason
Michael titled his post "Lancet Again," is due to the fact that in 1998
this journal published a seriously flawed study by Wakefield that claimed
vaccines were causing autism.  For those who are interested about the
problems with the original study as well as all the brouhaha that
resulted, I recommend the following:

https://www.autism-watch.org/news/lancet.shtml

Joan
jwarm...@oakton.edu


> Correlational. Start listing all the SES variable that you think are
> correlated with living closer to busy streets. In addition, it was a tiny
> increase. 7% if I recall correctly.
>
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca
>
>> On Jan 7, 2017, at 8:19 PM, "msylves...@copper.net"
>>  wrote:
>>
>> The Lancet
>> has recently published a study that concluded- folks residing in areas
>> of busy traffic noise have a higher rate of  Alzheimers.
>> The study subjects were in Ontario,Canada.
>> michael
>> daytona beach,florida
>>
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Re: [tips] The Lancet again

[Joan Warmbold]

Students who attend school in areas with high levels of noise have been
shown to learn less.  When considering that extensive learning provides
our brain with more of a back-up for our future inevitable loss of
neurons, this finding is not particularly surprising.

http://www.educationworld.com/a_curr/curr011.shtml

What would seem to be of more importance is the methodology used in this
research study.

Joan

Joan Warmbold Boggs
jwarm...@oakton.edu



> The Lancet
> has recently published a study that concluded- folks residing in areas of
> busy traffic noise have a higher rate of  Alzheimers.
> The study subjects were in Ontario,Canada.
> michael

>



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Re: [tips] Text reviews

[Joan Warmbold]

TBH, I think it might be subtle bribe in that they hope that by having us
review their text we might be more motivated to use the text.  Keep in
mind the social psychology principle that if you can alter people's
behaviors, sometimes such will result in altering their attitudes. At
times I have told publishers I will review their text but feel no need for
remuneration.  But, upon reflection, I realize that such doesn't actually
alter the impact of 'being given the honor' of being asked to be a
reviewer.

I think we all should ask ourselves and the publisher WHY we are being
asked to review their textbook; i.e., what qualifications lead them to
choose us?  If it appears to be a relatively random process, possibly we
should be concerned about their motives.  If not, then go for it as I'm
all for improving the content of the psychology 101 textbooks available.

Joan
Joan Warmbold Boggs
Professor of Psychology
jwarm...@oakton.edu


 Carol Devolder asked,  'If a publisher pays me an honorarium to review a
> potential text, are they paying me to be honest or are they paying me to
> say only good things about the book?"
>
>
> I can't speak to the publishers' motivations. They may well think/hope
> they're paying you for a good review, or at least for some useable quotes.
> But you should give an honest review. The worst that can happen is that
> they won't ask you again. Besides, it's not like they're paying you big
> bucks. The meager stipend would appear to be prima facie evidence that
> they're not trying to bribe you.




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[tips] Traits that make folks vulnerable to addiction

[Joan Warmbold Boggs]

There is a terrific article in today's NYT's about the major four traits 
that make kids vulnerable to drug abuse.  It also includes reference to 
a drug program that actually works to reduce drug use called 
"Preventure."  The title is "Four Traits that puts Kids at Risk for 
Addiction," and can be accessed via the following URL:


http://www.nytimes.com/2016/10/04/well/family/the-4-traits-that-put-kids-at-risk-for-addiction.html?&moduleDetail=section-news-4&action=click&contentCollection=Health®ion=Footer&module=MoreInSection&version=WhatsNext&contentID=WhatsNext&pgtype=article 



This new, effective program seems based on principles of cognitive 
therapy and is being used extensively throughout Europe, Australia and 
Canada. I'll be curious to see if Preventure is tried out in the US as 
we are so entrenched in the disease model.  The fellow who runs our 
substance abuse program isn't even interested in reading research that 
is pointing in the direction of addiction being a learned behavior 
pattern.  Have many of you out there found the same type of closed-mind 
to alternative models of addiction?


Joan
Joan Warmbold Boggs
Professor of Psychology
jwarm...@oakton.edu

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[tips] Reflection questions for students viewing Memento

[Joan Warmbold Boggs]

Bridgette asked on the PsychTeacher listserv about reflection questions 
to give to students for use when viewing certain films, one being 
Memento.  I often have difficulty getting messages on that listserv so 
thought I would simply respond via TIPS.

I love the film Memento and use it when time allows.  I have developed a 
worksheet with questions that I'll attach assuming such is allowed.  The 
film is particularly instructive as there are examples of behaviors of 
the protagonist, Leonard, that are not realistic for a person with 
anterograde amnesia as well as those that are reasonably representative 
of someone with this type of memory issue.  Enjoy.

Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College

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Memento paper assignment.doc
Description: MS-Word document

Re: [tips] Practicing scientific thinking

[Joan Warmbold]

Thanks for that article Marie--the more of such the better.  As research
has revealed again and again, we need to focus more on how to best teach
scientific literacy to our students.

Joan
jwarm...@oakton.edu

> If you teach your students scientific thinking you might want them to read
> this article from today's Washington Post.
> https://www.washingtonpost.com/posteverything/wp/2016/07/01/as-a-psychiatrist-i-diagnose-mental-illness-and-sometimes-demonic-possession/?wpisrc=nl_draw2&wpmm=1
>
> Good article for students to dissect - the Amazing Randy would have a
> field day. Here is one quote showing the typical pattern of claiming that
> no independent evidence could even be collected.:
> "As a man of reason, I've had to rationalize the seemingly irrational.
> Questions about how a scientifically trained physician can believe "such
> outdated and unscientific nonsense," as I've been asked, have a simple
> answer. I honestly weigh the evidence. I have been told simplistically
> that levitation defies the laws of gravity, and, well, of course it does!
> We are not dealing here with purely material reality, but with the
> spiritual realm. One cannot force these creatures to undergo lab studies
> or submit to scientific manipulation; they will also hardly allow
> themselves to be easily recorded by video equipment, as skeptics sometimes
> demand."
>
> Marie
>
> Marie Helweg-Larsen, Ph.D.
> Professor l Department of Psychology
> Chair, Health Studies Certificate Program
> Office hours Spring 2016: Monday and Thursday 3-4 PM, Tuesday 10-12, and
> by appointment
> Kaufman 168 l Dickinson College
> Phone 717.245.1562 l Fax 717.245.1971
> http://users.dickinson.edu/~helwegm/index.html
>
>
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re: [tips] Jerome Bruner dies at 100

[Joan Warmbold]

Why have we left Bruner in our wake . . . ?

To this day I find the information processing approach, as introduced to
us by Jerome Bruner, to be the most comprehensive and up-to-date
perspective on cognitive development.  My colleagues find it "shocking"
that I do not cover Piaget as I realize many of you likely will also.  But
Piaget's model is static vs dynamic, and his conclusions were based on a
biased and small sample that posed stages of thinking that now are clearly
outdated.  Bruner stressed that the reason Piaget frequently
underestimated children's thinking abilities was that he posed problems
with too many parts, thereby overwhelming them with too much information. 
Until the age of 7, sometimes called the 'age of reason,' children have no
capacity for dual focusing,  meaning that they only can comprehend
problems that can be processed within one frame, so to speak.

I was drawn to this emphasis of Bruner's on the impact of the quantity of
information as a factor in determining children's ability to reveal their
comprehension of a concept.  As we now know, it has been determined via
information processing research studies that during the first year of life
infants demonstrate a comprehension of conservation, cause-effect,
subtraction and addition IF the problem contains only one to three items.
As the old saying goes, KISS, at least with children under seven.

I would hope to see our textbooks to begin giving Bruner some type of
recognition to his role in emphasizing the use of the information
processing model to obtain a superior model of cognitive development.


May he rest in peace.

Joan
jwarmb...@oakton.edu

> On Thu, 09 Jun 2016 04:56:40 -0700,  Miguel Roig wrote:
>>Let's see if I can beat Mike P to the punch.
>
> Damn!  Don't you hate it when people die when you're on jury duty! ;-)
>
>>Talk about longevity 
>> http://www.nytimes.com/2016/06/09/science/jerome-s-bruner-who-shaped-understanding-of-the-young-mind-dies-at-100.html?rref=collection%2Fsectioncollection%2Fhealth&action=click&contentCollection=health&_r=0
>>
>>I had the good fortune of being in the audience of an Inside the
>>Psychologist's
>>Studio interview of Bruner that was conducted at EPA or APS a couple of
>>years
>>ago and it's on Youtube: https://www.youtube.com/watch?v=xxn6IpAJEz8.
>>
>>That's my bald head on the lower hand corner of the screen at minute
>>54:11 to
>>54:15.
>
> The NY Times obit omits info that Bruner was a Research Professor of
> Psychology (College/Graduate School of Arts & Science) while being a
> Senior Research Fellow at the NYU School of Law; see:
> http://psych.nyu.edu/bruner/
>
> I did not know Bruner personally but I recognized him when I saw him.
> When Bruner came to NYU in the early 1990s, he literally was all over
> the place:  his office was identified as 200 Mercer Street but I think
> this
> was where he lived (NYU has office space and classrooms at
> 194 Mercer St but that is a couple of buildings south of 200 Mercer St;
> here is a picture of 200 Mercer Street -- NOTE: it is the red brick
> building
> behind the green truck:
> https://www.google.com/maps/place/%22200+mercer+street%22+%22new+york+city%22/@40.7266214,-73.9969376,3a,75y,125.72h,90t/data=!3m7!1e1!3m4!1sCpEUEPZvpvpI83TRwQhrmA!2e0!7i13312!8i6656!4b1!4m2!3m1!1s0x0:0x59d8c360824e1a39!6m1!1e1
>
> During the 1990s I was hanging out in the NYU A&S psych dept (while
> being full-time faculty at Yeshiva U and doing research at a joint named
> NDRI) and had an office on the 8th floor of the psychology building.
> I was surprised to find Bruner & Co holding a seminar of some sort
> in one of the smaller classroom on the 8th floor, just a couple of doors
> down from my office.  They met once a week during the fall and spring
> for a few years and then stopped.  I didn't see Bruner in the psych dept
> again and I don't know why he was apparently gone (I was doing too
> much stuff already to gossip) but I think that Bruner moved over to
> the School of Law full time. .Vincent Hevern (he's on Psychteacher,
> not sure he's on Tips) has a page devoted to Bruner and it provides
> some details of what he did/published over the years.  Some might
> find it useful.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] Testing Wars (Again or Still)

[Joan Warmbold]

In response to Christopher's commentary about our underfunded schools, I
have provided an article from the Atlantic about Chicago schools sent to
be my Tom O'Brien, who teaches in an inner city high school on the SW
side.

http://www.theatlantic.com/education/archive/2016/04/reviving-a-hollowed-out-high-school/477354/

Tom's solution to our problem is similar to Chris's.  It's all so obvious
and yet we seem further away than we were 30 years ago regarding both
solving the problem of the gross disparity of opportunity to quality
education in the US as well as our concerns about such.  Here is Tom's
thoughts:

Hey Joan,
Thanks for the feedback.  A good follow-up article would be: The key
importance of the neighborhood school.  The neighborhood school closes and
a big part of the neighborhood slips further into chaos.  These are anchor
institutions that give hope to some of the poorest and most violent
neighborhoods in the nation.  Most of the school choice involves going to
schools outside their neighborhood.



The investment in poor kids needs to start in the home, prenatal,
preschool and this takes money and courage.  We try and do too much in the
school and overwhelm kids teaching them at many grade levels above their
level because of social promotions.

I've been taking some notes on the Up Side of Down book by Megan McArdle
for my teaching about learning from failure.  Best,  Tom

Joan
jwarm...@oakton.edu

 Jim,
>
> It may be true that teacher training doesn’t include enough information
> about testing, but that’s not the main problem in the US now. The problem
> is that over-testing is actually disrupting (what is left of) the public
> education system. Because the tests focus only on reading/writing and math
> (important topics, to be sure), and because many schools districts have
> suffered from terrible underfunding for decades now (see “public education
> funded by local property taxes”), many other essential topics are being
> squeezed out of the curriculum. Districts and teachers are under such
> relentless pressure to raise test scores now that many have essentially
> resorted to teaching their kids how to do well on these particular tests,
> rather than teaching them a broad and reasonable curriculum. The crowning
> paradox is that US kids still do worse on these topics than kids from
> nearly every other economically equivalent country (and they often have
> nearly no knowledge of other topics — just ask them to, say, point out
> Germany on a map of the world). One of the results is that the public
> system is being eroded by various alternatives: "charter" schools, private
> school “vouchers,” etc.
>
> It seems to be a classic case of fanaticism: faced with a failed strategy,
> redouble your efforts.
> If the US wants a decent public school system again (and there seem to be
> lots of political and economic forces in the US that are actually fighting
> this), the first thing they have to do to get out of the hole they're in
> is to stop digging.
>
> Important topic not mentioned in article: Until the US is ready to admit
> that its dreadful income inequality is having a profoundly negative impact
> on its educational outcomes, it unlikely that top-down pressure on
> teachers is going to make much difference. (What kid can concentrate on
> school when s/he comes from a deprived home with highly stressed,
> unemployed or precariously-employed parents? Something as simple as
> Maslow’s "hierarchy of needs” tells you pretty much everything you need to
> know here.)
>
> Chris
>
> P.S. Let me be the first to say, Canada is no paradise when it comes to
> public education, but it has managed to avoid some of the greater
> pitfalls. Funding is spread across whole provinces, and so is more
> equitable. Teacher pay is (generally) better. More generous anti-poverty
> programs level the socio-economic playing field somewhat. And, yes,
> Canadians pay higher taxes: the price of civilization, as Oliver Wendell
> Holmes once put it.
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773895°, -79.503670°
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> ...
>
> On Apr 24, 2016, at 6:37 AM, Jim Clark  wrote:
>
>>
>>
>>
>>
>>
>> Hi
>>
>> NY Times reports latest on the testing wars in schools. I think one of
>> the causal factors, perhaps especially in the negative reactions of many
>> teachers, may be the lack of education about testing in teacher
>> education. At least one professor of education in the province bemoaned
>> several years ago about the lack of such training.
>>
>> http://www.nytimes.com/2016/04/24/opinion/sunday/race-and-the-standardized-testing-wars.html?emc=edit_th_20160424&nl=todaysheadlines&nlid=26933398&_r=0
>>
>> Take care
>> Jim
>>
>> Jim Clark
>> Professor & Chair of Psychology
>> University of Winnipeg
>> 204-786-9757
>> Room 4L41A (4th Floor Lockhart)
>> www.uwinnipeg.ca/~clark
>>
>>
>> ---
>>
>> You are currentl

Re: [tips] Cheating watches

[Joan Warmbold Boggs]

I experimented with the 'cheat sheet' during an abbreviated three week 
Introduction to Psychology course a few years back.   We offer these 
three week/i//nterim/ courses between semesters and they tend to draw 
very good students.   Whatever, the feedback I received from most of the 
students was that, though the notes they brought into the class for the 
tests were certainly handy, the process made them content to write the 
major ideas down on paper without actually learning/memorizing most of 
the information.

However, I give seven essay tests over each of my seven units making it 
quite possible for diligent students to properly prepare for the tests.  
If instead I only gave three tests during the course, with each test 
covering much more material, my students might have felt far more 
positive about the use of such a cheat sheet.  That is, as Rick 
suggests, when students need to review a large amount of material, the 
cheat sheet could very conceivably encourage many more students to 
review and condense the major ideas in a far more conscientious manner 
than they would otherwise.

Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College
jwarm...@oakton.edu

On 3/25/2016 4:34 PM, Rick Stevens wrote:
>
> Long ago, I was surprised when on TIPS people suggested letting 
> students bring in a 'cheat sheet'.  I've done that for a while, now, 
> and think that the value is in making them think about what they want 
> to put on a single piece of paper.  Admittedly, some go for the 'tiny 
> writing award', trying to pack info onto the page, but either way, I 
> think that it makes them study in a different way.  It might be even 
> harder to make up a file that would be usable on a tiny screen.  You 
> surely couldn't search all of your notes.  If you were listening to 
> recorded lectures it would be hours of material and a very limited 
> ability to search through it.  If you had to decide what to put and 
> dictate facts in some shortened audio format, it would amount to 
> putting time into studying.  I doubt that this will catch on.
>
> Rick Stevens
> School of Behavioral and Social Sciences
> University of Louisiana at Monroe
>
>
> On Fri, Mar 25, 2016 at 4:19 PM, Kenneth Steele  <mailto:steel...@appstate.edu>> wrote:
>
> I remain unconcerned about the danger of these devices in the
> USA.  Notice that if you go to the website that they do not
> guarantee the validity of the technique. For the technique to work
> then you need information that is valid, organized, and easily
> accessible.  That is not the hallmark of a student who is relies
> on  cheating to pass a test here.
>
>
> Ken
>
>
> 
> -
> Kenneth M. Steele, Ph.D. steel...@appstate.edu
> <mailto:steel...@appstate.edu>
> Professor
> Department of Psychology http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> 
> -
>
>> On Mar 25, 2016, at 4:18 PM, MARK CASTEEL > <mailto:ma...@psu.edu>> wrote:
>>
>> I actually happened to mention this today in my developmental
>> psychology
>> course before they took an exam, and of course, I used a joking
>> tone. It was
>> interesting that one student had heard of these watches so I'm
>> not sure how
>> gimmicky they really are. It certainly made me think twice about
>> things,
>> especially the Bluetooth earpiece.
>>
>> **
>>
>> Mark A. Casteel, Ph.D.
>>
>> Associate Professor of Psychology
>>
>> Penn State York
>>
>> 717-771-4028 
>>
>> **
>>
>> -Original Message-
>> From: Gerald Peterson [mailto:peter...@svsu.edu]
>> Sent: Friday, March 25, 2016 4:15 PM
>> To: Teaching in the Psychological Sciences (TIPS)
>> Subject: Re: [tips] Cheating watches
>>
>> Agree with Marie, but they are putting them on their laps and in
>> the folds
>> of clothes...smartphones or other material.
>> Amazing how blatent the ads are. Students should have stronger
>> orientation
>> sessions about dishonesty/ethics/plagiarism, etc. I guess.
>>
>> - Original Message -
>> From: "Marie Helweg-Larsen" > <mailto:helw...@dickinson.edu>>
>> To: "Teaching in the Psychological Science

Re: [tips] French national teaching of psychology conference

[Joan Warmbold]

I have the attachment for those who need it.  Just send an email titled:
"French attachment."

Joan
jwarm...@oakton.edu



> An attachment regarding the French national teaching of psychology
> conference as passed on by Doug Bernstein.
>
> Bill
>
>
> Dr. Bill Southerly
> Frostburg State University
> bsouthe...@frostburg.edu
> 301-687-4389
>
>
>
>
>
>
> ---
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Re: [tips] Science medalists relative to political party of the administration

[Joan Warmbold]

Mike,

Appreciate your information about Skinner vs. Miller relative to how they
each were categorized relative to their scientific achievements.  Clearly,
since Miller is strongly recognized for his work on the brain and the
pleasure centers, he logically could be listed within the field of
biological sciences. In contrast, the fact that Skinner is psychology's
premier behaviorist, to have had him listed under Biological Sciences is
laughable. Since he was still alive, it's surprising he made no efforts to
correct this designation.  Check out the obituary for Skinner in the NYT's
titled "B.F. Skinner, the Champion of Behaviorism, dies at age 86."  It is
amazingly fair, thorough and complimentary.

http://www.nytimes.com/1990/08/20/obituaries/b-f-skinner-the-champion-of-behaviorism-is-dead-at-86.html?pagewanted=all

As you point out Mike, the political parties of administrations only seem
relative to the number of honors given for achievement in the Behavioral &
Social Sciences, with the three Democrat administrations averaging 4.7
nominations vs. the three Republicans averaging 3.3 nominations.

Just as a side note, when might one of the premier climate change
scientists be given any honor within the US for their scientific
contributions?  Probably only after all of our planet's icebergs have
melted.


Cheers,
Joan
jwarm...@oakton.edu






> On Wed, 06 Jan 2016 10:29:02 -0800, Joan Warmbold wrote:
>>It would be interesting to compare the number of medals for scientific
>>achievements have been bestowed during various administrations.
>>It would not seem too cynical to suspect that respect that a particular
>>administration has for science might influence this, would it?
>
> Maybe, but the situation may not be as simple as whether an
> administration is friendly to science or not.  Let's consider the
> situation for NMS recipient  in the "Behavioral & Social Sciences".
> Consider the following:
>
> (1) According to the website for National Medal of Science, the
> "Behavioral & Social Sciences" (BSS) was not officially recognized
> until 1980 (Congress made it so; see:
> https://www.nsf.gov/od/nms/medal.jsp ).
>
> (2) However, in spite of BSS not being a valid category until 1980,
> the list of NMS laureates in the list linked to below has as its
> first entry in this category as Neal Miller in 1964.  Skinner comes
> in 1968.  However, Neal Miller is officially in BSS while Skinner
> is in "Biological Sciences" (note the footnote in the Wiki list).
> IMHO, I think the NSF got it backwards for these two
>
> (3) So, if we group the people in BSS who received NMS during
> different administrations, we get a list like the following:
> NOTE: There are a total of 23 NMS laureates on the Wiki list
> but it could be argued that others could be included such as
> Allen Newell [1992; Bush] who got it for Math/Stat/CompSci
> and Eric Kandel [1988; Reagan] who got it for Bio -- similar
> arguments can be made for others)
>
> NMS given by:
> Lyndon Johnson (D): 2 (Neal Miller, B.F. Skinner)
>
> Ronald Reagan (R): 3 (Herb Simon, Anne Anastasi, George Stigler,
> Milton Friedman; Reagan had a thing for economists)
>
> George W.H. Bush(R): 4 (Leonid Hurwicz, Patrick Suppes, George Miller,
> Eleanor Gibson)
>
> Bill Clinton (D): 7 (Robert K Merton, Roger Shepard, Paul Samuelson,
> Bill Estes, William Julius Wilson, Robert Solow, Gary Becker;
> NOTE:Clinton had someone else present the NMS for a few of these
> folks, such as Veep Al Gore)
>
> George W. Bush(R): 3 (Duncan Luce, Kenneth Arrow, Gordon Bower)
>
> Barack Obama(D): 5 (Mike Posner, Mortimer Mishkin, Anne Treisman,
> Robert Axelrod, Albert Bandura)
>
> Dems = 2 + 7 + 5 = 14
> Reps = 3 + 4 + 3 = 10
>
> If we eliminate the pre-1980 NMS recipients and count Allen Newell
> and Eric Kandel as part of the flock it becomes Dems 12 = Reps 12.
>
> Things that make one go "H"
>
> (4) For additional fun and games, one can download the list of all
> recipients as an Excel file that contains names, affiliation, discipline
> or
> area medal was awarded, award year, area of Nobel Prize won (remember,
> there is no Nobel prize for psychology), and, curiously, if the person
> is deceased (not sure what the "final" date for this list is); see:
> http://www.nsf.gov/od/nms/results.jsp?first_name=&award_year=&keyword=&d-49653-s=2&last_name=&state=all&action=sort_year&nobel_disc=all&affiliation=all&d-49653-o=2&discipline=all&d-49653-p=1
>
> Altogether there are 498 recipients.   One can always import the Excel
> file into SPSS and then do various tests to see if there are significant
> difference among all disciplines across 

Re: [tips] Science medalists?

[Joan Warmbold]

It would be interesting to compare the number of medals for scientific
achievements have been bestowed during various administrations.  It would
not seem too cynical to suspect that respect that a particular
administration has for science might influence this, would it?

Joan
jwarm...@oakton.edu

> Behavioral Science is one of the categories. The list is here:
>
> https://en.m.wikipedia.org/wiki/List_of_National_Medal_of_Science_laureates
>
> Rick
>
> Rick Froman
> rfro...@jbu.edu
>
> On Jan 5, 2016, at 8:23 PM, Gerald Peterson
> mailto:peter...@svsu.edu>> wrote:
>
> I learned that Bandura is getting the national medal of scienceI
> Wonder how many psychologists have received this honor?
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
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Re: [tips] 2015Tipsters of the year

[Joan Warmbold]

And we "really, really like you!"

Joan
jwarm...@oakton.edu

> I would like to thank all the people who made this possible.
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
> 43.773759, -79.503722
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
>> On Dec 31, 2015, at 9:05 PM, "msylves...@copper.net"
>>  wrote:
>>
>>
>>
>> Christopher Green
>> James Clark
>> Donald Trump
>> El comandante Raoul Castro
>> Pope Francis PhD
>>
>> All awards come with a Kale salad with mountain oysters
>> oysters on a bed of wild rice
>>
>> michael
>> Data 'r' us
>> ---
>>
>> You are currently subscribed to tips as: chri...@yorku.ca.
>>
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>>
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Re: [tips] Seasons greetings

[Joan Warmbold]

Thanks Carol--and may all enjoy the following for the holidays!


http://youtu.be/SXh7JR9oKVE

Joan

> Merry solstice (belated) and happy Festivus. May the farce be with you all
> as you enjoy the seasonings.
> Carol
>
>
>
>
>
> Phone mail
> ---
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Re: [tips] Habits, Behavior Mod and Dopamine

[Joan Warmbold]

Also I am curious if any behaviorist, you know like B.F., were credited in
any sense of the word. My guess would be no but miracles can happen . . .

Joan
jwarm...@oakton.edu


> I’ve been reading a bit more along the line of this “habits” craze.
> Here’s what I think.  Would love to get feedback:
>
> As I mentioned in a previous post, this “Habits” stuff is basically
> Bmod warmed over/re-marketed. The new way of talking about this is that
> “cues” or “triggers” that have led to behavioral routines (Habits)
> which have been rewarded in the past tend to be repeated.  Well, we’ve
> known that for years.
>
> So to make it unique/up-to-date, the authors throw in a little mention of
> dopamine.  What they’re saying is that after you do the habit many
> times, dopamine is released no longer at the END of a behavior but rather
> during the time that we are ANTICIPATING a reward (just after the cue).
> This dopamine release creates, these authors say, a CRAVING that can only
> be resolved by carrying out the habit (i.e., previously rewarded
> behavioral routine).
>
> So again, sounds like traditional behaviorism with new terms and a dollop
> of “brain science” to make it look up-to-date (and we know that even
> the term “brain science” impresses people).
>
> So even if they’re right about the role and timing of dopamine in all
> this, you could, it seems to me, say, “So what?”.  Knowing about the
> role of dopamine, while interesting, doesn’t change how behavior mod
> techniques are carried out - does it?
>
> Michael
>
> Michael A. Britt, Ph.D.
> http://www.ThePsychFiles.com
> https://www.facebook.com/groups/thepsychfiles/
> Twitter: mbritt
>
>
>
>
>
>
>
>
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RE: [tips] The strange case of Anna Stubblefield

[Joan Warmbold]

Anna might be compassionate as well having good verbal skills and a
thorough knowledge base in philosophy.  But I do not agree that she
appears to be smart person in the least.  Smart minds need to determine
the evidence or lack there of for any type of process, like FC.  Instead,
she barged ahead using FC with little if any reservations or desire to
determine the scientific support for its effectiveness. Many of my smarter
students would show far more concern about using facilitated communication
than did Anna.

Joan
jwarm...@oakton.edu

> It is amazing how a smart and obviously compassionate person could be so
> fooled. She must have known that FC had critics. She says in the article
> (paraphrasing): why would I need to test whether his communication was
> authentic? Yes why indeed! Some research shows that smart people are the
> most easily fooled (by all kinds of weird beliefs) because they are
> arrogant about their abilities to detect foolishness.
>
> I wonder how the judge will handle sentencing.
>
> Marie Helweg-Larsen, Ph.D.
> Professor l Department of Psychology
> Chair, Health Studies Certificate Program
> Office hours Fall 2015: Tuesday 2-4 PM and Thursday 10-12AM, and by
> appointment
> Kaufman 168 l Dickinson College
> Phone 717.245.1562 l Fax 717.245.1971
> http://users.dickinson.edu/~helwegm/index.html
>
>
> -Original Message-
> From: Kenneth Steele [mailto:steel...@appstate.edu]
> Sent: Saturday, October 24, 2015 4:52 PM
> To: Teaching in the Psychological Sciences (TIPS)
> 
> Subject: Re: [tips] The strange case of Anna Stubblefield
>
> I find this case scary from so many viewpoints but one that struck me was
> how one could go from being a chair of the department to a non-person so
> quickly.
>
> I would advise my colleagues to run from RU-N.
>
> Ken
>
>
>
>> On Oct 24, 2015, at 10:11 AM, Mike Palij  wrote:
>>
>> On Date: Sat, 24 Oct 2015 01:38:16 +, Helweg-Larsen, Marie wrote:
>>>
>>> http://www.nytimes.com/2015/10/25/magazine/the-strange-case-of-anna-stubblefield.html?em_pos=large&emc=edit_ma_20151023&nl=magazine&nlid=30609997
>>> Facilitated communication again.
>>
>> There are various news sources in the New York-New Jersey area that
>> have written articles about the trial but the article above appears to
>> be most
>> comprehensive.  For comparison's sake, here's a much shorter article
>> from the NY Daily News:
>> http://www.nydailynews.com/news/crime/ex-rutgers-professor-guilty-sexual-assault-article-1.2387515
>>
>> Although the NY Times article states that she was a tenured professor
>> at Rutgers University-Newark, the NY Daily News add that she was or
>> used to be the chairperson of the philosophy dept.  But, you have to
>> give it up to RU-Newark:  a search of the school's website turns up
>> only two hits where her name appears; see:
>> http://www.newark.rutgers.edu/search/site/Stubblefield
>> she is not listed on the Philosophy dept's faculty list; see:
>> http://www.ncas.rutgers.edu/faculty-staff-directory/670
>> And though she is still listed as an associate member of the RU
>> Graduate Faculty in Philosophy (Arts & Sciences) -- see:
>> http://philosophy.rutgers.edu/for-faculty/244-ethics-and-value-theory-faculty
>> the link next to her name that goes to a webpage at RU-Newark
>> no longer works:
>> http://www.ncas.rutgers.edu/node/692Faculty/Anna.html
>> RU-N cleaned up real good.
>>
>> For the intellectually curious, here's a list of her
>> publications/citations
>> on Google Scholar:
>> https://scholar.google.com/scholar?as_q=&as_epq=&as_oq=&as_eq=&as_occt=any&as_sauthors=%22Anna+Stubblefield%22&as_publication=&as_ylo=&as_yhi=&btnG=&hl=en&as_sdt=1%2C33
>> But perhaps of most interest is an article she wrote that is referred
>> to in the NYT article and argues that opposition to FC is comparable
>> to "hate speech"; see:
>> http://dsq-sds.org/article/view/1729/1777
>>
>> It's interesting that claims of pseudoscience can be labeled
>> as "hate speech",  it's a useful tactic against such claims.
>> I wonder what Scott L. thinks?
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
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Re: [tips] Oliver Sacks

[Joan Warmbold]

Sad news but then he had recently made a statement in the Times (don't we
all) that the medication that had provided him a rejuvenating remission
was over and his deep fatigue from his cancer had settled back in. I plan
to read On The Move but still would be interested in why this particular
book 'dispelled you of his saint-like image' Carol?

It's also intriguing to consider why he decided to include in what he knew
would be his last book stories that would dispel any notion that he was
this selfless, heroic man. Maybe Sacks knew that the cracks in his armor
would inevitably be revealed so why not do such himself.

Joan
jwarm...@oakton.edu



> Dear TIPSters,
> I heard this morning that Oliver Sacks died yesterday. I think I mentioned
> that his most recent book, On The Move, was on my summer reading list. I
> read it early this summer and found it fascinating. It certainly changed
> my
> image of him--not for better, and certainly not for worse, simply more
> realistic. I've always held him in my mind as a sort of like Santa Claus,
> with a twinkling, charismatic smile. I had him on a pedestal, and his book
> dispelled me of any thoughts that he was a saint. He was, however, a
> brilliant man, and his loss will be felt. I'm glad he finally found the
> love he was looking for.
> Carol
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
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Re: [tips] How Would a Behaviorist Explain This?

[Joan Warmbold]

LOL, I agree with your family!  That is, during the initial trials for the
dogs, the ring of the bell develops into an effective conditioned stimulus
for the unconditioned stimulus of the shock. However, overtime the dogs
become desensitized to the ring of the bell as they learn that the ring on
its own is innocuous. (Remember that Kandel demonstrated that even a
primitive snail called an Aplysia was able to become desensitized to a
CS.)  So now the ring of the bell turns into a discriminative stimulus for
the dogs operant response regarding how far they can proceed without
receiving a shock. The more intrepid and smarter dogs would be willing to
'test out' the system; that is,"How much further can I proceed after the
bell rings without receiving a shock?"  These dogs would eventually learn
that if they make the bell ring over and over, they then can proceed
beyond the normal restricted range without receiving a shock.  Voila!

I might add, in addition to a dog's nature, if a dog has a history of
being abused by their owners, their motivation to escape would be very
strong as well as the the impact of the shock being far less effective. 
And a dog with a very sensitive nature and/or not particularly bright
would not be a likely candidate for 'beating the system.'  We had two
sister beagles: B1 was very bright, adventuresome and mischievous while B2
had a very sensitive nature, was not very adventuresome and not all that
sharp--though we loved her with equal enthusiasm! However, no doubt that 
B1 would be a top candidate for taking the necessary risks to beat the
shock fence system whereas B2--no way.

Joan



Dogs who acquire this type of learning are likely fairly intrepid as well
as risk takers.   these dogs have learned a) that the ring of the bell
does not produce a shock but b)the bell is simply a warning that if they
tread much further, they will be shocked.  So over time they become
desensitized to the ring of the bell--i.e., no longer worksIsn't it
conceivable that some dogs learn over time that when they have caused the
bell to ring a sufficient number of times, entering the perimeter no
longer produces no longer produces the punishment of a shock?

> Maybe this is easier than I think but I am curious: so we all know about
> those “invisible fences” that will shock your dog - who is wearing a
> “shock collar” - when it tries to go past a certain perimeter around
> your house (positive punishment, right?).  But lately I’ve heard about
> this: apparently a bell will go off if your dog gets near the shock area
> which your dog learns (with experience) will be followed by the shock if
> it continues in that direction.  I heard that some dogs will enter the
> “bell area” and allow the bell to ring until the battery on their
> shock collar dies out.  Then the dog simply walks past the perimeter
> unshocked.
>
> My family of course said that the dog was “smart”. How would a
> behaviorist explain this?
>
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
>
>
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RE:[tips] Fifty psychological and psychiatric terms to avoid

[Joan Warmbold]

Quite appreciated your comments Karl.  It brought to mind a comment made
by Paul Offit in his terrific book, "Autism's False Prophets."  As many of
you probably know, he provides a superb array of epidemiology research
that refute any connection between vaccines and autism. However, he
laments that those wishing to poke holes in his argument point to his
admission that no scientist can ever totally reject a null hypothesis
because 'unless one has examined essentially the entire population, there
is always some chance of a Type I error, no matter how meager (Wuensch,
2015).  As you say Karl, the best one can say is "mostly false."

Whatever, one can understand why this inability to totally reject a null
hypothesis is challenging for the public not only to understand but also
tempting to exploit. I mean if one exception is possible, then how many
others might be out there? Whatever, for a decent review of Offit's book,
you might wish to check out the folliwng:

http://cup.columbia.edu/book/autisms-false-prophets/9780231146364

BTW, Offit had planned a book tour throughout the US but canceled due to
the number of death threats he received.

Joan
jwarm...@oakton.edu



>   The one right below is just plain wrong, confusing conditional
> probability with unconditional probability:  "p = .000 ... This
> expression implies erroneously that there is a zero probability that the
> investigators have committed a Type I error, that is, a false rejection
> of a true null hypothesis (Streiner, 2007). That conclusion is logically
> absurd, because unless one has examined essentially the entire
> population, there is always some chance of a Type I error, no matter how
> meager."  Well, if the null hypothesis is false, the probability of
> committing a Type I error is, indeed, zero, and it can be argued that the
> null hypothesis is most often false.  Furthermore, "p = .000" does not
> mean that p is exactly zero.  To three point precision, .0002 is .000.
>
> Cheers,
>
> Karl L. Wuensch
>
>
> -Original Message-
> From: Miguel Roig [mailto:ro...@stjohns.edu]
> Sent: Wednesday, August 05, 2015 7:40 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Fifty psychological and psychiatric terms to avoid
>
> My favorite pet peeve: "Scientific proof". The one I was most surprised
> about: "Operational definition".
>
> Another 'must read' from Scott Lilienfeld:
> http://journal.frontiersin.org/article/10.3389/fpsyg.2015.01100/full
>
> Miguel
> ---
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Re: [tips] If You Had Lousy Grades When You Were 10 Years Old, You're Gonna Get Alzheimer's!

[Joan Warmbold]

Paul, if you don't know of or haven't read Burns, why do you feel
qualified to speak about the effectiveness of his strategies?  In no way
does he encourage people in a state of depression "to buck up."  The
strategies he does use, based on extensive empirical research, is to help
people understand how they have developed patterns of thinking--e.g.,
negative explanatory style or a sense of helplessness and
hopelessness--that are not only inaccurate but counterproductive as they
create depressive moods and inactive lifestyles.  So our negatively
distorted thinking patterns are creating our depressive realities.  And
yes, we can make a choice to learn more positive and productive ways of
thinking and behaving but it takes work and practice, as Burns makes
perfectly clear from the get-go.

For those who are interested, his books are fantastic and certainly
wonderful examples of the superb application of cognitive-behavioral
therapy.  Joan
jwarm...@oakton.edu





> “We have a choice whether to opt for depression or not” sounds
> precisely like positivity pablum, blaming the victim of disease, that all
> the person needs to do is ‘buck up’.
>
> I don’t know Burns, but I do know that acting like depression is an
> attitude problem is BS.
>
> I am going to assume that her words were typed in haste and
> unintentionally conveyed the meaning I’m ascribing.
>
> Paul
>
>
>> On Jul 20, 2015, at 7:38 PM, Carol  wrote:
>>
>> Though I'm not speaking for Joan, I believe she was referring to
>> cognitive techniques such as reframing. David Burns has been around a
>> long time and has written some very good books. I wouldn't consider his
>> work "positivity movement pablum."
>> Carol
>>
>>
>>
>>> On Jul 20, 2015, at 8:01 PM, Paul C Bernhardt
>>>  wrote:
>>>
>>>
>>> I surely hope you are joking about something as serious as depression.
>>> Sounds like a bunch of positivity movement pablum to me.
>>>
>>> Paul
>>>
>>>
>>>>> On Jul 20, 2015, at 4:41 PM, Joan Warmbold 
>>>>> wrote:
>>>>
>>>> as we age we do have
>>>> control over, whether we are depressed or not.  In fact, if one reads
>>>> Burns terrific book, "Feeling Good," we even have the choice whether
>>>> to
>>>> opt for depression or not.
>>>>
>>>> Joan
>>>> jwarm...@oakton.edu
>>>>
>>>>> Don't take my word for it, see this news article on the
>>>>> presentations
>>>>> at the Alzheimer's Association International Conference:
>>>>> http://www.telegraph.co.uk/news/science/science-news/11751788/School-grades-aged-10-predict-risk-of-dementia.html
>>>>>
>>>>> The Telegraph's (UK) science editor writes:
>>>>>
>>>>> |Children with low school grades at the age of 10 are
>>>>> |more likely to develop dementia later in life, scientists
>>>>> have found for the first time.
>>>>> |
>>>>> |Youngsters who struggled in school were far more likely
>>>>> |to suffer dementia as pensioners than average children,
>>>>> |while high achievers were much less likely to develop the
>>>>> |condition.
>>>>>
>>>>> Boy, if I could only remember how I did in school at age 10,
>>>>> I'd be a lot less concerned -- or more concerned depending
>>>>> upon how I did.
>>>>>
>>>>> Anyway, the are summaries of other research such as:
>>>>>
>>>>> |In a separate study, experts at the University of California
>>>>> |found that watching too much television and taking too little
>>>>> |exercise in early adulthood more than doubles their risk of
>>>>> |dementia.
>>>>>
>>>>> I am shocked --SHOCKED you hear! -- to find out that being
>>>>> a couch potato might cause Alzheimer's disease.  And all this
>>>>> time I thought that it only caused heart disease, diabetes,
>>>>> and other minor health problems.  But that's not all.
>>>>> Consider:
>>>>>
>>>>> |Likewise at [sic!] study of 8,300 over 65s by Harvard University
>>>>> |found that the loneliest people suffered much faster cognitive
>>>>> |decline than those with the most friends, a 20 per cent
>>>>> acceleration
>>>>> |over 12 years.
>>>>>
>>>

Re: [tips] If You Had Lousy Grades When You Were 10 Years Old, You're Gonna Get Alzheimer's!

[Joan Warmbold]

The correlation--remember CORRELATION--between performance in academia at
the age of 10 likely strongly influenced by the a child's sense of self
given to them by their teachers and school, including their ability to
attend college, etc.  The other correlation between sitting around and
Alzheimer's has experimental support in short-term research.

How we were encouraged or not while in elementary school is beyond our
control.  How active and engaged we are in our lives as we age we do have
control over, whether we are depressed or not.  In fact, if one reads
Burns terrific book, "Feeling Good," we even have the choice whether to
opt for depression or not.

Joan
jwarm...@oakton.edu

> Don't take my word for it, see this news article on the presentations
> at the Alzheimer's Association International Conference:
> http://www.telegraph.co.uk/news/science/science-news/11751788/School-grades-aged-10-predict-risk-of-dementia.html
>
> The Telegraph's (UK) science editor writes:
>
> |Children with low school grades at the age of 10 are
> |more likely to develop dementia later in life, scientists
> have found for the first time.
> |
> |Youngsters who struggled in school were far more likely
> |to suffer dementia as pensioners than average children,
> |while high achievers were much less likely to develop the
> |condition.
>
> Boy, if I could only remember how I did in school at age 10,
> I'd be a lot less concerned -- or more concerned depending
> upon how I did.
>
> Anyway, the are summaries of other research such as:
>
> |In a separate study, experts at the University of California
> |found that watching too much television and taking too little
> |exercise in early adulthood more than doubles their risk of
> |dementia.
>
> I am shocked --SHOCKED you hear! -- to find out that being
> a couch potato might cause Alzheimer's disease.  And all this
> time I thought that it only caused heart disease, diabetes,
> and other minor health problems.  But that's not all.
> Consider:
>
> |Likewise at [sic!] study of 8,300 over 65s by Harvard University
> |found that the loneliest people suffered much faster cognitive
> |decline than those with the most friends, a 20 per cent acceleration
> |over 12 years.
>
> One wonders whether those lonely people spent a lot time at home
> watching TV.
>
> Boy, this kind of research makes real confident that we'll find a
> cure of Alzheimer's disease some time in the next 100 years.
> Or perhaps the next millennia. YMMV.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] Is The APA in Trouble?

[Joan Warmbold]

APA's involvement in the use of torture is obviously extremely sad and
tragic.  However, the history of our entire country will also 'not go down
well,', relative to our government's support for the pervasive use of the
torture of Iraqi detainees in prisons held in Iraq, Guantanamo Bay and
other 'unknown sites.'

And how did we US citizens respond to the trumped up rationale used for
invading Iraq that resulted in the predictable destruction of the lives,
homes and villages of the Iraqis?  Barely a peep of protest was heard as
we all went about our lives as if we had no power or responsibility for
these abhorrent actions.  The APA's actions occurred partially because we
allowed our government to take despicable actions with nary a protest.
There's plenty of shame and regret to be shared by us all.

http://www.huffingtonpost.com/news/guantanamo-bay-torture/

Joan
jwarm...@oakton.edu


> When next they write the history of the APA, the first decade of the 21st
> century will not go down as its finest decade.
>
> Chris
> …..
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
> 43.773897°, -79.503667°
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
> ...
>
> On Jul 10, 2015, at 4:33 PM, Mike Palij  wrote:
>
>> Remember when the APA said that it hired a lawyer to investigate
>> its role in the CIA's "interrogation" program?  Well, he issued his
>> report and it doesn't look good.  The NY Time has an article on
>> the report as well as a link to the report; see:
>> http://www.nytimes.com/2015/07/11/us/psychologists-shielded-us-torture-program-report-finds.html?_r=0
>> and
>> http://www.nytimes.com/interactive/2015/07/09/us/document-report.html
>>
>> The report is 542 pages long, so if you had nothing to do this weekend,
>> you're in luck:  you've a lot of reading to do.  Don't expect a happy
>> ending.
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
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Re: [tips] ANOVA and LGBT/Ethnicity/Marital Status, etc.

[Joan Warmbold]

I believe our ease and comfort with the use of discrete variables for
self-identification purposes is quickly becoming an outdated approach,
whether referring to gender, ethnicity, religion or marital status.  Five
of my students in my research methods class told me they usually check off
'other' when asked about their ethnicity due to their mixed heritage.  I
think we will also see a significant increase in the number of couples in
a 'committed relationship' who are not legally married as well as folks
living together in a long-term platonic relationship. Regarding religion,
the most important value to measure might be a person's degree of
commitment and investment in their religion vs. what their particular
religion of choice is. I personally think the alteration of these
descriptive variables from discrete to continuous is a healthy and more
realistic move but what complications for the poor statisticians!

Joan
jwarm...@oakton.edu




> There’s a reason there are specialists in sexuality, sexual identity,
> sexual behavior, etc. 5 sexes might (maybe) cover the variations in
> physiological sex. Once gender orientation is crossed with that, certainly
> a continuous variable, well… complexities abound.
>
> Simplistic thinking need not apply.
>
> For instance, read Anne Fausto-Sterling:
>
> http://www.scribd.com/doc/44470288/Fausto-sterling-the-Five-Sexes-Revisited#scribd
>
> Paul C Bernhardt
> Associate Professor of Psychology
> Frostburg State University
> pcbernhardt☞frostburg.edu
>
>
>
>
>
>
> On Tue, May 12, 2015 at 3:46 AM, michael sylvester
> mailto:msylves...@copper.net>> wrote:
>
>
>
>
>
>
>
>
> With Bruce Jenner in  mind.ANOVA may have to make some adjustmes to
> accommodate
> LGBT subjects. Currently the gender variable N2  male/female but with LGBT
> subjects coming into the subject pool we may be lookimg not at a 2x2
> design but a 3x2 design.Of course ANOVA
> measures simple,main,and interaction effects.Those analyses would be very
> interestingWith LGBT a subset of the gender paradigm,when does the he or
> the she kicks in.
> michael
> daytona beach.florida
> 'going beyond where no tipster has gone before.'
>
>
> 
> [http://static.avast.com/emails/avast-mail-stamp.png]
> 
>
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>
>
> --
> Michael T. Scoles, Ph.D.
> Associate Professor of Psychology & Counseling
> University of Central Arkansas
> Conway, AR 72035
> 501-450-5418
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Re: [tips] APA and Torture Redux

[Joan Warmbold]

I hope that members of APS, the Association for Psychological Science,
will make every effort to inform the media and general public that this
very large national and international association of psychologists was not
involved in any way with the 'advising' of the governmental policies
regarding methods of torture.

The differences between the APA and the APS involve more than a deep
concern with the quality of the scientific data behind conclusions.  The
APS applies exemplary ethical policies regarding the publication of
research studies in their journals.  They insist on total transparency by
the authors regarding their source of funding as well as requiring a
public statement that there was no conflict of interest. The APS is also
far more willing to make their published research  available to the public
for free in stark contrast to the APA.  The public and media need to be
made aware of the exemplary ethics of the APS and its members.

If you are not a member, consider checking out the following website.  It
clarifies its full agenda and, by so doing, explains why the charter
members in 1988 felt it was absolutely necessary to create an organization
of psychologists separate and distinct from the APA.  I should add that
the APS does not require folks to have a PhD to become a full
participating member.

http://www.psychologicalscience.org/index.php/about

Joan
Joan Warmbold Boggs
Professor of Psychology
jwarm...@oakton.edu




> Just to be clear:  The NY Times article I link to below describes
> the report that was released and some of the circumstance around
> it which the APA response posted by Chris Green addresses.
> The actual reported is also accessible via the NY Time website
> at:
> http://www.nytimes.com/interactive/2015/05/01/us/document-report.html
>
> This can be read on the NYT website or downloaded as a PDF.
> Note: the PDF is 61 pages long.
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
> -  Original Message --
> On Fri, 01 May 2015 07:51:24 -0700, Christopher Green wrote:
>>On May 1, 2015, at 10:00 AM, Mike Palij  wrote:
>> Make up your own mind:
>>
>> http://www.nytimes.com/2015/05/01/us/report-says-american-psychological-association-collaborated-on-torture-justification.html?emc=edit_th_20150501&nl=todaysheadlines&nlid=389166&_r=0
>
>
> APA's response to NYT article:
>
> April 30, 2015
>
> APA Public and Member Communications
>
> Statement from APA in response to April 30, 2015 New York Times article
>
> Members have contacted the APA Central Office expressing concerns about
> this
> morning's New York Times article which recirculated allegations about
> APA
> support for the CIA's torture program.  We understand those concerns.
> APA
> senior governance and staff take the allegations of support for torture
> and the
> public misunderstanding they have created very seriously.
>
> When James Risen first made his allegations last October we released a
> statement refuting them
> (http://www.apa.org/news/press/releases/2014/11/risen-allegations.aspx ).
> However, due to the seriousness of the allegations we believed that they
> required an independent and definitive review.  As you know, outside
> attorney
> David Hoffman of the law firm Sidley Austin was asked to conduct such a
> review.
>  Mr. Hoffman has broad experience in conducting independent reviews and
> an
> unchallenged reputation for independence and integrity.  His work on the
> review
> is ongoing.
>
> Mr. Hoffman's review is fully independent and it is important that it be
> perceived as such by the public.  Toward that end, and while the review
> is
> on-going, APA is not making any comment on the merit of the allegations.
> Mr.
> Hoffman has full and unfettered access to the people and documents he
> deems
> necessary for the review - to the extent APA can control such access.
> His
> report will determine the facts.  While we are hopeful that the report
> will
> clear APA's name (especially since the allegations are so antithetical
> to
> psychology's mission and APA's actual work) we believe that it is
> important
> that Mr. Hoffman be given as much time as he needs to do a thorough
> review.
> Regardless of the outcome, we believe the independent review is critical
> to the
> Association being able to move forward.
>
> We tentatively expect the review to be completed later this spring or
> early
> this summer but the final completion schedule will be determined by Mr.
> Hoffman.  Once it is completed and the report received and reviewed by
> the APA
> Board of Directors (with input from the APA Council of Representatives)
> it will
> be made public, in its enti

RE:[tips] Corinthian Colleges Closed Today -- Forever

[Joan Warmbold]

Annette raises an interesting question.  I wonder if some students are
persuaded by the rather irrational but commonly used logic that the value
we ascribe to a college (or event or person) is determined by how
difficult it was to obtain.  That is, it might be that the obscene tuition
charged by the "for-profit college" was the very reason that many of their
students choose to enroll. That is, the higher tuition caused them to view
it as an institution with more value and prestige compared to the
surrounding community colleges.  Also, these same students might simply
have felt better telling their buddies that they were attending Corinthian
College vs. a community college.

I teach at a community college and have been consistently aware of the
disparity between the attitudes of students attending Oakton straight out
of high school vs. the students attending after dropping out of a 4-year
institution. The latter group seems far more aware and appreciative of the
smaller classes, lower tuition, availability of support systems, etc. than
the former. I suspect their attitudes now are less influenced by their HS
peer culture than by their personal experiences.

Joan
Joan Warmbold
jwarm...@oakton.edu








> Interesting part of the article: interview with a student 3 classes away
> from graduation. Lives in the OC, socal. Educational goal: associate's
> degree in criminal justice.
>
> What kind of associate's degree is he buying for the high tuition rates
> that he cannot get a community college? A quick perusal of the internet
> showed dozens and dozens of programs in criminal justice at community
> college in California.
>
> It must have been some heck of a sales job that Corinthian was able to put
> on people. Thank goodness it will no longer prey on people who are not
> smart enough to figure out that they don't need to pay top dollar,
> financed heavily with student loans, to buy their education in socal--or
> probably anywhere! They can just go to their local community college.
>
> But it does raise the larger question of how and why would people be
> persuaded to pursue an AA or AS degree at such a high priced institution?
> The California Community Colleges advertise all the time on radio about
> how affordable it is, how widespread it is, how anyone (I hope within
> reason) can be admitted...so the persuasion here must have been something
> truly extraordinary!
>
> Annette
>
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110-2492
> tay...@sandiego.edu
>
> Subject: Corinthian Colleges Closed Today -- Forever
> From: "Mike Palij" 
> Date: Mon, 27 Apr 2015 14:58:15 -0400
> X-Message-Number: 2
>
> The for-profit Corithinian Colleges (which consists of several
> colleges, both physical and online) closed down operations today.
> For one source on this, see the link to the Los Angeles Times:
> http://www.latimes.com/business/la-fi-corinthian-shutdown-20150427-story.html#page=1
> and HuffPo
> http://www.huffingtonpost.com/2015/04/26/corinthian-colleges-closing_n_7147380.html
>
> Thousands of students are affected as well as faculty and staff.
> One wonders what the long-term consequences will be.
>
> -Mike Palij
> New York University
> m...@nyu.edu
> ---
> You are currently subscribed to tips as: jwarm...@oakton.edu.
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RE:[tips] Teaching Introductory without a required textbook?

[Joan Warmbold]

I love your studen'ts comment 'Pollack.'  My students complain about the
same as I give short essay tests over the assigned text readings and, as
my students say, "you have to really understand the concepts to do well on
her tests."  What a meanie am I.

Joan
jwarm...@oakton.edu

> Doug asked, "
> Has anyone tried teaching introductory psychology with either an optional
> textbook or without a required textbook at all?  If so what was your
> experience? ."
>
> To which Karl replied, "A fair number of my undergrad students never buy
> the book.  They tell me that they rely on my online lecture notes alone."
>
> I find that pretty appalling, Karl. One of my students once wrote on
> ratemyprofessors.com "Don't take Pollak. You have to go to class AND read
> the book!" To this day, I remain exceedingly proud of that comment.
>
> Edward I. Pollak, Ph.D.
> Professor Emeritus of Psychology
> West Chester University of Pennsylvania
> http://home.comcast.net/~epollak/
> Husband, father, grandfather, bluegrass fiddler, banjoist &
> biopsychologist... in approximate order of importance
>
>
>
> 
>
> This e-mail message was sent from a retired or emeritus status employee of
> West Chester University.
>
> ---
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RE: [tips] Oliver Sacks

[Joan Warmbold]

I also read the entire interview given by Nolte and I didn't see evidence
of despair or lack of ego integrity either. Yes, he openly discusses the
difficulties that have come his way as he ages, such as those infernal
aches and pains, losing friends to illnesses and coming to terms with a
less close relationship with his son who now has his own family.  But are
not those the realities most people face as they age? On the other hand,
his anecdote about attending his 50th HS reunion was sweetly amusing and
upbeat.  As he said, at first you don't recognize anyone but the
connections are still there and, naturally, he discovers he still was in
love with his HS sweetheart.

I feel Nick Nolte is remarkably authentic for a "Hollywood" actor.  We
simply aren't accustomed to hearing a man express himself with such
candor; i.e. he can cry everyday and he can laugh everyday.  To me, this
is someone who is sharing with amazing frankness how he is in touch with
the sadness as well as the goodness of life on a daily basis.  That's not
despair but a honest expression of an emotional reality.  And he certainly
is still deeply engaged in what life has to offer. Have many of us will be
starring in a film along side Robert Redford when in our 70's? Just BTW, I
would highly recommend a small jewel of a film Nolte starred in titled
"Off the Black:"

"Off the Black" is a coming-of-age story of teenager Dave Tibbel (Morgan)
who copes with his own distant father (Timothy Hutton) by forming an
unlikely friendship with a disheveled, irascible high school umpire, Ray
Cooke (Nolte). As they grow more dependent on each other, Ray asks Dave to
go to his 40th high school reunion and pretend to be his son, a benevolent
act of deception that winds up opening unexpected dimensions in the two
men.

Read more: http://www.aceshowbiz.com/movie/off_the_black/#ixzz3SF0szUyh

Joan
jwarm...@oakton.edu


> Now that I’ve had the time to read the entire article, I wouldn’t
> agree that Nolte lacks ego integrity.  The article ends with this quote:
>
> You learn acceptance and humility. You learn how to find happiness on your
> own terms. Just because I cry every day, doesn't mean I don't laugh every
> day, too.
>
> Linda Tollefsrud
> UW Colleges
> Rice Lake, WI
>
> From: Beth Benoit [mailto:beth.ben...@gmail.com]
> Sent: Thursday, February 19, 2015 4:31 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Oliver Sacks
>
>
>
>
>
>
>
> José Ferreira-Alves sent a link to the original interview with Nick Nolte
> in GQ.
>
> http://www.gq.com/blogs/the-feed/2015/01/nick-nolte-interview.html?mbid=social_retweet
>
> Beth Benoit
> Plymouth State University
> Plymouth NH
>
> On Thu, Feb 19, 2015 at 9:56 AM, José Ferreira Alves
> mailto:al...@psi.uminho.pt>> wrote:
>
>
>
>
>
>
>
>
>
> I agree fully with your interpretation, Beth.
> I think your quote of Nick Nolte  as well all the paper of Sacks are
> fabulous to teach Erikson Integrity vs despair elements
> Best wishes
> jose
> ___
> José Ferreira-Alves, PhD
> Assistant Professor
> School of Psychology
> University of Minho
> Campus de Gualtar
> 4710-057 Braga
> Portugal
> Tel.cel. +351919378514
> Tel. office: 253604233
> Email: al...@psi.uminho.pt
> http://escola.psi.uminho.pt/docentes_investigadores/falves.html
> http://orcid.org/-0003-1967-0074
> Skype name: feralves6180
>
> De: Beth Benoit
> [mailto:beth.ben...@gmail.com]
> Enviada: 19 de fevereiro de 2015 14:49
> Para: Teaching in the Psychological Sciences (TIPS)
> Assunto: Re: [tips] Oliver Sacks
>
>
>
>
>
>
>
> Oliver Sacks continues to inspire and present a brave and beautiful
> attitude toward life.  Interesting contrast in this week's The Week,
> quoting from a boohooing GQ interview with Nick Nolte:
>
> "Nick Nolte has found getting old to be a painful experience, said Davy
> Rothbart in GQ.  "I cry every day," says the actor, 74.  "It's nothing
> tragic or anything - it's just life.  I cry when I try to get out of bed,
> because I'm in my 70s and my body hurts like hell.  Once my joints are
> moving, I'm all right, but those are my first tears in the morning."
> Nolte's acute sense of mortality is reinforced every time an old friend
> dies.  "That'll always bring on a good cry..."  But Nolte says that
> perhaps the most painful consequence of growing old is seeing your
> children become involved in their own lives and slowly drift away.  "My
> son is 28.  We've had a close relationship all my life, but now that he's
> gotten married and had his own family, he's much more secretive.  He'll
> say, 'That's none of your business, Dad.  Leave me alone.'  And that's a
> sad one - letting go of your children"
>
> After reading the above I concluded that Sacks is a good example of ego
> integrity in Erikson's final psychosocial stage, while Nolte might be a
> pretty good example of the failure of it:  despair.
>
> Beth Benoit
> Plymout

RE: [tips] Oliver Sacks

[Joan Warmbold]

I also read the entire interview given by Nolte and I didn't see evidence
of despair or lack of ego integrity either. Yes, he openly discusses the
difficulties that have come his way as he ages, such as those infernal
aches and pains, losing friends to illnesses and coming to terms with a
less close relationship with his son who now has his own family.  But are
not those the realities most people face as they age? On the other hand,
his anecdote about attending his 50th HS reunion was sweetly amusing and
upbeat.  As he said, at first you don't recognize anyone but the
connections are still there and, naturally, he discovers he still was in
love with his HS sweetheart.

I feel Nick Nolte is remarkably authentic for a "Hollywood" actor.  We
simply aren't accustomed to hearing a man express himself with such
candor; i.e. he can cry everyday and he can laugh everyday.  To me, this
is someone who is sharing with amazing frankness how he is in touch with
the sadness as well as the goodness of life on a daily basis.  That's not
despair but a honest expression of an emotional reality.  And he certainly
is still deeply engaged in what life has to offer. Have many of us will be
starring in a film along side Robert Redford when in our 70's? Just BTW, I
would highly recommend a small jewel of a film Nolte starred in titled
"Off the Black:"

"Off the Black" is a coming-of-age story of teenager Dave Tibbel (Morgan)
who copes with his own distant father (Timothy Hutton) by forming an
unlikely friendship with a disheveled, irascible high school umpire, Ray
Cooke (Nolte). As they grow more dependent on each other, Ray asks Dave to
go to his 40th high school reunion and pretend to be his son, a benevolent
act of deception that winds up opening unexpected dimensions in the two
men.

Read more: http://www.aceshowbiz.com/movie/off_the_black/#ixzz3SF0szUyh

Joan
jwarm...@oakton.edu

__
> Now that I’ve had the time to read the entire article, I wouldn’t
> agree that Nolte lacks ego integrity.  The article ends with this quote:
>
> You learn acceptance and humility. You learn how to find happiness on your
> own terms. Just because I cry every day, doesn't mean I don't laugh every
> day, too.
>
> Linda Tollefsrud
> UW Colleges
> Rice Lake, WI
>
> From: Beth Benoit [mailto:beth.ben...@gmail.com]
> Sent: Thursday, February 19, 2015 4:31 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Oliver Sacks
>
>
>
>
>
>
>
> José Ferreira-Alves sent a link to the original interview with Nick Nolte
> in GQ.
>
> http://www.gq.com/blogs/the-feed/2015/01/nick-nolte-interview.html?mbid=social_retweet
>
> Beth Benoit
> Plymouth State University
> Plymouth NH
>
> On Thu, Feb 19, 2015 at 9:56 AM, José Ferreira Alves
> mailto:al...@psi.uminho.pt>> wrote:
>
>
>
>
>
>
>
>
>
> I agree fully with your interpretation, Beth.
> I think your quote of Nick Nolte  as well all the paper of Sacks are
> fabulous to teach Erikson Integrity vs despair elements
> Best wishes
> jose
> ___
> José Ferreira-Alves, PhD
> Assistant Professor
> School of Psychology
> University of Minho
> Campus de Gualtar
> 4710-057 Braga
> Portugal
> Tel.cel. +351919378514
> Tel. office: 253604233
> Email: al...@psi.uminho.pt
> http://escola.psi.uminho.pt/docentes_investigadores/falves.html
> http://orcid.org/-0003-1967-0074
> Skype name: feralves6180
>
> De: Beth Benoit
> [mailto:beth.ben...@gmail.com]
> Enviada: 19 de fevereiro de 2015 14:49
> Para: Teaching in the Psychological Sciences (TIPS)
> Assunto: Re: [tips] Oliver Sacks
>
>
>
>
>
>
>
> Oliver Sacks continues to inspire and present a brave and beautiful
> attitude toward life.  Interesting contrast in this week's The Week,
> quoting from a boohooing GQ interview with Nick Nolte:
>
> "Nick Nolte has found getting old to be a painful experience, said Davy
> Rothbart in GQ.  "I cry every day," says the actor, 74.  "It's nothing
> tragic or anything - it's just life.  I cry when I try to get out of bed,
> because I'm in my 70s and my body hurts like hell.  Once my joints are
> moving, I'm all right, but those are my first tears in the morning."
> Nolte's acute sense of mortality is reinforced every time an old friend
> dies.  "That'll always bring on a good cry..."  But Nolte says that
> perhaps the most painful consequence of growing old is seeing your
> children become involved in their own lives and slowly drift away.  "My
> son is 28.  We've had a close relationship all my life, but now that he's
> gotten married and had his own family, he's much more secretive.  He'll
> say, 'That's none of your business, Dad.  Leave me alone.'  And that's a
> sad one - letting go of your children"
>
> After reading the above I concluded that Sacks is a good example of ego
> integrity in Erikson's final psychosocial stage, while Nolte might be a
> pretty good example of t

Re: [tips] What Would Skinner Do?

[Joan Warmbold]

Chris,

Therefore, you see individualism as an admirable trait and value that has
been misused as a rational by the conservatives in the US to not help
those in need.  Thanks for your clarification as it was an important one.

It's this ludicrous misconception that we all began life from the same
starting line that is so preposterous and makes my blood boil!

Joan
jwarm...@oakton.edu


> I think individualism is a laudable cultural attitude (not only of the US,
> but of many successful countries) but that it has been skillfully
> exploited by propagandists (corporate and otherwise) into a rigid ideology
> that is socially harmful when practiced without exception. Canadians, who
> have historically had to make their way through comparatively harsh
> weather, have long had a strong tradition self-reliance, but that was
> never seen as a justification for failing to help others who required it.
> The Finns, also, have a strong ethic of *personal* preparation for the
> possibility of harsh conditions, but that has sat side by side comfortably
> with a strong socialist strain. . . .

Chris
>



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Re: [tips] What Would Skinner Do?

[Joan Warmbold]

Some very interesting comments and articles, especially the reference by
Chris regarding the impact of social exclusion on the homeless. A more
unfortunate concern/question I have about the USA is why we fairly
consistently stand apart from other westernized nations in our
perspectives on taking care of the needy, whether it's in regard to caring
for the homeless, those in need of health care, etc.  Is it simply a
result of the powerful corporate lobbies or is more reflective of our
strong cultural support of individualism and that we each 'make our own
bed to sleep in,' so to speak.  This attitude seems to lead to a basic
lack of compassion and understanding for the reasons why people are
unemployed, living in poverty, etc.

Joan
jwarm...@oakton.edu



> Hi
>
> Here's a brief piece on a minimum income "experiment" in Manitoba.
>
> http://en.m.wikipedia.org/wiki/Mincome
>
> Effects were generally positive, especially when looked at closely.
>
> And Canada has some projects on the go with providing homes for the
> homeless.
>
> Jim
>
> Sent from my iPhone
>
> On Jan 10, 2015, at 7:52 AM, "Michael Britt"
> mailto:mich...@thepsychfiles.com>> wrote:
>
>
>
>
>
>
>
>
>
>
> The Daily Show did an interesting piece on a program in Salt Lake City
> Utah in which they are giving homes to the homeless in order to reduce the
> homelessness problem.  As you can imagine, the idea of giving homes to the
> homeless raises the ire of many people (“You’re not incentivizing the
> homeless to make their lives better”, to “hit bottom” and then “raise
> themselves up by their own bootstraps”, etc.).  The short video be good
> fodder for class discussion when it comes to talking about either
> learning/behaviorism/motivation.  I was, in effect, left wondering what
> Skinner would do.
>
> http://youtu.be/jlZKeKQ8yX0
>
>
> I assume he would ask what contingencies were in place to either reinforce
> homelessness (probably not many)? Or what contingencies were not yet in
> place to reward this “raising of oneself by one’s bootstraps” - why wasn’t
> it happening?  If students were, let’s say, the mayor of Salt Lake City,
> what plans would they put in place to reward this behavior?
>
> Along these same lines…it appeared to me that once the homeless were
> placed in these free homes there weren’t any programs in place to reward
> them for creating their own lives (getting a job, etc.).  The video
> implies that once you put homeless people in these homes it will have a
> positive effect on them which might encourage them to build their lives
> back.  Will simply changing your environment in this way cause internal
> changes (more respect for themselves, more pride) that will result in the
> homeless person doing things to change their lives for the better?  Is it
> best to have a “wait and see” attitude? I think Skinner would say no.
> What might Skinner suggest we do once people are in these new homes to
> encourage them to rebuild their lives?
>
>Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
>
> ---
>
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Re: [tips] So I'm going to be a woman

[Joan Warmbold]

I, as surely many of you, highly appreciate Frank Langella's acting. On a
relatively recent Tavis Smiley show he mentioned that he would be playing
a woman in an off-broadway play and that to play such a role will be the
ultimate challenge for him.  I have provided the relevant segment of the
interview for you all as well as access to the entire interview for those
who are interested.
_
Tavis Smiley Show: April, 2014 about playing a woman:

Langella: It starred a great actress of her time named Jill Van Fleet, and
I’m going to play her role. I’m going to play a woman, because I’ve always
wanted to.

Tavis: You’re going to play a woman?

Langella: Yeah. We read it yesterday in New York quite successfully.

Tavis: What do you mean when you say you’ve “always wanted to?”

Langella: I’ve always wanted to play a female, always.

Tavis: Why?

Langella: I can’t explain it. Particularly this female in this play. I
don’t know, I just want – it’s my job. I’m an actor. So why shouldn’t I
investigate how I would present myself as a female, how I’d move if I had
breasts and that particular shape of hips and long hair.

This particular woman is a powerful, strong, monster, really. It’s not
camp at all. I’m not going to do a camp version. I want to inhabit that
sensibility.

Tavis: Obviously you think you can pull this off, having never done it
before.

Langella: Of course. (Laughter)

Tavis: Of course. I only asked because you talked earlier about the
challenge of Lear. This sounds to me like it might rival Lear in terms of
challenge.

Langella: Well yesterday we did a reading of the play in New York, and I
said to the gathered investors and producers that I got together to see if
they wanted to put money in it, “I don’t want your imaginations to be too
challenged,” so I put on a pearl necklace and earrings and painted my lips
red.

Even just that alone gave me such feeling of excitement and adventure –
where can I take this woman?

Tavis: So -

Langella: As opposed to “Can I take this woman.” (Laughter)

Tavis: I will be in New York to see that.

Langella: Good.

Tavis: Yeah, I will not miss that.

Langella: If we get the money.

- - - - - - - - - - - - -
Hope they obtained the funding--entire transcript and interview below:
http://www.pbs.org/wnet/tavissmiley/interviews/frank-langella/

We are all so looking forward to seeing your portrayal of a woman on one
of your psychfiles--and how it influenced your psyche and self-perception.

Joan
jwarm...@oakton.edu




For a little more fun about men, high heels, and such, here's Gene
> Weingarten (I'm a huge fan...he's funny and clever) from *Washington Post
> Magazine*:
>
> http://www.washingtonpost.com/lifestyle/magazine/gene-weingarten-heel-boy/2014/12/04/655fe2de-74dd-11e4-bd1b-03009bd3e984_story.html
>
> Beth Benoit
> Plymouth State University
> Plymouth NH

>> >
>> > On Jan 1, 2015, at 6:14 PM, Michael Britt 
>> > wrote:
>> >
>> >> I am going to play the lead in the musical La Cage Aux Folles this
>> >> spring, which means I’ll be wearing high heals, wigs, dresses, fake
>> >> boobs and lots of makeup.  I expect I'll be gaining a new empathy and
>> >> respect for what women go through on a daily basis.  I mean, do you
>> know
>> >> how hard it is to do housework in high heels?  I didn't know until
>> >> recently...
>> >>
>> >> Any research on cross-dressing come to anyone's mind?  I might as
>> well
>> >> make this a learning experience.  What is it about women's clothing
>> that
>> >> some men find so appealing?
>> >>
>> >>
>> >> Michael A. Britt, Ph.D.

>> >
>> >
>> >




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Re: [tips] So I'm going to be a woman...

[Joan Warmbold]

Housework in high heels--is this from an episode of "Leave It to Beaver??"

Joan
jwarm...@oakton.edu

> Adds a whole new meaning to ‘break a leg’!
>
> On Jan 1, 2015, at 6:14 PM, Michael Britt 
> wrote:
>
>> I am going to play the lead in the musical La Cage Aux Folles this
>> spring, which means I’ll be wearing high heals, wigs, dresses, fake
>> boobs and lots of makeup.  I expect I'll be gaining a new empathy and
>> respect for what women go through on a daily basis.  I mean, do you know
>> how hard it is to do housework in high heels?  I didn't know until
>> recently...
>>
>> Any research on cross-dressing come to anyone's mind?  I might as well
>> make this a learning experience.  What is it about women's clothing that
>> some men find so appealing?
>>
>>
>> Michael A. Britt, Ph.D.
>
> Paul Brandon
> 10 Crown Hill Lane
> Mankato, MN 56001
> pkbra...@hickorytech.net
>
>
>
>
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> You are currently subscribed to tips as: jwarm...@oakton.edu.
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Re: [tips] HAPPY NEW YEAR, Y'ALL!

[Joan Warmbold]

Quotes by Abe Lincoln:  Could one man have been so wish?! Well other than
Shakespeare.

http://www.goodreads.com/author/quotes/229.Abraham_Lincoln

Have a great 2015 everyone.

Joan
jwarm...@oakton.edu


> On 1/1/2015 11:59 AM, Mike Palij wrote:
>> Best wishes to all for the coming year! May your teaching loads
>> be lightened and your committee/administrative work be lessened
>> as your salaries are increased.
>>
>
> All good things to wish for.
>
>
>>
>> True Story: after a tiring day of teaching I was taking the subway home
>> when a group of about 6-7 youngish people, obviously European
>> from their accents, got on my car and started to act as though they
>> were in a photoshoot. I could tell that they were amateurs because
>> of their "Golly Gee! Let's Take This Shot!" attitude -- your average
>> tourist who thought it was great taking photos on the subway without
>> asking anyone not in their group if they minded being in the picture.
>> I counted down the stations to my stop while this group occupied
>> about a third of the car. As I got off at my station I prayed to God to
>> send a homeless man to this car so he could take a dump in it.
>>
>> Another unanswered prayer. ;-)
>>
>> Good luck with that hangover. ;-)
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
>
> Maybe you should pray fo them to take a selfie with a tiger.  I hear it
> is a big problem in New York.
>
> http://www.charlotteobserver.com/2014/12/31/5416519/new-laws-ok-wine-shipments-ban.html#.VKWE9BaOuJc
>
> Ken
>
> --
> 
> Kenneth M. Steele, Ph. D.steel...@appstate.edu
> Professor
> Department of Psychology http://www.psych.appstate.edu
> Appalachian State University
> Boone, NC 28608
> USA
> 
>
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Re: [tips] Behavioral Pharmacology Question

[Joan Warmbold]

Yes times are a'changing.  The use of antidepressants is now being
seriously questioned; psychiatrists have recentely determined that a
silent minority of patients with symptoms of schizophrenia chose for years
not to take their ant-psychotic medications and are doing as well if not
better than those who have been. I have found the journal by Medscape on
Psychiatry and Mental Health of value as it focuses on recent research on
the use and value of pharmacological agents, though with a definitive
balance. However, they are starting to show a willingness to compare the
effectiveness of the use of CBT vs providing medications with all various
types of disorders. You can access the most recent online issue:
http://www.medscape.com/psychiatry

I also would recommend highly a book--now in paperback--written by the
highly esteemed psychiatrist, Allen Frances, criticizing the DSM.  The
exact title is: "Saving Normal: An Insider's Revolt Against Out-of-Control
Psychiatric Diagnoses, DSM5, Big Pharma and the Medicalization of Ordinary
Life."  On a talk show around 6 months ago his was touting the use of
exercise as a "prescription," as it has been shown to do wonders for both
anxiety and depression.  Suspect he didn't win any friends from Big Pharma
with that comment.

Hope this has helped Carol.

Joan
jwarm...@oakton.edu

PS  HAPPY NEW YEAR TO ALL TIPSTERS!


> Dear TIPSters,
> I teach a course on behavioral pharmacology, and as I'm reworking my
> syllabus, I've been reflecting on how the area has changed. I can't
> possibly cover everything, but I can't decide what to weed out. Would any
> of you who teach pharmacology be willing to share what topics you cover
> within a semester? I would really appreciate it.
> Thanks,
> Carol
>

>



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RE: [tips] CIA Torture and Kohlberg's Stages/

[Joan Warmbold]

As Chris and others have stated, I lean toward the perspective that
explanations for behaviors as simply justifications for behaviors after
the fact instead of representing a consciously applied moral stance before
the behavior occurred.  This general topic of moral reasoning and its
relationship to moral/immoral behaviors becomes particularly interesting
relative to research conducted in the last 10 years showing that what we
have normally assumed were consciously deliberated goals are more often
under the control of our unconscious mind.  This is stated concisely in an
article published in Science, July 2010 titled: UNCONSCIOUS WILL: HOW THE
PURSUIT OF GOALS OPERATES OUTSIDE OF CONSCIOUS AWARENESS.

http://www.sciencemag.org/content/329/5987/47.short

We all know how each of believes (hopes!) we would behave in various
social psychology experiments, especially ones demonstrating bystander
apathy, the obedience and prison experiments, etc. But, of course, without
previous exposure to such studies, do we really know?

I appreciate Michael's efforts if for no reason but to encourage us all to
discuss this very difficult and bewildering behavior of our own citizens. 
And observing the topic of torture--should we or should we not--becoming a
political football is appalling. Zimbardo's recent efforts in his heroic
imagination project as discussed in Science as well as described by
Zimbardo on his website as a  potentially crucial effort to enable us all
to "resist negative social influences . . . as well as learning how "to
implement positive change in interpersonal relationships and group
interactions."

http://www.sciencemag.org/content/332/6029/530.short
http://heroicimagination.org/

Just as we need to practice a new dance or a new language, we all will
need to practice using our conscious mind to not conform to the negative
behaviors of others that results from our unconscious mimicry of others as
well as our ongoing need to be an accepted and respected member of our
groups. Hope that makes some sense.

Joan
jwarm...@oakton.edu












> Yes, your "man on the street" perspective is quite in line with Kohlberg's
> testing of an individual judging a person's actions in a hypothetical
> scenario (such as Heinz stealing a drug to save a life). I think the most
> interesting applications of the work, though, are to how we explain our
> own behavior, not the behavior of others.
>
> As others have said, there are many things that would go into making such
> a decision and performing such a behavior. Kohlberg's theory is really
> about how we explain it to ourselves. This rationale or justification may
> or may not have much to do with the actual motivating factors. As a
> person's cognitive capacities develop, they begin to reason differently
> about their ethical and moral choices. Some would see this as a
> development from a lower to a higher morality and maybe even a greater
> likelihood of performing moral actions. What your chart shows is that a
> person could make either choice at each level. It isn't really about the
> behavior chosen but about the way we explain it. This isn't to say that
> there aren't decisions that are more or less moral or that all of these
> arguments are equally valid, just that a person's cognitive level will
> determine the particular justification they give. By the way, this kind of
> chart is quite common in discussions of Kohlberg's work, including the
> Heinz dilemma. You can argue both ways for Heinz' actions at each level.
>
> It is a long-standing critique of Kohlberg's model to say that the person
> at the highest level of moral reasoning, who will follow their own
> conscience regardless of the law or any social contract, is hard to
> distinguish, by definition alone, from a sociopath. Kohlberg seems to
> believe that all right-thinking people will eventually arrive at the
> Universal Ethical Principle but there are certainly those who follow their
> conscience, break the law and are not lauded for it.
>
> Rick
>
> Dr. Rick Froman
> Professor of Psychology
> Box 3519
> x7295
> rfro...@jbu.edu
> http://bit.ly/DrFroman
>
>
>
> -Original Message-
> From: Michael Britt [mailto:mich...@thepsychfiles.com]
> Sent: Friday, December 19, 2014 9:54 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] CIA Torture and Kohlberg's Stages
>
> Fascinating Rick.  Thanks for taking the time to make these suggestions.
> The justifications you've written below come from the perspective of
> someone inside the CIA doing the actual torture, which is a different but
> equally interesting angle than I was thinking.  I was thinking of just the
> "person on the street" and what they might think about whether the torture
> was right or wrong.  How would this person justify the CIA's use of
> torture?
>
> Also, can you clarify what you mean by, "..the choice made to torture or
> not is not determined by Kohlberg's levels. The level describes the
> justification t

Re: [tips] Do Cells Phones Make Neglectful Mothers?

[Joan Warmbold]

In years gone by in my child psychology class I would give my students an
assignment to record the interactions between a child and their
parent--whether it be at a park or on a walk or shopping, etc.  Around 15
years ago I no longer could give that assignment as parents were so
frequently on their cell phones that it was too difficult to obtain a
sufficient number of interactions.

I would hypothesize that the younger the child, the more parents' cell
phone use will replace interactions with their child. However, as a child
grows older, presumably they would have more of an impact on the number of
interactions they have with their parents, though their past history still
be a factor.

But does this possibility of use of cell phones interfering with parents'
interactions with their children really surprise anyone?! We've all seen
couples at restaurants each talking to their respective cell phones vs.
each other  My students have honestly reflected on how the use of cell
phones interferes with their relationships as well as  their time with
family.

An interesting topic for class discussion, I can guarantee you.

Joan
jwarm...@oakton.edu

> On Wed, 17 Dec 2014 08:30:13 -0800, Jeffry Ricker, Ph.D. wrote:
> 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
>
> How about:
>
> Football/Basketball/Soccer Watching During a Structured Parent-Child
> Interaction Task
>
> Would fathers who watch a sports program be more neglectful than
> a father watching a non-sports program?
>
> Anyone think we can get grant money for this? ;-)
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
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Re: [tips] Psychologist's Role in Torture

[Joan Warmbold]

Michael,

Thanks so very much for your very important and timely (!) podcast.  It
provides a quite helpful perspective on how and why those horrific acts of
torture by American soldiers were conducted with the 'apparent' advice and
consent of psychologists.  What concerns me even more is the fairly
cavalier reactions of the leadership of the APA going all the way back to
2001 when this all made the press.  They formed a commission (doesn't all
action require such!) in 2005 and their follow up was a rather ambiguous
statement clarifying their stance against torture but not against their
memberships' involvement in acting as advisers to interrogators.  Neither
the AMA or the American Psychiatric Association allow their members to
participate in interrogations, a fairly minimalist criteria for exclusion.

Shame on the American Psychological Association; shame on us all.  FYI,
the two articles relevant to actions taken by the APA are below:

http://dissenter.firedoglake.com/2011/08/24/apa-casebook-on-psychologist-ethics-and-interrogations-fails-to-convince/

http://thepsychreport.com/current-events/new-report-links-detainee-abuse-to-psychologists-and-medical-professionals/

We can only hope that psychologists will play a major role in helping us
all understand how such despicable events ever transpired as well as
helping us all take the necessary actions to prevent our country from ever
again becoming eager participants in 'crimes against humanity.'

Joan
jwarm...@oakton.edu

> Rough day for psychology yesterday when the Senate made their report on
> the CIA’s use of torture.  The news reported on the involvement of the
> two psychologists in the development and monitoring of the torture
> techniques.  Obviously a topic for class discussion on ethics.  My summary
> and questions for students (along with a quote from Skinner when he was
> talking about human freedom) in the latest episode of the podcast:
>
> http://www.thepsychfiles.com/2014/12/ep-232-psychologists-involved-in-torture-what-will-we-do-about-it/
> 
>
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
> ---
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Re: [tips] Genie

[Joan Warmbold]

Very interesting question Sally.  I found an article in the Journal of
Royal Society of Medicine that seems to support this idea generally and
provides excellent graphs on the sleep patterns of normal brains vs.
damaged brains during sleep.  See what you think.

http://jrs.sagepub.com/content/95/12/591.short

Joan
jwarm...@oakton.edu

> In the Nova documentary about Genie, the large sleep spindles shown on her
> EEG are given as evidence of early brain damage. Does anyone know if this
> interpretation is still correct? Not my area of expertise, and I would
> like to be able to follow up on that point with students after seeing the
> doc.
>
> Thanks,
> Sally Walters





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Re: [tips] Negative Reinforcement Example

[Joan Warmbold]

One approach to teaching negative reinforcement that helps my students
'get it' is using the example of how receiving NEGATIVE results from a
medical test is a pay-off because you have avoided some type of health
problem.  That is negative results are good news telling you that you do
not have strep throat or a cancerous tumor or whatever other disease or
infection was being investigated.

I wonder to this day if the medical diagnosis of absence of a disease was
possibly the context Skinner was considering when he developed the term,
negative reinforcement.  I mean, in what other context is the term
negative very good news indeed.

For whatever it's worth . . . .

Joan
jwarm...@oakton.edu


>> YouTube is considering using negative reinforcement (but not giving
>> credit to Skinner naturally)
>>
>> In an example of negative reinforcement that most students should be
>> able to recognize: YouTube might remove ads if you pay a fee.  So:
>>
>> If you do this: pay a fee
>> They’ll do this: remove ads (take away a negative thing)
>>
>> http://recode.net/2014/10/27/susan-wojcicki-code-mobile-2014/
>>
>> Michael A. Britt, Ph.D.
>> mich...@thepsychfiles.com
>> http://www.ThePsychFiles.com
Twitter: @mbritt



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Re: [tips] Amazing brain plasticity

[Joan Warmbold]

Fair question but some fairly decent corroborating support also.

Joan
jwarm...@oakton.edu


http://brain.oxfordjournals.org/content/early/2014/08/22/brain.awu239

http://www.ctvnews.ca/health/health-headlines/woman-born-without-a-cerebellum-baffles-doctors-1.2003732


> I know I'm being cynical, but I'd like to see a corroborating scan from an
> independent source.
>
> On Sep 12, 2014, at 1:21 PM, Joan Warmbold wrote:
>
>> http://www.newscientist.com/article/mg22329861.900-woman-of-24-found-to-have-no-cerebellum-in-her-brain.html#.VBM4vmMuv-l
>>
>> Enjoy.
>>
>> Joan
>> jwarm...@oakton.edu
>>
>>
>>
>> ---
>> You are currently subscribed to tips as: pkbra...@hickorytech.net.
>> To unsubscribe click here:
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>
> Paul Brandon
> Emeritus Professor of Psychology
> Minnesota State University, Mankato
> pkbra...@hickorytech.net
>
>
>
>
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[tips] Amazing brain plasticity

[Joan Warmbold]

http://www.newscientist.com/article/mg22329861.900-woman-of-24-found-to-have-no-cerebellum-in-her-brain.html#.VBM4vmMuv-l

Enjoy.

Joan
jwarm...@oakton.edu



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Re: [tips] Naturalism Observation: A Rat In The Wild

[Joan Warmbold]

LOL, now that was speedy.  See Beth, life still exists on TIPS!

I'l back-channel you an article Carol.  Joan
jwarm...@oakton.edu


> I'm still here.  :)
>
>
> On Aug 20, 2014, at 7:39 PM, Beth  wrote:
>
>> Looks like a Norway rat.  They're the big sewer/city rats.  Doubt that
>> he/she had any intentional conditioning. The high sensation-seeking
>> sounds like a possibility though.  You'd probably have to have that
>> trait to survive in NYC.  Right, Mike?
>>
>> BTW, are we down to about six on TIPS now?  :-(
>>
>> Beth Benoit
>>
>> Sent from my iPhone
>>
>>> On 20 Aug 2014, at 06:20 pm, "Joan Warmbold" 
>>> wrote:
>>>
>>> Hey, maybe it's a lonely rat, though on the NYC subways that does seem
>>> somewhat improbable.  Or maybe we might have a high sensation seeking
>>> rat
>>> with a love for taking risks.  Or maybe it was a domesticated rat at
>>> some
>>> point and enjoys the company of humans.  Or maybe he has past
>>> experiences
>>> of being fed by HS's!  OR . . .
>>>
>>>
>>> Joan
>>> jwarm...@oakton.edu
>>>
>>>> And by "The Wild" I mean the NYC subways.  See:
>>>> http://gothamist.com/2014/08/19/watch_this_rat_run_on_subway_platfo.php?utm_source=Gothamist+Daily
>>>>
>>>> It is unclear what the reinforcement is for this behavior but clearly
>>>> it is not attention.
>>>>
>>>> -Mike Palij
>>>> New York University
>>>> m...@nyu.eu
>>>>
>>>>
>>>>
>>>> ---
>>>> You are currently subscribed to tips as: jwarm...@oakton.edu.
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>>>
>>>
>>>
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Re: [tips] Naturalism Observation: A Rat In The Wild

[Joan Warmbold]

Think it's been a slow summer Beth, really.  I would wait until the Fall
to make any dire predictions.  BTW, can anyone give me a contact for Carol
DeVolder.  We exchanged a few emails but now I've lost track of them and
wish to send her an article.

Thanks.

Joan

PS I think the rat had a "desire to belong," or a crush on that guy.

> Looks like a Norway rat.  They're the big sewer/city rats.  Doubt that
> he/she had any intentional conditioning. The high sensation-seeking sounds
> like a possibility though.  You'd probably have to have that trait to
> survive in NYC.  Right, Mike?
>
> BTW, are we down to about six on TIPS now?  :-(
>
> Beth Benoit
>
> Sent from my iPhone
>
>> On 20 Aug 2014, at 06:20 pm, "Joan Warmbold" 
>> wrote:
>>
>> Hey, maybe it's a lonely rat, though on the NYC subways that does seem
>> somewhat improbable.  Or maybe we might have a high sensation seeking
>> rat
>> with a love for taking risks.  Or maybe it was a domesticated rat at
>> some
>> point and enjoys the company of humans.  Or maybe he has past
>> experiences
>> of being fed by HS's!  OR . . .
>>
>>
>> Joan
>> jwarm...@oakton.edu
>>
>>> And by "The Wild" I mean the NYC subways.  See:
>>> http://gothamist.com/2014/08/19/watch_this_rat_run_on_subway_platfo.php?utm_source=Gothamist+Daily
>>>
>>> It is unclear what the reinforcement is for this behavior but clearly
>>> it is not attention.
>>>
>>> -Mike Palij
>>> New York University
>>> m...@nyu.eu
>>>
>>>
>>>
>>> ---
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Re: [tips] Naturalism Observation: A Rat In The Wild

[Joan Warmbold]

Hey, maybe it's a lonely rat, though on the NYC subways that does seem
somewhat improbable.  Or maybe we might have a high sensation seeking rat
with a love for taking risks.  Or maybe it was a domesticated rat at some
point and enjoys the company of humans.  Or maybe he has past experiences
of being fed by HS's!  OR . . .


Joan
jwarm...@oakton.edu

> And by "The Wild" I mean the NYC subways.  See:
> http://gothamist.com/2014/08/19/watch_this_rat_run_on_subway_platfo.php?utm_source=Gothamist+Daily
>
> It is unclear what the reinforcement is for this behavior but clearly
> it is not attention.
>
> -Mike Palij
> New York University
> m...@nyu.eu
>
>
>
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RE: [tips] A Humorous Take on the Freudian Defense Mechanisms

[Joan Warmbold]

Michael does community theater and so, not surprisingly, he is a very good
actor.  If you haven't seen his bit on the various ways that correlations
can be interpreted, it's a must see.  Michael has the 'perplexed/confused'
expression down--and he's very amusing.

Joan


> Ha!! Very good, Michael!!! Is that you also doing Freud's voice? If so,
> great job; loved the accent.
>
> Miguel
> 
> From: Michael Britt [mich...@thepsychfiles.com]
> Sent: Thursday, August 14, 2014 8:35 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] A Humorous Take on the Freudian Defense Mechanisms
>
> Well, hopefully a humorous way for students to identify the defense
> mechanisms...
>
> http://www.thepsychfiles.com/2014/08/ep-224-video-if-freud-worked-tech-support/
>
> Michael
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
>
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Re: [tips] A New Movie Rating System

[Joan Warmbold]

Appreciated your response Chris.  Wish to state this with care but the
research on couples discussing issues of conflict conducted by John
Gottman has shown that couples do NOT have to agree on everything but,
instead, it's important to pick your battles with care.  Basically what
his empirical research data shows based on years of videotaping couples
having "heated discussions" was that those who make it for the long haul
are able to frequently agree to not agree.  And here comes the delicate
part:women (am guilty) tend to get overly emotional about issues with
which their partner does not concur and so, in an attempt to make their
(our) point more clear, we get louder and more emotional--an approach that
causes men to close down.  That is, the more the woman yells, the more the
guy uses a strategy Gottman refers to as 'stonewalling.'

This doesn't mean the either gender is right or wrong in how they deal
with disagreements; that is not the point.  The point is simply that
certain approaches don't work, period. Of course there are gender
exceptions to these patterns but Gottman's advice to couples on how to
handle conflict is based on empirical data he gathered from years of
observing couples dealing with difficult issues.  He got to the point
where he could predict in just a few minutes when viewing a video which
couples were heading for divorce.

Joan
jwarm...@oakton.edu

> Extracting "lessons" from stories is a process fraught with so many
> difficulties (see Bible). Perhaps one is not intended to take the actions
> depicted in this movie as "models" but just as a report of what happened
> with these two (fictional) people. Even if there is supposed to be a
> "lesson," perhaps it is not the one you drew. Several other equally
> plausible ones come to mid: Perhaps the lesson is that "some thing are not
> really worth fighting about, so you might as well just kiss." Or, maybe,
> as the movie goes on, the disagreement comes up again, and so the larger
> "lesson" is, "just kissing will not make your problems go away; you must
> deal with them." Or, perhaps it comes up again even though it is not worth
> really fight about, so the "lesson" is, "sometimes you must accede to your
> loved one's demands, even though you disagree, because it is more
> important that you are both happy than it is that you 'win' on this one
> minor issue."
>
> Allow me to introduce you to hermeneutics. :-)
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
>> On Jul 28, 2014, at 8:57 AM, Michael Britt 
>> wrote:
>>
>> So I’m listening in the background as my 14 year old daughter watches
>> Miley Cyrus in some movie she made a few years ago.  She and her
>> handsome boyfriend are having an argument (on the beach at sunset).  She
>> really wants to get something resolved but suddenly her boyfriend just
>> grabs her face and gives her a forceful kiss, which, you guessed it, she
>> succumbs to.
>>
>> So, let's see...what does this teach us?
>>
>> Boys: instead of trying to think things through with your girlfriend,
>> just use force
>> Girls:  don't expect too much from your boyfriend, just go with it
>>
>> Maybe instead of violence and nudity ratings, there should be some other
>> kind of movie rating system - one that evaluates the subtle messages
>> movies convey to our children.
>>
>> Okay, okay, time to relax, get off my high horse and get back to work.
>> What a fuddy-duddy father I am...
>>
>> Michael A. Britt, Ph.D.
>> mich...@thepsychfiles.com
>> http://www.ThePsychFiles.com
>> Twitter: @mbritt
>>
>>
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Re: [tips] A New Movie Rating System

[Joan Warmbold]

Talk about a low common denominator.  Just BTW, an interesting (i.e.
unfortunate) male student response to the fact that I, as so many other
women, enjoyed Nancy Drew mysteries during childhood due to the strength
of her character.  A young guy guffawed as if this was a laughable so I
asked if he ever read the Hardy Boys.  Yes, indeed, he had but somehow
that was OK whereas talking about reading a book with a female heroine was
a source of amusement.

Neither series was great literature and, in fact, written by different
authors from year to year.  But to read a novel about a woman who valued
her women friends as much as "Ned," as well as showed a courageous and
independent spirit was so unique and inspiring.  What can I say.

Joan
jwarm...@oakton.edu
> While not exactly what you are looking for, take a look at
> http://bechdeltest.com
>
> A movie passes the test if it has the following
> 1. It has to have at least two [named] women in it
> 2. Who talk to each other
> 3. About something besides a man
> Deb
> Deborah Briihl
> Dept of psych and counseling
> Valdosta state university
> dbri...@valdosta.edu
>  ,Sent from my iPad
>
> On Jul 28, 2014, at 8:58 AM, "Michael Britt"
> mailto:mich...@thepsychfiles.com>> wrote:
>
> So I'm listening in the background as my 14 year old daughter watches
> Miley Cyrus in some movie she made a few years ago.  She and her handsome
> boyfriend are having an argument (on the beach at sunset).  She really
> wants to get something resolved but suddenly her boyfriend just grabs her
> face and gives her a forceful kiss, which, you guessed it, she succumbs
> to.
>
> So, let's see...what does this teach us?
>
> Boys: instead of trying to think things through with your girlfriend, just
> use force
> Girls:  don't expect too much from your boyfriend, just go with it
>
> Maybe instead of violence and nudity ratings, there should be some other
> kind of movie rating system - one that evaluates the subtle messages
> movies convey to our children.
>
> Okay, okay, time to relax, get off my high horse and get back to work.
> What a fuddy-duddy father I am...
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: @mbritt
>
>
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Re: [tips] Read it and weep

[Joan Warmbold]

I realize that you all will be shocked, shocked (to quote Claude Rains in
Casablanca) that pornography activates our reward center, hence leading to
addictive, compulsive behaviors for some.  As the article states, this is
also the case for explaining habitual and, for some, compulsive substance
abuse, obesity, and gambling.  Interestingly, they have yet to study the
habitual and compulsive behavior of those seeking death-defying thrills,
such as mountain climbers.  I happen to have read a series of books about
this sensation-seeking activity and began to realize with a real sense of
sadness how this turns into an addictive behavior for many--spending gobs
of money, leaving family behind repeatedly and often dying relatively
young.

So pray tell me, where is the surprise in this 'new finding?'  As per
Skinner, we tend to repeat behaviors that enable us to obtain positive
reinforcement and rewarding our mesolimbic dopaminegic centers will do it.
 Where has gone our common sense?!  The interesting question is why we
choose certain behaviors over others to obtain these rewards.

Joan
jwarm...@oakton.edu



> Watch the trailer here:
>
> https://www.youtube.com/watch?v=MVt32qoyhi0&feature=kp
>
> What would we have to do in class to keep ourselves busy without stuff
> like this?
>
> I might email my incoming freshmen to watch it before they come to campus
> in the fall ;) Forget those old, tired critical thinking videos.
>
> Annette
>

>



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Re: [tips] Trevor Robbins work on how drug use becomes a compulsive habit

[Joan Warmbold]

Ranting for years you say Paul? How about putting one of your rants
against the medical model on you tube?  Or better yet, we could organize a
group rant for the persistent use of the unproven medical model used to
explain so many of our psychological ills.

First, please do read the article by Robbins as it is very accessible as
well as providing superb empirical evidence for the role of learning to
explain how the moderate use of drugs becomes habitual and compulsive. 
The disease model is also being strongly and effectively attached
regarding the source of schizophrenia. Two renegades from New Zealand,
Paul Hamersley and John Read, have presented on June 14th at the 15th ISPS
Symposium for Psychotherapy that the development of the symptoms of
schizophrenia is strongly influenced by early life traumas and is not an
inborn, predetermined disease. Their research clearly demonstrates that
those who suffer delusions and hallucinations have almost always
experienced early childhood abuse.  They steer away from 'blaming
parents,' which I feel is quite ligitimate.  As I have tried to state in a
previous post, parenting is the most difficult job out there and multiple
variables over which we have no control influence the quality of our
parenting, including how we were parented, levels of stress, degree of
support, etc.

Would highly recommend the following:

http://www.rocaipi.cat/jornadesbaetulae/wp-content/uploads/2013/06/Traumagenic_neurodevelopmental_model_psychosis_John_Read.pdf

http://www.jpgmonline.com/article.asp?issn=0022-3859;year=2008;volume=54;issue=4;spage=287;epage=293;aulast=Larkin

http://www.sciencedaily.com/releases/2006/06/060614120625.htm

http://guilfordjournals.com/doi/abs/10.1521/psyc.64.4.319.18602

http://guilfordjournals.com/doi/abs/10.1521/psyc.64.4.319.18602

There have been strong rebukes to their contentions but this is to be
expected of course, but these are extremely important research studies.

Joan
jwarm...@oakton.edu

> Haven't read the articles yet, but Travis Thompson and Bob Schuster, et.
> al. started that approach (drug consumption as conditioned behavior) in
> the sixties.  Of course there wasn't as much neurological basis then (and
> there still are only the beginnings now).  But some of us have been
> ranting against the medical model for half a century (;-(.
>
> On Jun 27, 2014, at 10:50 PM, Joan Warmbold wrote:
>
>>
>> http://www.psychology.uoguelph.ca/faculty/parker/Psy3430/Everitt&Robbins2005Oct19.pdf
>>
>>
>> Trevor Robbins is one of three brain researchers who has received the
>> largest international brain prize of a million pounds.  This was
>> announced
>> in the April Observer as Robbins is an APS Fellows.  The research
>> article
>> cited above, co-written with Barry Everitt, provides solid neurological
>> evidence for drug use developing into a habitual and compulsive behavior
>> through operant (instrumental) and classical conditioning.  This takes
>> it
>> out of the disease model framework over into the habit model, as also
>> supported in Reznicek's book, Blowing Smoke.  Below is an interesting
>> interview with Reznicek:
>>
>> http://pointsadhsblog.wordpress.com/2012/05/25/the-points-interview-michael-reznicek/
>
> Paul Brandon
> Emeritus Professor of Psychology
> Minnesota State University, Mankato
> pkbra...@hickorytech.net
>
>
>
>
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Re: [tips] Trevor Robbins work on how drug use becomes a compulsive habit

[Joan Warmbold]

http://www.psychology.uoguelph.ca/faculty/parker/Psy3430/Everitt&Robbins2005Oct19.pdf


Trevor Robbins is one of three brain researchers who has received the
largest international brain prize of a million pounds.  This was announced
in the April Observer as Robbins is an APS Fellows.  The research article
cited above, co-written with Barry Everitt, provides solid neurological
evidence for drug use developing into a habitual and compulsive behavior
through operant (instrumental) and classical conditioning.  This takes it
out of the disease model framework over into the habit model, as also
supported in Reznicek's book, Blowing Smoke.  Below is an interesting
interview with Reznicek:

http://pointsadhsblog.wordpress.com/2012/05/25/the-points-interview-michael-reznicek/

Enjoy.

Joan
jwarm...@oakton.edu


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Re: [tips] More videos with teaching 'potential'

[Joan Warmbold]

Great sources Arlie.  BTW, I suspect most of you have heard about the
research revealing how we use of unconscious mind for most of our
decisions.

http://exploringthemind.com/the-mind/brain-scans-can-reveal-your-decisions-7-seconds-before-you-decide

But what the demonstration brought home to me is why it is so essential
for us all to keep learning new skills and concepts as only then are we
putting demands on our conscious brain to learn, thereby creating new
neural networks.  So folks, if we want our conscious mind actively
engaged, we must start learning a new language, take dance lessons, learn
how to play cricket, take an art class and, of course, teach new courses. 
Just think of the average amount of learning experienced by a 2 year old
compared to a retired 60 year old.  No wonder cognitive skills start to
decline after folks retire.

http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2958696/


Joan
jwarm...@oakton.edu



> I would definitely get complaints if I showed these videos to my students.
> The men laughing and commenting about setting the frog legs to music on
> YouTube is not respectful of the animals. Perhaps there are better sources
> for this kind of lesson.
>
> Here are a number of professional filmed experiments conducted by
> psychologists:
> http://cdm15960.contentdm.oclc.org/cdm/search/searchterm/reflexes
> You can contact the archives to ask for permission to use them.
> Best wishes,
>
> Arlie
>
> --
> Arlie R. Belliveau, MA
> APA Division 26 (History) Student Representative
>
> History & Theory of Psychology Doctoral Student
> York University Department of Psychology
> 059 Behavioural Science Building
> 4700 Keele St. Toronto, ON
> ar...@yorku.ca
> www.arliebelliveau.com
>
>
> On Wed, Jun 25, 2014 at 1:46 PM, Miguel Roig  wrote:
>
>> A couple of 'fun' videos for teaching the role of sodium in action
>> potentials and muscle movement..
>>
>> Start with this video of the dancing frog legs:
>>
>> https://www.youtube.com/watch?v=2YZJt_Bw3eo
>>
>> Then show them this one with the octopus. It's a bit creepier, but same
>> idea:
>>
>> https://www.youtube.com/watch?v=5J3NOY9znso
>>
>> Finally, for an explanation:
>>
>> https://www.youtube.com/watch?v=JGPfSSUlReM
>>
>> Miguel
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Re: [tips] Roids Might Cause Autism

[Joan Warmbold]

Nancy--hey, at least you gave me a reasoned response for which I am truly
thankful.  This in direct contrast to the guys laughing about confusing
Roids with hemorrhoids?!  So thanks for your thoughtful contribution,
really!

And have a great weekend.  Joan

>
> My email was nothing more than a suggestion that we remember that all of
> this research is correlational. How children turn out on any dimension is
> a complex mix.
>
> Which means that besides the X (poor parenting; stress; day care; genetic
> propensity etc) and the Y (child outcome) are 100s of other variables that
> might be at play.
>
> Additionally more children survive their childhoods today than ever
> beforemore children means more children with all kinds of problems.
> Some of which we just discovered (or made up.)
>
> I wouldn't put too much stock in any explanation - (except for
> wholeheartedly rejecting anything to do with vaccinations causing autism.
> That one is a bunch of crap.)
>
> Nancy Melucci
> LBCC
>
>
>
>
> -Original Message-
> From: Joan Warmbold 
> To: Teaching in the Psychological Sciences (TIPS)
> 
> Sent: Thu, Jun 5, 2014 2:09 pm
> Subject: Re: [tips] Roids Might Cause Autism
>
>
> Nancy,
>
> Of course I'm not considering a blank slate notion.  But why are we
> willing to accept the opposite perspective that it's all there from
> birth?!  First, aren't most of those brain abnormalities also simply
> correlational?  And aren't they totally ignoring the reality of the
> crucial nature of brain plasticity during our early life experiences?
> Most of our behaviors are shaped by heredity and by environmental
> experiences.  But in the last 30+ years researchers don't even bother to
> record ANY of the interactions between the parents and their children but
> simply the child's behavior.  It appears that any type of analysis of
> early life interactions in any sense is now viewed as verboten.
>
> I just wish folks would take a little time to examine the research by
> Henry Massie in 1978 where his analysis of home movies revealed a distinct
> differential responsiveness from the parents toward their infants
> before they had developed any symptoms of autism. But placing fault is so
> irrelevant and you, of all people, should know that. Massie provided tons
> of family history for each set of parents to help explain why they simply
> didn't have the skills and ability to respond appropriately to their
> infants and often improved with experience. It surely was not a choice on
> their part and it appears that they were doing the best they knew how. But
> not everyone is equally prepared and/or properly supported to deal with
> the 24/7 overwhelming role of parenting.
>
> Our quality of parenting is influenced by so many variables: how we were
> parented; the amount of stress in our lives; the amount of emotional and
> practical support we are provided; how well we have been educated on child
> development, etc.  Is it a parent's fault if their parents weren't very
> positive role models or that they are under excessive stress or that they
> feel nervous, inhibited and/or woefully unprepared for their new role?
> And how much support does our society provide for parents?!  So very
> little.  Research comparing paid parental leaves among western countries
> places us dead last, and research has shown that this does make a
> difference.  Should that surprise us--I mean really.
>
> A study on "Maternal leave, early maternal employment and child health and
> development in the US" conducted by Berger, Hill and Waldfoger comes to
> the following conclusion:
>
> This paper uses data from the National Longitudinal Survey of Youth to
> explore links between mothers’ returns to work within 12 weeks of giving
> birth and health and developmental outcomes for their children. OLS models
> and propensity score matching methods areutilizedd to account for
> selection bias. Considerable associations between early returns to work
> and children's outcomes are found suggesting causal relationships between
> early returns to work and reductions in breastfeeding andimmunizationss,
> as well as increases inexternalizinggbehaviorr problems. These results are
> generally stronger for mothers who return to work full-time within 12
> weeks of giving birth.
>
> Similar conclusions come from other studies relative to the health of
> mother and child when there is pressure to return to work within a very
> short period of time post-partum.
>
> http://www.sciencedirect.com/science/article/pii/S019339730400053X
> http://www.sciencedirect.com/science/article/pii/S016762960473
> http://www.ncbi.nlm.nih.gov/pmc/art

Re: [tips] Roids Might Cause Autism

[Joan Warmbold]

" aren't
> hard-wired, given that children and parents shape each other's behavior?
> Are you truly pitching a blank-slate argument here?
>
> I am not asking rhetorically. You seem to be suggesting that it IS the
> parent's fault even as you say you aren't. You contradict yourself. Do you
> or don't you?
> The indictment of child development specialists looks like
> window-dressing. Because according to this argument, the horse is already
> out of the barn.
> Parental (maternal) self-absorption has already done the damage (since the
> treatment is so costly.)
>
> If your child stops smiling at you from a very early age, and you don't
> get that crucial positive reinforcement from the smiles and other language
> and non-verbal response, you are going to stop trying.
> You'd have to be totally dense to keep trying to engage a non-responsive
> partner of any age or relationship. It's like banging your head on a brick
> wall. Have you ever spent the evening with an adult who is like that?
>
> That would as true of the most devoted stay at home parent (mother, since
> it usually ends up being laid at her door - the crime of not trying hard
> enough and not giving up enough on behalf of the child) as it would of a
> daycare using 60 hour a week working parent. If your kid won't engage you
> back, you are going to stop trying.
>
> Another hypothesis, equally plausible, a combination of the every
> expanding diagnostic basket of ASD + the fact that parents who are
> probably genetically prone to less social activities (scientists, creative
> types, those who are generally prone to being comfortable spending time
> alone) are finding each other and mating and having children who have
> those tendencies too, is contributing to the growth of the diagnostic.  I
> forgot where I read that - it's not an original idea.
>
> One post hoc explanation is as good as another.
>
> Nancy Melucci
> Long Beach City College
> Long Beach CA
>
>
>
>
> -Original Message-
> From: Joan Warmbold 
> To: Teaching in the Psychological Sciences (TIPS)
> 
> Sent: Wed, Jun 4, 2014 6:20 pm
> Subject: Re: [tips] Roids Might Cause Autism
>
>
> The history of research for the last 25 years or so to determine the
> origins of autism is very tragic as we insist on finding some type of
> genetic and/or neurobiological source and nothing definitive has been
> found. This excessive male hormone conjecture will just be another one of
> many biological deadend alleys for which thousands of research dollars
> have surely been spent.  The folks conducting the research to locate some
> type of genetic marker and/or biological explanation have been pulling in
> literally tons of funding $$$ but to what effect?  And why are we so
> willing to let this ludicrous search for the magic biological bullet
> continue?
>
> My fairly extensive reading of the research seems to reveal that only two
> fairly reliable answers to this tragic disorder have been determined.  The
> first is that very early behavioral interventions can be extremely
> effective but quite costly.  The second is that all the various brain
> abnormaliities that have been found in children with ASD practically
> scream out that there has been some serious deficit in their early life
> experiences relative to social engagement.  If there is one area of
> agreement it's that these children's social brains have not been properly
> wired for processing faces, making eye contact, etc. For example, autistic
> children do not process faces well and, if they do, they use a different
> area than "normal" children always use--an area in the right hemisphere
> referred to as interotemporal cortex. Of course, the neurologists are
> assuming that this must be due to some organic, prenatal factor(s).  Those
> of us who know the crucial nature of early brain plasticity realize that
> early life experiences likely are playing a role.
>
> This is not to say "it's the parents' fault," in any sense of the word. To
> the contrary, the blame lies squarely on those of us who are well-informed
> in the field of child development and the nature of early brain
> development to not speak up about loudly and clearly.  Family dynamics
> have surely dramatically altered in the last 35 years with both parents
> working, the extensive use of day care and the increased dependence on
> technology. I know I will create a ruckus, so to speak, but this is where
> one of the very important answers to ASD will be found--early life
> interactions--where Henry Massie started way back in 1978.  How sad and
> unnecessary that we have missed all of those intervening years to reso

Re: [tips] Roids Might Cause Autism

[Joan Warmbold]

The history of research for the last 25 years or so to determine the
origins of autism is very tragic as we insist on finding some type of
genetic and/or neurobiological source and nothing definitive has been
found. This excessive male hormone conjecture will just be another one of
many biological deadend alleys for which thousands of research dollars
have surely been spent.  The folks conducting the research to locate some
type of genetic marker and/or biological explanation have been pulling in
literally tons of funding $$$ but to what effect?  And why are we so
willing to let this ludicrous search for the magic biological bullet
continue?

My fairly extensive reading of the research seems to reveal that only two
fairly reliable answers to this tragic disorder have been determined.  The
first is that very early behavioral interventions can be extremely
effective but quite costly.  The second is that all the various brain
abnormaliities that have been found in children with ASD practically
scream out that there has been some serious deficit in their early life
experiences relative to social engagement.  If there is one area of
agreement it's that these children's social brains have not been properly
wired for processing faces, making eye contact, etc. For example, autistic
children do not process faces well and, if they do, they use a different
area than "normal" children always use--an area in the right hemisphere
referred to as interotemporal cortex. Of course, the neurologists are
assuming that this must be due to some organic, prenatal factor(s).  Those
of us who know the crucial nature of early brain plasticity realize that
early life experiences likely are playing a role.

This is not to say "it's the parents' fault," in any sense of the word. To
the contrary, the blame lies squarely on those of us who are well-informed
in the field of child development and the nature of early brain
development to not speak up about loudly and clearly.  Family dynamics
have surely dramatically altered in the last 35 years with both parents
working, the extensive use of day care and the increased dependence on
technology. I know I will create a ruckus, so to speak, but this is where
one of the very important answers to ASD will be found--early life
interactions--where Henry Massie started way back in 1978.  How sad and
unnecessary that we have missed all of those intervening years to resolve
and improve the number of cases of autism--and all due to political
correctness--what a grip PC has on us all.

Joan
jwarm...@oakton.edu


> Simon Baron-Cohen's (cousin of Sacha) research group has published an
> analysis of Danish birth data in this they compared the amount of several
> sex
> steroid hormones (i.e., testosterone, etc.) in the amniotic fluid of boys
> who went on to develop some form of autism and a matched control
> group of normal boys.  It appears that boys with autism had much higher
> levels of sex steroids than normal boys (all steroids were elevated and
> a principal components analysis provides a single "steroidogenic factor"
> that summarizes these measures).  This seems like an interesting result
> but must more needs to be done before hard claims can be made.
>
> The mass media has picked up on this research and one sources is
> the following:
> http://www.theguardian.com/society/2014/jun/03/boys-with-autism-likely-exposed-to-more-hormones-in-the-womb
> and another is:
> http://www.the-scientist.com//?articles.view/articleNo/40131/title/Autism-Hormone-Link-Found/
>
> The original article was published in the journal "Molecular Psychiatry"
> and
> available for free at:
> http://www.nature.com/mp/journal/vaop/ncurrent/full/mp201448a.html
>
> -Mike Palij
> New York University
> m...@nyu.edu
>
>
>
> ---
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Re: [tips] Replicating psychological science: A case of bullying?

[Joan Warmbold]

If we call ourselves scientists, how can one not be in total agreement
with the opinions expressed by Chris?  Replications are absolutely
essential and need to be given proper attention and stature.  However,
great care must be taken by those who conduct replications so as to not
significantly alter the procedures they use as compared to the original
study.  Dare I say that we need some type of agreement regarding the
replication process in order to give such research proper credence?

But to perceive researchers who cannot replicate certain research as being
bullies is unfortunately predictable. Let us not forget that only recently
has the scientific community developed a consensus for the crucial
necessity for replications.  It will take time for everyone in the
research community to come to view those who conduct replications as
wishing to make genuine contributions to science vs. having a nefarious
motives. One of the relatively recent examples illustrating the urgent
need for replications was demonstrated by the Danish social psychologist,
Diederik Stapel, who published over 50 studies in 'peer reviewed'
journals, including Science, based on fabricated data.  He explains how
and why he took this devious and dangerous route in his book, Derailed.

http://www.psychologicalscience.org/index.php/publications/observer/2013/january-13/derailed-the-rise-and-fall-of-diederik-stapel.html

I quite enjoyed his book but the following article in the NYT's is a must
read.  It not only provides a thorough and fascinating review of the
Stapel case but additionally provides convincing support that the use of
sloppy and misleading scientific methods by researchers is not
particularly unusual.  The writer, Yudhijit Bhattacharjee, a very
prominent science writer, contends that the dishonesty of researchers is
more a question of a continuum vs. a black and white issue, similar to the
'rotten apple' vs. a 'rotten barrel' debate.

http://www.nytimes.com/2013/04/28/magazine/diederik-stapels-audacious-academic-fraud.html?pagewanted=all&_r=0

Joan
jwarm...@oakton.edu



> If you published it, then it is appropriate for others to attempt to
> replicate it. That what we're supposed to do in science. If we don't, then
> it isn't science. You should be happy that someone not only bothered to
> read your work at all (many articles appear to be read by almost no one),
> but even found it interesting enough that they wanted to do it for
> themselves to ensure it was true. Failures to replicate should be
> respectful, of course, but should also be crystal clear about what they
> did and what they found. Nothing is gained by beating about the bush. If
> your emotional constitution is such that you object to the very
> possibility that someone might attempt to check your work and finding it
> wanting, then you went into the wrong profession and you should probably
> get out. Science isn't about polite ambiguities. It is about finding out
> what is true (and what is not).
>
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON   M3J 1P3
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
>
>> On May 25, 2014, at 5:54 PM, Miguel Roig  wrote:
>>
>> So how do you all feel about attempts at replicating psychological
>> science?:
>>
>> http://news.sciencemag.org/social-sciences/2014/05/replication-effort-provokes-praise-and-bullying-charges
>>
>> http://www.psychologytoday.com/blog/everybody-is-stupid-except-you/201405/why-replicators-should-take-charges-bullying-seriously
>>
>> https://twitter.com/DanTGilbert/status/470312237459337216
>>
>> Miguel
>> ---
>> You are currently subscribed to tips as: chri...@yorku.ca.
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RE: [tips] Diagnosing pedophilia via fMRI

[Joan Warmbold]

Oh how could I have forgotten!  And all those brain images explain where
behavior originates, right?  Thanks for setting the record straight Jim.

Joan
jwarm...@oakton.edu

> But Joan, what do we mere psychologists know? It is the neuroscientists
> now who are the real experts on human behavior.
>
> Take care
> Jim
>
> Jim Clark
> Professor & Chair of Psychology
> 204-786-9757
> 4L41A
>
> -Original Message-
> From: Joan Warmbold [mailto:jwarm...@oakton.edu]
> Sent: Sunday, May 25, 2014 1:06 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] Diagnosing pedophilia via fMRI
>
> Diagnosing when??
>
> Of course the brains pedophiles are wired differently.  Isn't this
> analogous to the reality that children who are exposed to an extensive
> amount of language and/or music will have a brain that is wired
> differently compared to children who have not been exposed to either.
> This is not due to organic "miswiring" and  by no means a difference that
> existed from the get-go.
>
> I expect the public to be unaware of the crucial nature of our brain's
> plastic response to early experiences but not those of us in the field of
> psychology.
>
> Joan
> Joan Warmbold Boggs
> jwarm...@oakton.edu
>
>> Some Tipsters who cover the value (and limits) of fMRI might be
>> interested in a recent article that suggests that pedophilia may be
>> the result of a "miswired" brain.
>>
>> "A new study says pedophiles’ brains are wired differently than
>> most
>> adults’—and that means they could be diagnosed and treated
>> before
>> they’re able to abuse."
>>
>> http://www.thedailybeast.com/articles/2014/05/23/study-finds-pedophile
>> s-brains-wired-to-find-children-attractive.html
>>
>> Of course, the article doesn't mention what that "treatment" might
>> consist of.
>>
>> The less sensational original article can be found here:
>>
>> http://rsbl.royalsocietypublishing.org/content/10/5/20140200.full
>>
>> -Don.
>>
>>
>> ---
>> You are currently subscribed to tips as: jwarm...@oakton.edu.
>> To unsubscribe click here:
>> http://fsulist.frostburg.edu/u?id=49240.d374d0c18780e492c3d2e63f91752d
>> 0d&n=T&l=tips&o=36887
>> or send a blank email to
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>>
>
>
>
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Re: [tips] Diagnosing pedophilia via fMRI

[Joan Warmbold]

Diagnosing when??

Of course the brains pedophiles are wired differently.  Isn't this
analogous to the reality that children who are exposed to an extensive
amount of language and/or music will have a brain that is wired
differently compared to children who have not been exposed to either.  
This is not due to organic "miswiring" and  by no means a difference that
existed from the get-go.

I expect the public to be unaware of the crucial nature of our brain's
plastic response to early experiences but not those of us in the field of
psychology.

Joan
Joan Warmbold Boggs
jwarm...@oakton.edu

> Some Tipsters who cover the value (and limits) of fMRI might be interested
> in a recent article that suggests that pedophilia may be the result of a
> "miswired" brain.
>
> "A new study says pedophiles’ brains are wired differently than most
> adults’—and that means they could be diagnosed and treated before
> they’re able to abuse."
>
> http://www.thedailybeast.com/articles/2014/05/23/study-finds-pedophiles-brains-wired-to-find-children-attractive.html
>
> Of course, the article doesn't mention what that "treatment" might consist
> of.
>
> The less sensational original article can be found here:
>
> http://rsbl.royalsocietypublishing.org/content/10/5/20140200.full
>
> -Don.
>
>
> ---
> You are currently subscribed to tips as: jwarm...@oakton.edu.
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Re: [tips] Are Psychopaths' Brains Different From Nonpsychopaths?

[Joan Warmbold]

One discussion question I often ask my students is how early do they think
the abnormal wiring of psychopaths could be detected by brain imaging
technology.  And then my follow-up question is IF we can predict that
certain brain wiring patterns predict psychopathic behaviors by age 6,what
type of action might be appropriate, if any?

I have read a fair amount about the early life experiences of psychopaths
and they usually have experienced very high levels of violence as well as
very low levels of empathy. So might it not be a plausible hypothesis that
they have habituated to stress as well as to gruesome, violent images.

Just BTW, let us not forget that all of our brains are wired differently
relative to how much we have been exposed to music, language, motor
activities, etc.  Our brain is capable of making new neural connections
throughout life but nothing like during our early years, dang it.

Joan
jwarm...@oakton.edu

> Hi Mike-
>
> I worked as a prison psychologist for ten years and I met (and diagnosed)
> a large number of psychopaths. Based on this experience I can tell you
> that psychopaths are no more dangerous to prison staff than are other
> inmates. As a graduate student I worked with Bob Hare at UBC studying
> psychopath's reactions to various stimuli. I was convinced back then that
> psychopaths were "wired differently". Their autonomic responses to
> stressful events were quite quite different from those of "normals".
>
> As to treatment, I have seen nothing in the literature and nothing in my
> practice that suggests that psychopaths are treatable. However, that
> doesn't mean that one should impose the death penalty. If a mentally
> handicapped person committed a murder would you want to execute them? In
> most cases the McNaughton rule would preclude that.
>
> Personally, I think that the imposition of a death penalty is morally
> repugnant. Given the large number of people who are falsely convicted each
> year it is a certainty that an innocent person will be executed. That is
> one of the reasons that most civilized countries have abolished the death
> penalty.
>
> -Don.
>
> - Original Message -
> From: "Mike Palij" 
> To: "Teaching in the Psychological Sciences (TIPS)"
> 
> Cc: "Michael Palij" 
> Sent: Friday, April 18, 2014 10:17:29 AM
> Subject: [tips] Are Psychopaths' Brains Different From Nonpsychopaths?
>
>
>
>
>
>
>
>
>
>
>
> The website for Wired has an interesting interview with the researcher
> Kent Kiehl who has studied psychopaths for 20 years; the interview
> is here:
> http://www.wired.com/2014/04/psychopath-brains-kiehl/
>
> The interview is partly a shill for Kiehl's new book "The Psychopath
> Whisperer" which is geared for the general public (i.e., it is a
> "money book", that is, a book a scientist writes not for a limited
> scientific or academic audience but to appeal to a broad audience
> and is expect to make a fair amount of money -- most popular
> science books are money books though not all of them make a
> lot of money). Anyway, Kiehl has his own mobile MRI scanner
> (there is a picture of him next to trailer that contains the scanner)
> so he's not doing too badly.
>
> When asked how psychopaths' brain differ from "normal" brains
> he says the following:
>
> |WIRED: What is known at this point about what’s different
> |about their brains?
> |
> |Kiehl: We’ve found that psychopaths have 5 to 10 percent
> | reduced gray matter density in and around the limbic regions
> | [a network deep in the brain that's important for emotional
> | processing]. We’ve also found — and a group in Germany
> | has published a similar finding — that the tissue that connects
> | the limbic system to the frontal lobes is disrupted. There have
> | also been lots of studies published showing reduced responsivity
> | in those circuits during emotional processing and moral decision
> |making.
>
> An interesting question that arises from this research is that a
> number of psychopaths also engage in serious crimes, such
> as serial killing and worse (anyone who has read about what
> Ted Bundy did before and after he killed his female victims
> will know what I'm talking about) and whether psychopaths
> should be held responsible for such crimes if they have a
> brain abnormality. This becomes a critical issue in murder
> trials and Kiehl was apparently the first to use fMRI evidence
> for the defense of a man who had raped and killed a 10 year old
> girl (this was during the sentencing phase because the defendant
> had pleaded guilty and he was already spending time in jail for
> other murders he had committed). The prosecutors wanted
> the death penalty while the defense wanted life in prison.
> Some details about this trial and the jury's decision can be read
> here:
> http://news.sciencemag.org/2009/11/fmri-evidence-used-murder-sentencing
>
> The question that arises here is if psychopathy is shown to
> be "associated" with specific brain abnormalities should this c

Re: [tips] Help! Learning Styles are Eating the Brains of Our Young

[Joan Warmbold]

Nancy,

Please do get back to us re: how your critique on learning styles is
received by the H.S. teachers.  You might receive as much or similar
resistance from the teachers as you expect to get from the student.

Also would appreciate hearing the type of literature review required of
the students.

Joan
jwarm...@oakton.edu



 Put a post-it note on that page, sticking out the top of the book… just in
> case.
>
> Paul
>

> As has already been mentioned...just a fair review of the project,
design,controls, etc. Try to emphasize a good review of the literature .
. ."50 Great Myths of Popular Psychology" by Scott Lilienfeld
> et al to give to some of the teachers or students interested in Psych.
> This myth is discussed on pp. 92-96.
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
> On Mar 28, 2014, at 9:50 AM, drnanjo
> mailto:drna...@aol.com>> wrote:
>
>
>
>
> I am about to embark on a day of volunteer judging of science fair
> projects for the Los Angeles Unified School District. I've previewed the
> 20 or so projects to which I am assigned. One of them claims to confirm
> the existence of learning styles.
>
> We don't hold kids to the same standards, I understand. I don't want to
> obnoxiously squash the research aspirations of budding young, enthusiastic
> scientists. Any suggestions for how I both assess the work fairly and
> gently challenge the presenter to reconsider this idea? I am worried I
> will come across as a kind of brute
>
> I'll deal with my fellow judges as adults, since I anticipate more
> receptivity among the HS Teachers.
>
> Nancy Melucci



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Re: [tips] Classical versus Vicarious Conditioning of Phobias

[Joan Warmbold]

I needed a guard (sister) at the bathroom door for close to 6 months after
seeing Psycho!

Joan
jwarm...@oakton.edu

> Mike,
> Remember how many people were afraid to go into the ocean after seeing
> "Jaws"?  I think the shower scene in "Psycho" had the potential to be a
> pretty powerful stimulus.
>
> Beth Benoit
> Plymouth State University
> Plymouth, New Hampshire
>
>
> On Sat, Feb 8, 2014 at 5:08 PM, Mike Palij  wrote:
>
>> I readily admit that I know little about "vicarious classical
>> conditioning"
>> but would like to raise the following points:
>>
>> (1) Not to berate Jeffry Ricker, but outside of anecdotes has anyone
>> ever shown that watching the shower scene from Psycho in fact produces
>> shower phobias, especially in people without pre-existing anxiety, fear,
>> or phobia (or psychotic) tendencies?  I'd just like to know there is
>> actual
>> data on this and the results have been replicable.
>>
>> (2) It should be fairly obvious to everyone, I think, that the situation
>> described below is a case of observational learning and, depending
>> upon how radical a behaviorist one, neither operant conditioning or
>> classical conditioning can explain any subsequent responses a person
>> or animal might make because (a) the observer makes no response
>> that can be involved in conditioning (I understand that the observer
>> may have a fear response or anxiety response but it is unlikely to be
>> as strong if they were in the actual situation; talking from experience,
>> there is a big difference in watching someone point a gun at someone
>> else and having them point it at you) and (b) there is the implicit
>> assumption
>> that a mental representation of cs-us-ur set of relationships is created
>> and
>> activates the equivalent neural mechanisms in the observer (assuming
>> the us-ur relationship is a reflex). I think we are way beyond
>> conditioning
>> at this point.
>>
>> (3) From a couple of the references I've read on the internet, it seems
>> best to describe this type of observation learning as an instance of
>> associative learning that transcends either operant or classical
>> conditioning,
>> that is if one still want to maintain a conditioning account in contrast
>> to a more general cognitive process.  I think we are beyond even
>> second-order classical conditioning
>>
>> (4)  Can someone explain in conditioning terms how one trial learning
>> occurs with the shower scene?  I understand how one trial learning
>> can occur in the Garcia taste aversion conditioning studies but I am at
>> a loss to understand what mechanism would cause a phobic response
>> to taking showers from watching the scene in "Psycho".
>>
>> Again, I readily admit to being unfamiliar with this phenomenon, so I
>> may be completely off in my comments above.  Nonetheless, it seems
>> that the usual conditioning paradigms do not readily account for this
>> (especially if one is a Skinnerian; I think it is even beyond the
>> informational
>> approach described by Rescorla)
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>>
>> -   Original Message   ---
>>
>> On Sat, 08 Feb 2014 11:16:29 -0800, Paul Brandon wrote:
>> The best answer is probably yes.
>> As usual, both operant and classical conditioning functions are
>> involved.
>> I'm not sure how a phobia differs from an avoidance response maintained
>> by
>> a
>> conditioned or unconditioned stimulus.
>> The main question would be the function of the mother's fear response to
>> the
>> child.
>> Does a mother's fear stimulate fear in a child without any prior
>> conditioning
>> history?
>> If so, than it is an unconditioned stimulus, and the child's fear is an
>> unconditioned response to it.
>> The phobic stimulus (talking about a shower or a snake, or a snake in
>> the
>> shower for that matter) then becomes a conditioned stimulus, and
>> avoiding
>> it a
>> negatively reinforced operant response.
>> The details of the mother/child relationship are the prior conditioning
>> history
>> that makes the mother's response an effective stimulus for the child's
>> behavior.
>>
>>
>> On Feb 8, 2014, at 12:34 PM, Jeffry Ricker, Ph.D. wrote:
>>
>>  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

Re: [tips] Classical versus Vicarious Conditioning of Phobias

[Joan Warmbold]

By vicarious learning I assume you are referring to observation learning
occurring by the observing another person, like Mom,  becoming fearful of
a bees, snakes, etc.  Children use their parents as references and that's
a powerful role--for better or worse.  I recall my son coming in from a
fall from his bike crying and bleeding a lot from his mouth.  But I stayed
as calm as possible and, amazingly, he stopped crying--until he looked
into a mirror. There endeth my power as a 'calm role reference model.'

Joan
jwarm...@oakton.edu

> The best answer is probably yes.
> As usual, both operant and classical conditioning functions are involved.
>
> I'm not sure how a phobia differs from an avoidance response maintained by
> a conditioned or unconditioned stimulus.
> The main question would be the function of the mother's fear response to
> the child.
> Does a mother's fear stimulate fear in a child without any prior
> conditioning history?
> If so, than it is an unconditioned stimulus, and the child's fear is an
> unconditioned response to it.
> The phobic stimulus (talking about a shower or a snake, or a snake in the
> shower for that matter) then becomes a conditioned stimulus, and avoiding
> it a negatively reinforced operant response.
> The details of the mother/child relationship are the prior conditioning
> history that makes the mother's response an effective stimulus for the
> child's behavior.
>
>
> On Feb 8, 2014, at 12:34 PM, Jeffry Ricker, Ph.D. wrote:
>
>> 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
>
> Paul Brandon
> Emeritus Professor of Psychology
> Minnesota State University, Mankato
> pkbra...@hickorytech.net
>
>
>
>
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Re: [tips] Which of us gets the most snow?

[Joan Warmbold]

So who is shoveling your drive way David day-in and day-out David?  That's
what is getting me down is the seemingly perpetual shoveling.  I happen to
be one of those odd folks that actually enjoys shoveling vs. using a snow
blower or outsourcing.  But this winter is surely testing my enthusiasm .
. .

Joan
jwarm...@oakton.edu

PS Oakton was closed today and then tomorrow due to temperatures not
reaching above 0.

> If you want to do colleges as well as universities, this year Hope College
> (Holland, MI) could compete.  As of yesterday, we've had 90 inches of snow
> halfway through winter--with the snow drift outside my office window so
> high that I can't see across the street, and the snow banks along the
> streets at the middle of car windows, meaning we need to be cautious at
> intersections.  This is thanks to lake effect snow that makes for near
> continuous snow on cold days such as we're having now.  As Lake Michigan
> now chills and gains ice, the lake effect diminishes, and will disappear
> if
> the lake freezes over to WI, as has happened only once in the last half
> century--but could happen this year.  Having prayed for snow as a child in
> my hometown of nearly snow-free Seattle, I find this quite beautiful and
> exciting.
>
> But we in western MI usually don't compete with the western NY folks, and
> certainly not with the northern Michigan colleges, such as Finlandia
> University in Hancock, MI, where lake effect snow from Superior makes for
> 220 inches in an *average* winter.  So far their area has had a reported
> 219 inches, with 44 inches on the ground and a long way to go before this
> unusual winter is over.
>
> Meanwhile, if you need a counter example for climate change skeptics, the
> warm Alaskan winter has made for avalanches that currently are blocking
> the
> highway to Valdez.
>
> Dave Myers
> www.davidmyers.org
> www.hearingloop.org
>
>
>
>
> On Mon, Jan 27, 2014 at 6:06 PM, Christopher Green 
> wrote:
>
>>
>>
>>
>>
>>
>>
>>
>> On 2014-01-27, at 5:09 PM, David Hogberg wrote:
>>
>> I cannot resist:   -40F = -40C.
>>
>>
>> Been there. Done that. (For real. None of this "wind chill" fiction. And
>> not in Winnipeg, but in Québec.)
>>
>> Chris
>> ===
>>
>>
>>
>> On Mon, Jan 27, 2014 at 5:02 PM, Jim Clark  wrote:
>>
>>>
>>>
>>> The real test of toughness is who gets the most cold!   Especially with
>>> wind chill … we’re down in the -40s (centigrade) today.
>>>
>>>
>>>
>>> Jim
>>>
>>>
>>>
>>> *Jim Clark*
>>>
>>> Professor & Chair of Psychology
>>>
>>> 204-786-9757
>>>
>>> 4L41A
>>>
>>>
>>>
>>> *From:* Wuensch, Karl L [mailto:wuens...@ecu.edu]
>>> *Sent:* Monday, January 27, 2014 3:21 PM
>>> *To:* Teaching in the Psychological Sciences (TIPS)
>>> *Subject:* [tips] Which of us gets the most snow?
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> http://www.foxnews.com/weather/2014/01/21/10-snowiest-colleges-in-us/
>>>
>>>
>>>
>>> I think SUNY Oswego should be at the top of this list.
>>>
>>>
>>>
>>> ---
>>>
>>> You are currently subscribed to tips as: j.cl...@uwinnipeg.ca.
>>>
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>>> (It may be necessary to cut and paste the above URL if the line is
>>> broken)
>>>
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>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>>
>>> ---
>>>
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>>>
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>>>
>>>
>>>
>>
>>
>>
>> --
>> David K. Hogberg, PhD
>> Professor of Psychology, Emeritus
>> Department of Psychological Science
>> Albion College
>> Albion MI 49224
>>
>> Tel: 517/629-4834 (Home and mobile)
>>
>> ---
>>
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Re: [tips] While we are on the topic of Skinner

[Joan Warmbold]

Carol--consider contacting the Skinner foundation via his daughter, Julie
Vargas at opera...@bfskinner.org.  Folks who knew Skinner have told me
that he had a wonderful sense of humor so bet he would have had an
opinion.

Certainly ones life experiences and reference systems play an important
role, which could explain why ones culture and the time era so influence
perception of humor. For example, many of students think "Family Guy" is a
riot whereas I think it's plain stupid. Whatever, love your question.

Joan



> Thanks, Mike and Paul (Paul responded back channel as he had already
> squandered his posts yesterday :) )
> Mike, I have read many of the things you mentioned and I'm familiar with
> Darwin's take on it, as well as the changes through the centuries *vis a
> vis *the various philosophers. I have not found anything specifically
> behaviorist that addresses my question, except for the link that Paul sent
> me, which I enjoyed very much (thanks again, Paul). I find it interesting
> that, given the amount of time we spend engaging in things that make us
> laugh, invoke a feeling of mirth, or both, there isn't more from a
> behaviorist perspective. I don't believe that behaviorists are grim by
> nature (I consider myself a behaviorist, and I don't think I'm grim), but
> I
> haven't found much literature that addresses humor and its associated
> constructs from a behaviorist perspective. It just seems like something's
> missing, and I wanted to make sure I wasn't missing something of which I
> should be aware. I'm definitely not as well-read as some TIPSters, so I
> turn to you all for ideas.
> Thanks,
> Carol
>
>
>
> On Thu, Jan 16, 2014 at 9:04 AM, Mike Palij  wrote:
>
>>
>>
>>
>>
>>
>>
>> On Wed, 15 Jan 2014 12:40:38 -0800, Carol DeVolder wrote:
>> >What sources should I look at to find a behaviorist view of laughter,
>> >mirth, and humor? I realize I'm being vague--that's on purpose. :)
>>
>> A few points to consider:
>>
>> (1) If you have not examined the Stanford Encyclopedia of Philosophy's
>> entry on humor, I suggest that you do since it gives an interesting
>> overview
>> of the philosophical/religious opinions concerning the nature of humor
>> and whether engaging in humor should be considered socially acceptable.
>> See:
>> http://plato.stanford.edu/entries/humor/
>> The early negative view of humor is captured in Umberto Eco's book
>> and movie "The Name of the Rose" where a book by Aristotle on humor
>> plays a significant, if deadly, role. For the book, see:
>> http://en.wikipedia.org/wiki/Name_of_the_rose
>> For the movie, see:
>> http://en.wikipedia.org/wiki/The_Name_of_the_Rose_%28film%29
>>
>> In recent centuries, alternative philosophical interpretations of humor
>> have developed though these may not be directly relevant to
>> psychological
>> theories of humor.
>>
>> (2) I think that there are two opposing perspectives on humor within the
>> behaviorist tradition and perspective: (a) Darwin's work on the
>> expression
>> of emotion in animals and humans suggest that all species experience a
>> core of similar emotions, which serves as a justification for the
>> psychological
>> studies of animals as surrogates for humans and (b) the tendency against
>> anthropomorphizing, that is, interpreting the behavior and internal
>> states
>> of
>> animals/other species (including AI creations like "Her") in terms of
>> personal
>> human experiences.  One source on this is the Wikipedia entry on the
>> topic:
>> http://en.wikipedia.org/wiki/Anthropomorphism
>> But, I believe that behaviorists have developed a more specific and
>> sophisticated
>> view of this position, one such view I think is expressed here:
>> http://www.jstor.org/stable/23006496
>> The fundamental question is whether behavior in animals that appear
>> "similar"
>> to human behavior is best described in "human terms" or in more neutral
>> terms.
>> For example, "smiling" or "laughing" in human may be interpreted as the
>> internal
>> experience of humor but does "baring one's teeth in a nonthreatening
>> manner"
>> and "making vocalization of certain types" equivalent counterparts in
>> animals?
>> If one believe this to be true, then one can study animals to determine
>> what
>> laws of behavior apply to the behaviors that constitute the experience
>> of
>> "humor".  If one does not believe in this position, especially if one
>> thinks that
>> language plays a critical role in the experience of humor, then studying
>> animal
>> behavior will tell us little if anything about the experience of humor.
>>
>> If one only limits consideration of humor to humans, I suspect that one
>> can
>> reduce the "joke situation" or "comedic situation" (i.e., humor that is
>> primarily
>> physical; consider slapstick humor in silent films) to a simple set of
>> relations:
>> Stimulus(joke/comedy) -> Response(Laugh/etc) ->
>> Stimulus(Positive/Negative/Null).
>>
>> Given the above, we laugh at a joke, especially ones we have experienced

Re: [tips] Random Thought: We Missed You

[Joan Warmbold]

Ricki,

I agree that certainly Louis contributed to how the kitchen staff feels
toward his presence (and absence).  However, I also feel that this
behavior of the kitchen staff might be a telling attribute of the Miami of
Ohio community; i.e., ALL members have been given the sense that they have
an important role in welcoming visitors and impacting their overall
impression.

I recall the terrific medical writer, Dr. Gwande talking about how one of
the custodial staff at Mayo Clinic greeted their investigative group with
great cheer and proceeded to assist them in finding their way around.  The
entire committee was very impressed but also felt they this one event made
them already understood why this particular medical community functioned
so effectively.  That is, all members of the community were felt to have
an important role, functioning regardless of rank and serial number.

Joan
jwarm...@oakton.edu

> That you spoke to them as individuals and most people treated them as
> though they were no different than the food they were putting out.
>
> Riki Koenigsberg
>
>
> On Sun, Dec 1, 2013 at 6:34 AM, Louis Eugene Schmier
> wrote:
>
>> In this season of gratitude, coming out from the fog of a
>> Thanksgiving caloric coma, I thought I'd share what I call a humbling
>> "little/big" teaching moment.  The place was the Marcum Conference
>> Center
>> on the campus of Miami of Ohio.  The occasion was the Lilly Conference
>> on
>> College Teaching held during the weekend before Thanksgiving.  The time
>> was
>> Friday morning (11/22), about 6 am. I had come downstairs into the lobby
>> area for some coffee and a newspaper. Two of the Center's kitchen staff
>> were putting out the coffee. With a smile, I said to them,  "Good
>> morning.
>>  How are you doing this 'br' day?"  They turned towards me and
>> stopped
>> what they were doing.  One of them replied with a smile, "You weren't
>> here
>> last year. We missed you. Glad to see you made this year." Then, they
>> came
>> over and gave me a hug.  I stood there, floored.  Stunned.  Deeply
>> touched.
>>  Almost teary eyed.  All I could muster at the moment was a quiet and
>> deeply sincere, "Thank you."
>>
>> Think about it.  I did, and still do.  The staff! The kitchen
>> staff that makes momentary unnoticed appearances amid the crowd of
>> attendees to replenish the knosh tables!  Noticed my absence a year ago!
>> Missed me! Were glad to see me!   Of all that happened at Lilly this
>> year,
>> and a lot happened, nothing touched me more than this.
>>
>> The next morning, still feeling both grateful and humbled, I
>> asked
>> these people how was it that with over 600 people at the conference last
>> year they noticed I wasn't present and remembered me a year later--two
>> years since they had seen me--enough to say something the first time
>> they
>> saw me.  I scribbled down their answers when I got back to my room.
>> What
>> do you think they said?
>>
>> Make it a good day
>>
>> -Louis-
>>
>>
>> Louis Schmier
>> http://www.therandomthoughts.edublogs.org
>> 203 E. Brookwood Pl
>> http://www.therandomthoughts.com
>> Valdosta, Ga 31602
>> (C)  229-630-0821 /\   /\  /\
>> /\ /\
>>   /^\\/  \/   \
>> /\/\__   /   \  /   \
>>  / \/   \_ \/ /
>> \/ /\/  /  \/\  \
>>//\/\/ /\
>>  \__/__/_/\_\/\_/__\  \
>>  /\"If you want to climb
>> mountains,\ /\
>>  _ /  \don't practice on
>> mole
>> hills" - /   \_
>>
>>
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re: [tips] Unibomber/Worm runners digest/McConnell

[Joan Warmbold]

I will need to add some comments to Wikipedia as McConnell was an
extremely popular professor at the University of Michigan with students
standing in line to get into his lecture classes. He cared deeply about
the art and science of teaching.  He also wrote an extremely stimulating
and popular Introductory Psychology text.  It sold so well that the
publishers kept selling it under his name about 4-6 years after his death.

Still occasionally use his text as a reference as he branched out into so
many 'outside-of-box' topics.

Joan
Joan Warmbold Boggs
Professor of Psychology
jwarm...@oakton.edu







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Re: [tips] RE: [tips] Rat Park drug experiment cartoon – Stuart McMillen comics

[Joan Warmbold]

Relative to drug addiction issues, I would highly recommend two books:  1.
Blowing Smoke by a psychiatrist, Michael Resnicek, who takes on the
controversial perspective that addiction is not a disease but, instead, an
ingrained habit; and 2. High Price by Carl Hart whose research at Columbia
University demonstrates that taking hard core drugs is far more of a
rational vs. compulsive behavior pattern.

A terrific article about Hart's research, "The Rational Choice of Crack
Addicts"  was in the NYT's yesterday.  As would be expected, this article
also makes reference to the rat park drug addiction research.

Joan
Joan Warmbold Boggs
jwarm...@oakton.edu

"What do you believe more about others: what you hear or what you see? One
is reputation; the other is character."


>
> From: Christopher Green [mailto:chri...@yorku.ca]
> Sent: Thursday, September 19, 2013 10:50 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Rat Park drug experiment cartoon – Stuart McMillen comics
>
>
>
>
>
>
>
>
>
>
> Here is a fantastic way to present the famous "rat park" studies of drug
> addiction to students who are not yet ready to read the original reports
> (or, are ready, but need a little "priming" first to get them to do it).
> http://www.stuartmcmillen.com/comics_en/rat-park/#page-1
>
> Full disclosure: I did my MA at Simon Fraser quite soon after the rat park
> studies had been shut down, and I knew Bruce Alexander and Barry
> Beyerstein relatively well at that time. I also think that Bruce's related
> book _Peaceful Measures_ is one of the most sensible books that has ever
> been written on the topic of drug addiction and its social implications.
> Your mileage may vary (especially in the context of the neuromania that
> drives much of psychology today).
> http://www.amazon.com/Peaceful-Measures-Canadas-Way-Drugs/dp/0802027229
>
> Warning: These studies may be considered "political" by those who are
> "invested," one way or another, in the "war on drugs."
> Chris
> ---
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M3J 1P3
> Canada
>
> chri...@yorku.ca<mailto:chri...@yorku.ca>
> http://www.yorku.ca/christo/
> =
>
>
>
> ---
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Re: [tips] dissociative fugue vs. multiple personalities

[Joan Warmbold]

Thanks Mike--that's great to learn about one of our own.  And thanks Beth
for your additional information.  However, we all need to be aware that
this notion of MPD is still being taught and assumed by many to have
validity.  How long it does take for false information and trendy ideas to
be shown to be inaccurate and not based on scientific data. As Annette
always says, sigh . . .

Joan
jwarm...@oakton.edu

> Nadean Cool, a nurse's aide in WIsconsin, and also a patient diagnosed
> with
> DID, who ultimately concluded that her "false memories" had been
> implanted,
> has been mentioned on TIPS before.  She and others were the topic of a 60
> Minutes episode which I've shown in class many times.  Students are
> usually
> stunned and enlightened..
> http://www.cbsnews.com/video/watch/?id=7380095n
>
> Her case is also mentioned in an article by Elizabeth Loftus:
> http://faculty.washington.edu/eloftus/Articles/sciam.htm
>
> Neadean Cool ultimately got a $2.4 million settlement against Kenneth
> Olson, the Wisconsin psychiatrist who diagnosed her.  According to the
> internet, he's now practicing in Bozeman, Montana:
> http://bpsmontana.com/who-we-are.html
>
> Beth Benoit
> Plymouth State University
> New Hampshire
>
>
>
> On Fri, Jul 19, 2013 at 6:57 PM, Michael Palij  wrote:
>
>> I would like to point out that the the article Joan links to below
>> is somewhat misleading.  Bob Rieber who is briefly mentioned
>> in the article was the first person to identify Sybil as a fraud.
>> Quoting from the NYT article:
>>
>> |The same year that her identity was revealed, Robert Rieber,
>> |a psychologist at John Jay, presented a paper at the American
>> |Psychological Association in which he accused Mason’s doctor
>> |of a “fraudulent construction of a multiple personality,” based
>> |on tape-recordings that Schreiber had given him. “It is clear from
>> |Wilbur’s own words that she was not exploring the truth but rather
>> |planting the truth as she wanted it to be,” Rieber wrote.
>>
>> If the above was all you knew of Bob's role, you would have
>> thought he never wrote about his discovery and his argument
>> that Sybil was a fraud.  But in point of fact, Bob published several
>> papers, the I believe is this:
>>
>> Robert W. Rieber (1999). Hypnosis, false memory and multiple
>> personality: a trinity of affinity. History of Psychiatry, 10: 003-11,
>> doi:10.1177/0957154X9901003701
>> http://hpy.sagepub.com/content/10/37/003.short
>>
>> Of direct relevance to Tipsters, is another article that he wrote with
>> some Fordham colleagues (NOTE: Bob left John Jay College-CUNY
>> and is presently part of the faculty at Fordham):
>>
>> Rieber, Robert W., Takooshian, Harold, & Iglesias, Humberto. (2002).
>> The Case of Sybil in the Teaching of Psychology.
>> Journal of Social Distress and the Homeless, 11(4), 355-360.
>> http://dx.doi.org/10.1023/A%3A1016888128990
>> http://link.springer.com/article/10.1023/A:1016888128990#
>>
>> Bob even wrote a book about MPD with material on Sybil:
>> Rieber, Robert (2010). The Bifurcation of the Self: The History and
>> Theory
>> of Dissociation and Its Disorders. New York: Springer.
>> More info on books.google.com:
>>
>> http://books.google.com/books?id=da8RkgAACAAJ&dq=Robert+Rieber&hl=en&sa=X&ei=fsHpUcHsHtX54APv3IDwDA&ved=0CFIQ6AEwBw
>>
>> Bob tends to write a lot and a search of scholar.google.com for
>> "Rieber" and "Sybil" will turn up additional articles/publications
>> as well as responses by others to his writing.
>>
>> So, I thank Joan for point out the NYT article but I do want to
>> point out that one of our own has covered similar ground earlier
>> and, perhaps, more extensively.  Indeed, it would be interesting
>> to compare how Debbie Nathan's book -- which is excerpted in
>> the article (the book title is "“Sybil Exposed: The Extraordinary
>> Story Behind the Famous Multiple Personality Case”) -- compares
>> to what Bob has written.
>>
>> -Mike Palij
>> New York University
>> m...@nyu.edu
>>
>> P.S. Bob used to be the editor of the "Journal of Psycholinguistic
>> Research" where I had a couple of publications under his editorship.
>>
>> -  Original Message  --
>> Joan Warmbold Fri, 19 Jul 2013 15:00:30 -0700
>>
>> A very relevant issue is an article in the NYT's about the book, Sybil
>> Exposed, about the research revealing how totally inaccurate diagnosis
>> of
>> S

RE:[tips] dissociative fugue vs. multiple personalities

[Joan Warmbold]

A very relevant issue is an article in the NYT's about the book, Sybil
Exposed, about the research revealing how totally inaccurate diagnosis of
Sybil as having multiple personality was as well as the extremely
unethical means used by her therapist to produce a great but totally false
case study.  Basically the diagnosis was of the therapist's making.  The
article in the NYT's about this book, Sybil Exposed, is terrific as is the
book itself.

http://www.nytimes.com/2011/10/16/magazine/a-girl-not-named-sybil.html?pagewanted=all&_r=0

Just this summer I had a student tell me she wrote an entire paper about
Sybil, believing it was fact not fiction. And the paper was for a high
school psychology class.  Concerning to me.

Joan
jwarm...@oakton.edu



> BTW, dissociative fugue has been axed (as a independent condition) from
> DSM-5, perhaps in part because of serious doubts regarding the authenicity
> of claims, such as those in this recent (rather suspicious) case.  The
> more things change
>
> ...Scott
>
>
> 
> From: Annette Taylor [tay...@sandiego.edu]
> Sent: Wednesday, July 17, 2013 10:33 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] dissociative fugue?
>
> What I have always thought was true of dissociative fugue can be found
> here:
> http://psychcentral.com/disorders/dissociative-fugue-symptoms/
>
> As I understand it (I am not a clinician but pretend to be one for one
> week each semester that I teach intro psych), the disorder is
> characterized by a retrograde autobiographical memory, the taking on of a
> new identity, and often involves travel away from one's home; the person
> may become distressed over the inability to remember his or her past, etc.
> What I have always known about it is well-described in the link, above.
>
> So, when I read about the latest case to make the news, Michael
> Boatwright, 61, who is calling himself Johan Ek, and speaks only Swedish
> and cannot remember his life in Sweden, China or  Florida, well, I thought
> dissociative. But EVERY SINGLE website were I have read about it calls it
> transient global amnesia.
>
> Well, as I understand it, and, my understanding is well-described here:
> http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2600033/
> and here:
> http://en.wikipedia.org/wiki/Transient_Global_Amnesia would suggest a very
> different picture. The patient tends to have truly temporary symptoms of
> primarily anterograde amnesia with preservation of a "self" concept.
>
> Furthermore, there is the part where he only speaks Swedish now. We have
> discussed on tips, several years ago, the disorder where patients suddenly
> only speak a different language than their normal and usual language.
> Seems as if he has a combination disorder going on. This is all
> complicated by the sister who says he has been having these periods of
> disappearance repeatedly throughout his lifetime. Sounds like he would
> make a great case study.
>
> So now, I am wondering is this another case of the media sadly misleading
> the public into massive misconception? What would be the name for a
> disorder that afflicts a large number of people into believing something
> that is incorrect? Is this a media created mass delusion?
>
> Has anyone else had thoughts on this or noticed this?
>
> Welcome freshmen to intro to psych this fall :)
>
> Annette
>
> Annette Kujawski Taylor, Ph. D.
> Professor, Psychological Sciences
> University of San Diego
> 5998 Alcala Park
> San Diego, CA 92110
> tay...@sandiego.edu
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> This e-mail message (including any attachments) is for the sole use of
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Re: [tips] The Big Brain Project

[Joan Warmbold]

That Big Brain project looks terrific and look very forward to playing
around with it to determine how best use it in my classes.  Thanks a
million!


Joan
jwarm...@oakton.edu

> There are a number of stories covering this, but this one seems to have
> some pretty nice examples and some links.
> http://www.theatlanticwire.com/technology/2013/06/google-earth-3d-brain-maps-here/66465/
>
>
> --
> Carol DeVolder, Ph.D.
> Professor of Psychology
> St. Ambrose University
> 518 West Locust Street
> Davenport, Iowa  52803
> 563-333-6482
>
> ---
> You are currently subscribed to tips as: jwarm...@oakton.edu.
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Re: [tips] "Support Our Troops" bumper stickers

[Joan Warmbold]

These ongoing ceremonies to support and honor our troops has effectively 
wiped-out any further contemplation or discussion of our original 
ill-conceived rationale for invading Iraq.  As you state Beth, to 
question our motives for going to war has been effectively distorted 
into a critique of the motives and honor of our soldiers.

Personally, I feel this is an instructive example of the use of 
indoctrination 'in the free world' that could be an interesting focus of 
discussion in our classes.

Joan
jwarm...@oakton.edu



On 5/25/2013 9:18 AM, Beth Benoit wrote:
>
> Giving thanks to our military on Memorial Day reminds me of my 
> aversion to the yellow "Support Our Troops" bumper stickers in the 
> U.S.Who DOESN'T support the soldiers themselves?  If you are not 
> in favor of invading a country with warlike intentions, does that also 
> mean you don't support our troops?  We may not all support the 
> momentum that has sent our troops wherever they are ordered to go, but 
> is there anyone who doesn't want them all to come home safely?
>
> Years ago, when the war centered on "looking for weapons of mass 
> destruction," I had a bumper sticker that said:  "Support Our Troops. 
>  Bring Them Home."  Someone thoughtfully scrawled "TRAITOR" across it 
> with a Magic Marker.
>
> Sadly, those yellow ribbon bumper stickers seem to have become icons 
> that just indicate that the driver is a politically conservative person.
>
> Beth Benoit
> Granite State College
> Plymouth State University
> New Hampshire
>
>
>
>
>
>
>
> ---
>
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RE: [tips] brain pick

[Joan Warmbold]

And do pay heed to Stephen Black's reference to a terrific paper on
"Science, Pseudoscience, and The Three Stags of Truth."  Not right on
target but relevant to the topic and a fascinating paper for students
interested in the scientific method relative to how convoluted the process
can become.


Joan
jwarm...@oakton.edu






> Many thanks to Dave Myers for uncovering the quotation...many thanks,
> Dave!
>
> This email interaction bears out two things: (1) Dave Myers is always a
> helpful colleague and (2) my memory is even worse than I thought it was.
>
> Thanks again for the gracious help (and thanks also to Miguel for the
> piece on rejected manuscripts...).  All the bestScott
>
>
> Scott O. Lilienfeld, Ph.D.
> Professor
> Department of Psychology, Room 473
> Emory University
> 36 Eagle Row
> Atlanta, Georgia 30322
> slii...@emory.edu; 404-727-1125
>
> The Master in the Art of Living makes little distinction between his work
> and his play, his labor and his leisure, his mind and his body, his
> education and his recreation, his love and his intellectual passions.  He
> hardly knows which is which.  He simply pursues his vision of excellence
> in whatever he does, leaving others to decide whether he is working or
> playing.  To him - he is always doing both.
>
> - Zen Buddhist text
>   (slightly modified)
>
>
>
> From: David Myers [mailto:my...@hope.edu]
> Sent: Thursday, March 07, 2013 2:45 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: Re: [tips] brain pick
>
>
>
>
>
>
>
> Greetings, Scott.  I've used this quote (which I do see is on p. 96 via a
> Google book search):
> "The rejection of my own manuscripts has a sordid aftermath:
> (a) one day of depression; (b) one day of utter contempt for the
> editor and his accomplices; (c) one day of decrying the conspiracy
> against letting Truth be published; (d) one day of fretful ideas
> about changing my profession; (e) one day of re-evaluating the
> manuscript in view of the editor's comments followed by the
> conclusion that I was lucky it wasn't accepted!"
> Benton Underwood, Psychological Research, 1957
>
> Warm regards,
> Dave Myers
> www.davidmyers.org
> www.hearingloop.org
>
>
> "The rejection of my own manuscripts has a sordid aftermath:
>
> (a) One day of depression; (b) one day of utter contempt for the
>
> editor and his accomplices; (c) one day of decrying the conspiracy
>
> against letting Truth be published; (d) one day of fretful ideas
>
> about changing my profession; (e) one day of re-evaluating the
>
> manuscript in view of the editor's comments followed by the
> conclusion that I was lucky it wasn't accepted."
>
>   Benton Underwood, Psychological Research, 1957
>
> On Thu, Mar 7, 2013 at 2:22 PM, Lilienfeld, Scott O
> mailto:slil...@emory.edu>> wrote:
> Hi TIPSters:
>
> I seek your help in identifying the source of a quotation, as well as the
> exact quote itself. I've looked around the web for some time without any
> success, so have turned as a last resort to this august (ahem...) and
> cheerful band of scholars.
>
> Here's what I recall, and I hope it's not a Loftus-esque false memory,
> which I seem to be experiencing more and more these days.
>
> It's from a famous psychologist (yeah, I know that's really helpful),
> and the gist goes something remotely like this.  One's reaction to a
> manuscript rejection occurs in three phrases...first, one becomes angry at
> how stupid the reviewers are; second , one realizes that the reviewers may
> have a few valid points here and there;  and third and finally, one is
> relieved that the manuscript wasn't accepted for publication in its
> original form.
>
> Does anyone out there recall any quotation at all like this?  (if not,
> maybe I'm just confabulating the whole darned thing...)  In any case,
> thanks in advance for any help you can provide...Scott
>
>
>
>
> Scott O. Lilienfeld, Ph.D.
> Professor
> Department of Psychology, Room 473
> Emory University
> 36 Eagle Row
> Atlanta, Georgia 30322
> slii...@emory.edu;
> 404-727-1125
>
> The Master in the Art of Living makes little distinction between his work
> and his play, his labor and his leisure, his mind and his body, his
> education and his recreation, his love and his intellectual passions.  He
> hardly knows which is which.  He simply pursues his vision of excellence
> in whatever he does, leaving others to decide whether he is working or
> playing.  To him - he is always doing both.
>
> - Zen Buddhist text
>   (slightly modified)
>
>
>
>
> 
>
> This e-mail message (including any attachments) is for the sole use of
> the intended recipient(s) and may contain confidential and privileged
> information. If the reader of this message is not the intended
> recipient, you are hereby notified that any dissemination, distribution
> or copying of this messag

Re: [tips] Some movement disorders may be rooted in the brain............................ Well, duh!

[Joan Warmbold]

LOL I see your point Ed.  But, to give the authors their due, I think they
really meant to say it's "not just in their mind."

Joan
jwarm...@oakton.edu

> WE HAVE A WINNER for the biggest "Well, Duh"
> of the century
>
> Ed
>
>
>
> Some movement disorders may be rooted in the
> brain
> People who suffer from little-known movement and muscle disorders commonly
> referred to as psychogenic diseases showed abnormal brain patterns in a
> recent study. The cause of these diseases is still unknown, as it has been
> difficult to detect such differences in brain activity, but the study led
> by neuroscientist James Rowe of the University of Cambridge used PET scans
> to find the abnormal brain activity.
> http://www.livescience.com/27370-mysterious-muscle-disorder-brain-roots.html

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Re: [tips] Houdini horse

[Joan Warmbold]

Couldn't it be both, as per Edison's famous quote that his discoveries
involved 99% perspiration and 1% inspiration. She certainly "appears" very
intelligent on the video.  But don't we need to know more about the stages
of learning involved before we can determine if the lock-picking behavior
was a result of step-by-step learning or a result of a sudden flash of
insight?

Joan
jwarm...@oakton.edu




> A perfect opportunity for in-class (or online) debate/discussion.  I would
> assume that most students if shown the video would respond with: "Smart
> horse!".  So: is this an example of animal intelligence or as Joan
> suggests "self-shaping"?  Cognition vs. Behaviorism.
>
> Personally, the video reminded me of Thorndike's cats.
>
> Michael A. Britt, Ph.D.
> mich...@thepsychfiles.com
> http://www.ThePsychFiles.com
> Twitter: mbritt
>
>
>
>
>
> On Feb 15, 2013, at 4:58 PM, Joan Warmbold  wrote:
>
>> Thanks Gary.  An amusing story as well as a funny and impressive video
>> showing a mare who has figured out how to open an amazing variety of
>> locks.  It was shaping but self-shaping of sorts.  Apparently she
>> enjoyed
>> playing with things with her mouth from the get-go and soon progressed
>> to
>> fooling around with locks.  Imagine that eureka moment when her 'fooling
>> around with a lock' succeeded in opening it!  Whether by intent or
>> fortuitous, as Pasteur once said, "Chance favors the prepared mind!"
>>
>> Have a great Presidents' Day you all.
>>
>> Joan
>> jwarm...@oakton.edu
>>
>>> Okay, not exactly Clever Hans, but still cleverly shaped behavior. I am
>>> not sure what kind of locks they are talking about here either.
>>>
>>> http://www.mlive.com/news/saginaw/index.ssf/2013/02/houdini_horse_from_midland_is.html#incart_river
>>>
>>>
>>>
>>> G.L. (Gary) Peterson,Ph.D
>>> Psychology@SVSU
>>>
>>>
>>>
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Re: [tips] Lots of questions about attention

[Joan Warmbold]

Relative to question #2, Adderal has been demonstrated to stimulate neural
activity as did Ritalin before it.  Antidepressants might be questionable
re: if inhibiting the reuptake of serotonin is actually responsible for
decreasing depression. But the I don't believe similar concerns exist
about the effectiveness of the stimulants used for ADHD. Adderal in
particular increases levels of dopamine and noradrenalin, which, in turn,
impacts level of alertness, appetite and sometimes ability to sleep, all
which point to stimulation of the sympathetic system. Wikipedia, which I
feel has increasingly become a reliable and well-cited source, provides a
good explanation of Adderal:

http://en.wikipedia.org/wiki/Adderall

Regarding question #3, I have extensive experience with the so-called
"reading wars," having worked as a research assistant at the Center for
the Study of Reading at the University of Illinois.  I have read many
studies that show that children are far more likely to develop reading
problems or dyslexia if they are taught using the whole language approach
and that, in contrast, teaching phonics systematically and explicitly is
far more likely to avoid reading problems as well as being an effective
avenue to help those who are experiencing dyslexia.  The article cited
below is helpful as it cites useful research sources.

http://www.thephonicspage.org/On%20Reading/dyslexia.html

Relative to question #4, yes, as you stated Chris, studies show that when
a driver is talking with a passenger, both are far more likely to be
focused on traffic or weather conditions that are impacting driving as
well as the driver being more willing to stop talking when their attention
is needed elsewhere.  Two good sources for this conclusion are:

http://www.distraction.gov/download/research-pdf/Passenger-Cellphone-Conversations.pdf

http://www.health.harvard.edu/press_releases/why-talking-on-a-cell-phone-distracts-drivers

Interesting questions Annette and am quite impressed with the quality of
your students' questions.

Cheers,
Joan

Joan Warmbold
Professor of Psychology
Oakton Community College
jwarm...@oakton.edu


> On 2013-02-17, at 1:58 PM, Annette Taylor wrote:
>
>> I have become a victim of my own good intentions in class.
>>
>> In order to improve compliance with reading I require students submit an
>> index card with a summary of the readings on one side and a question on
>> the others. DRAT but they got me this time good!
>>
>> So I am hoping someone can correct me on some of these.
>> -
>> Question 1:
>> Here is one thing that comes from my text book regarding Posner's
>> original conceptions of attention and automatization of tasks:
>> Lower level processes are more likely to become automatic than are
>> later, more cognitive processes.
>>
>> So the question arises: if so, why does reading interfere with color
>> naming (Stroop effect)? Why isn't color naming a lower level process
>> than reading?
>
> Ah, the good old Stroop paradox. Here's my guess (having once taken course
> from Colin McLeod, one of the world-experts in all things Stroop): the
> Stroop test requires color-NAMING, not just color recognition. Although
> color-recognition might be lower level than reading, color-naming is every
> bit as verbal as word-reading, and perhaps even more cognitively-intensive
> more so because it requires one to retrieve the name of an "object", not
> just to recognize and utter a written word.
>
>
>> -
>>
>> Question 2:
>> I think I know this one but want to verify: Why do stimulants help with
>> ADHD. And I think the correct answer here is that they stimulate
>> INHIBITORY circuits. Is that correct? I know that supposedly stimulants
>> act to increase other neurotransmitter activity but doesn't the key lie
>> in which neurotransmitters?
>
> I think the real question is whether they actually do (outside of a small
> range of extreme cases that is far narrower than the range of current
> ADHD-diagnosis and stimulant prescription). We have been had by the
> pharmaceutical companies (and by under-recourced principals who will take
> any measures that promise to reduce any disruption of the school day).
>
>>
>> -
>>
>> Question 3:
>> Regarding dyslexia: If you make the argument that reading becomes
>> automatized for most people, is the problem that the transformation of
>> the visual stimulus into an phonological input cannot be automatized in
>> some people? And if so, wh

Re: [tips] Houdini horse

[Joan Warmbold]

Thanks Gary.  An amusing story as well as a funny and impressive video
showing a mare who has figured out how to open an amazing variety of
locks.  It was shaping but self-shaping of sorts.  Apparently she enjoyed
playing with things with her mouth from the get-go and soon progressed to
fooling around with locks.  Imagine that eureka moment when her 'fooling
around with a lock' succeeded in opening it!  Whether by intent or
fortuitous, as Pasteur once said, "Chance favors the prepared mind!"

Have a great Presidents' Day you all.

Joan
jwarm...@oakton.edu

> Okay, not exactly Clever Hans, but still cleverly shaped behavior. I am
> not sure what kind of locks they are talking about here either.
>
> http://www.mlive.com/news/saginaw/index.ssf/2013/02/houdini_horse_from_midland_is.html#incart_river
>
>
>
> G.L. (Gary) Peterson,Ph.D
> Psychology@SVSU
>
>
>
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[tips] The Man Who Mistook . . .Though Not Perfect Still Quite Amazing

[Joan Warmbold]

This is not a perfect book as I'm sure others who recommended it would
agree.  But it has so very much to offer.  How many other books focused on
brain function provide a glimpse into the lives of people with such an
extraordinary variety of brain malfunction and the consequences thereof?

We have Dr. P, who is living with visual agnosia due to a tumor growing in
his right occipital lobe.  So though he can describe a glove as having
five outpouchings and a rose as having red convoluted shapes with a 6"
linear attachment, he cannot name either. Then there is Mrs. S. who
experiences spatial neglect due to a stroke that damaged her right primary
occipital lobe.  Therefore, she totally ignores everything to her left,
including the food on the left side of her plate (nurses are not giving
her enough food!) as well as only putting make up on the right side of her
face. And then there's Jimmy with anterograde amnesia who greets Sacks in
exactly the same way every time the doctor enters his room as well as
becoming quite agitated when he sees his own reflection in a mirror.  How
could he be that old man! Is someone playing a joke!

There are folks with primary aphasia who, though no longer able to
understand words, start laughing when viewing Ronald Reagan giving a
speech as it appears that they perceive a disconnect between his
intonation and his gestures and find this to be quite amusing.  The
phantom limb cases are also quite interesting as is the example of the
method discovered to enable a man with advanced Parkinson's to correct his
posture.  Not only do these cases bring to life for my students the
reality of brain localization--they also portray a scientist who has
genuine compassion and authentic involvement with his patients.  Sacks
does not describe or view his subjects as 'objects of interest' but as
fellow humans with challenging circumstances.

This was his first major book so he can be faulted for lacking the proper
objective perspective in his case studies.  But this book offers much and
the to those interested in brain function and dysfunction as well as the  
strange, fascinating and often inexplicable workings of the human brain.

I have attached a review for those who are interested.


http://pendidikansains.wordpress.com/2009/02/27/critical-analysis-of-%E2%80%9Cthe-man-who-mistook-his-wife-for-a-hat%E2%80%9D-byoliver-sacks/


Joan
jwarm...@oakton.edu



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Re: [tips] Side Effects/Bad Pharma

[Joan Warmbold]

I have read about this film and it does fascinate.  I would also highly
recommend a book by Ben Goldacre titled Bad Pharma recently published
about the various practices used by pharmaceutical companies to get around
the FDA as well as folks who wish to obtain the data for all of their
trials.  Can't help but wonder if some of the ideas for this film were not
generated by the fascinating and startling information provided by
Goldacre.

As many of you already know, there has been extensive research on the
so-called 'missing data' of these companies who lean strongly toward
publishing mainly positive results and not the research on the negative
results.  So whereas a pharma company can claim that a certain drug is 80%
effective, systematic analysis of studies reveal that the drugs in
question often only have a 50/50 change of improving being better than
other drugs or a placebo.  I am still in the first chapter, aptly titled
"Missing Data," and find myself underlining every single sentence.  It's
getting ridiculous of course but that's how jammed this book is with
substance and fascinating examples how we are being scammed by the pharma
folks as well as some of the journals.

Go for it--the time and effort put into to reading "Bad Pharma" will give
rewards ten times over.

Joan
Joan Warmbold
jwarm...@oakton.edu

> This movie will doubtless come up in some of our classes…
>
> http://www.wired.com/underwire/2013/02/side-effects-review/
>
> Paul
>
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Re: [tips] Is bad reporting about psychology research worse than no reporting?

[Joan Warmbold]

If I missed someone posting this article, I apologize.  Whatever, there is
an interesting article in the NYT's (Darwin was Wrong about Dating) that
discusses the methods as well as the perspectives of the evolutionary
psychologists on the differences between the genders in their sexual
behavior patterns.  The article provides a reasonable critique of the
approaches used by evolutionists as well as providing examples of
experiments that, in contrast, demonstrate how measurement and situational
variables influence the sexual behaviors men and women.  I am using this
article as a spring board for my research course, asking them to summarize
and critique the opposing positions.

http://www.nytimes.com/2013/01/13/opinion/sunday/darwin-was-wrong-about-dating.html?pagewanted=all&_r=0

The article also reveals a trait I feel is often missing among those in
our scientific community--that of being particularly open-minded to
contrary perspectives.  There could easily be an entire book focused
simply on how the lack of open-mindedness has served as an obstacle to the
advancement of science throughout its history.

Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College
jwarm...@oakton.edu

> Hi
>
> I think the argument in that paper was much over-stated.  But even if =
> somewhat true for psychology in general, I would think it definitely does
> =
> not apply to evolutionary psychologists like Buss and Schmitt.  Look at =
> the countries represented in their work as far back as pre 1993.
>
> http://www.psy.cmu.edu/~rakison/bussandschmitt.pdf
>
> Or consider the 56 nations represented in the sexuality research since =
> then.  See summary at:
>
> http://schmitt.socialpsychology.org/
>
> Take care
> Jim
>
>
> James M. Clark
> Professor & Chair of Psychology
> j.cl...@uwinnipeg.ca
> Room 4L41A
> 204-786-9757
> 204-774-4134 Fax
> Dept of Psychology, U of Winnipeg
> 515 Portage Ave, Winnipeg, MB
> R3B 0R4  CANADA
>
>
>>>> Carol DeVolder  13-Jan-13 4:44 PM >>>
> I'm pretty sure this paper has come up for discussion on this list before,
> but here it is--it seems relevant to this discussion too.
> http://www2.psych.ubc.ca/~henrich/pdfs/Weird_People_BBS_final02.pdf=20
>
>
> On Sun, Jan 13, 2013 at 3:31 PM, Jim Clark  wrote:
>
>> Hi
>>
>> Dan Slater wrote a recent article on evolutionary psychology and dating
>> behavior.  See
>>
>>
>> http://www.nytimes.com/2013/01/13/opinion/sunday/darwin-was-wrong-about-d=
> ating.html=20
>>
>> It takes (in my view) an extremely simplistic perspective on the area =
> and
>> the comments reveal just how poorly many people think about
>> psychological=
>
>> research (or social science research more generally).  Many comments
>> reflect as simplistic a perspective as the author, noting (quite =
> rightly)
>> possible limitations of the described research (e.g., being based on
>> Western participants) and theories as described (e.g., evolution =
> accounts
>> for everything). One certainly does not expect lay readers to be
>> knowledgeable about areas of research, but it is disturbing that many
>> assume the researchers have never thought of and addressed these =
> problems.
>>  Buss and Schmitt (who are cited), for example, have studied many =
> different
>> cultures.
>>
>> So you end up with a vicious circle: negative attitudes toward
>> psychological research + poorly written article on an area =3D even more
>> negative attitudes toward psych research.
>>
>> Is it really true then that there is "no such thing as bad publicity?"
>>
>> Take care
>> Jim
>
>
>
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Re: [tips] 4 Copy Editors Killed In Ongoing AP Style, Chicago Manual Gang Violence | The Onion - America's Finest News Source

[Joan Warmbold]

Chris,

Thanks so much for that very funny Onion article about our odd obsession
with students' use of proper APA rules as opposed to the quality and
substance of their writing.  Provided some very needed LOLs.

Joan
jwarm...@oakton.edu


> I am perennially fascinated/horrified by the interest questions pertaining
> to APA style seem to generate. They just seem to me to be of about the
> same level of scholarly import as are, say, fights over whether the toilet
> paper should go over or under the roll.
>
> Sure, students need to be familiar with stylistic issues, but the details
> of any stylistic prescription rank so far below, well, just about
> everything else, from an intellectual perspective... The level of drill
> and perfection required by some astonishes me. (Full disclosure: I was
> once an APA style maven, but then I started writing for journals that
> required other styles, and I gradually realized what a wasteful and
> arbitrary matter most of it is.)
>
> I think this Onion piece puts things nicely in perspective (and notice
> that APA isn't even a "player").
>
> http://www.theonion.com/articles/4-copy-editors-killed-in-ongoing-ap-style-chicago,30806/
>
> Discussion? Retribution?
>
> Chris
> -
> Christopher D. Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
> Canada
>
> chri...@yorku.ca
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Re: [tips] Correlation/ Causation?

[Joan Warmbold]

http://health.usnews.com/health-news/news/articles/2012/12/20/early-language-skills-reduce-preschool-tantrums-study-finds

Another interesting example of a correlation being interpreted as
causation.  Yes, there is certain logical reasons for the conclusion
proposed but parenting styles and temperament are two logical intermediary
factors relating to language skills and tantrums.

Joan
jwarm...@oakton.edu





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Re: [tips] Correlation between CRP and depression

[Joan Warmbold]

http://well.blogs.nytimes.com/2012/12/31/inflammation-byproduct-linked-to-stress-and-depression/?ref=health

Another example of a correlation assumed to likely be causation.  Folks
with high C-reactive protein (CRP)via a blood test, have a high level of
inflamation.  They determined that folks dealing with serious depression
are far more likely to have a high CRP--so lower the CRP and this will
lower one's depressioin?!.

Joan
jwarm...@oakton.edu




> Your New Year's Day classroom-ready example of strong correlation not
> implying causation.
> http://boingboing.net/2013/01/01/correlation-between-autism-dia.html
>
> HNY to all!
> Chris
> ...
> Christopher D Green
> Department of Psychology
> York University
> Toronto, ON M6C 1G4
>
> chri...@yorku.ca
> http://www.yorku.ca/christo
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[tips] Why TIPS can be so useful

[Joan Warmbold]

The recommendation request form that Marie has so thoughtfully shared with
our community is excellent and will enhance my process for writing
reference letters henceforth!  This is just one more example of how
generous our community is in providing support and assistance to others.

Joan
jwarm...@oakton.edu

 But what leads you to the conclusion that Professor Smith's letter of
> recommendation of Ted Bundy was not based on personal observation of his
> actual behavior? It sounds like it might have been a quite accurate
> description of what the professor observed in the context of teaching Ted
> Bundy. How do we know this was inaccurate or over confident?
> Marie
>
> >
>
> Marie Helweg-Larsen, Ph.D.
> Associate Professor l Department of Psychology
> http://users.dickinson.edu/~helwegm/index.html
>
>
>
>
>



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Re: [tips] Charging students for letters of recommendation

[Joan Warmbold]

The notion of charging a fee for writing letters of recommendation seems
questionable and could negate their legitimacy.  However, as Rob states,
the writing of reference letters can be a very time consuming process. 
Rob, you make it clear that a considerable disparity exists among the
students requesting a reference relative to the quality/depth of the
relationship you have with them.  Why not consider using a two-tier
approach BASED on your relationship with the student?

1) Tier One:  Agree to write a highly supportive and personal letter for
students with whom you have had a positive and close working relationship
as you can authentically and accurately validate their strengths,
weaknesses and potential for success.  The students that would qualify for
tier one would be a relatively small pool, would it not?

2) Tier Two: For students with whom you have not had a particularly close
working relationship but seem to likely be suitable candidates for a
reference, ask them to provide a written summary of relevant information,
such as: a)over-all academic performance; b) extracurricular experience on
and off campus; c) why they are interested in and would make for an
exemplary candidate for the program; and, e) specific career aspirations
and goals.  It would seem reasonable to inform them 'up front' that
whether you do write a letter will be influenced by the quality of the
information they provide.  And if you decide to proceed, they have
provided the necessary information for you to plug into a template
reference letter of sorts.

This two-tier approach would make the labor investment of the student and
faculty in providing a reference more equitable as well as providing more
information to help determine if you even wish to serve as a reference in
the first place.

Joan
jwarm...@oakton.edu

> Hi Rob
>
> I would perhaps use a sliding scale:
>
> $0 no letter
> $10 weak letter
> $20 somewhat positive letter
> $40 moderately positive letter
> $80 quite positive letter
> $160 glowing letter
> $320 extraordinarily positive letter
>
> I have chosen to use a logarithmic scale as a better reflection of your
> "effort" in writing increasingly positive letters.
>
> More seriously, you can perhaps better appreciate now at least one problem
> with faculty being paid for letters of recommendation.
>
> Take care
> Jim
>
>
> James M. Clark
> Professor & Chair of Psychology
> 204-786-9757
> 204-774-4134 Fax
> j.cl...@uwinnipeg.ca
>
 Rob Weisskirch  27-Nov-12 7:04 PM >>>
> TIPSfolks,
>
> This year, I've been bombarded with students requesting letters of
> recommendation.  Now, most of these students are just students in my
> classes, not the kind that work closely with me on projects.  Normally,
> I'm
> okay with writing a few letters--I mean I recycle many from the past.
> However, now with the advent of electronic submission, I have found myself
> spending a lot of extra time submitting letters and complying with the
> requesting University's guidelines (e.g., must be pdf, must have signature
> and scanned, etc.).  In addition, the system of submission is email
> specific, so I can't hand it off to clerical staff.
>
> So, I thought:  What if I charged students?  For example, first letter is
> free and then the subsequent 5 letters are $50 or $100--regardless of what
> they say.  At least, that would help compensate for my time.  Our campus
> has no policy prohibiting such action.  I mean the airlines charge for
> luggage--are we professors selling our time short by not doing so?
>
> What do you think?
>
> Rob
>
> Rob Weisskirch, MSW. Ph.D.
> Professor of Human Development
> Certified Family Life Educator
> Liberal Studies Department
> California State University, Monterey Bay
> 100 Campus Center, Building 82C
> Seaside, CA 93955
> (831) 582-5079
> rweisski...@csumb.edu
>
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Re: [tips] Questions about Serotonin and Depression & Anxiety?

[Joan Warmbold]

What is the rationale for prescribing anti-depressants for various types
of anxiety disorders as well as for depression?  To date, all I have been
able to determine is that, due to an increased concern about the tolerance
to sedatives, anti-depressants are now more likely to be prescribed.  But
why, in particular, were anti-depressants chosen as a substitute for
anxiety disorders?

Any assistance here would be much appreciated.

Joan
Joan Warmbold Boggs
Professor of Psychology
Oakton Community College
jwarm...@oakton.edu

Michael Britt wrote:

>> I recently received a couple questions about the effect of SSRIs on
>> depression and I'm not quite sure of the answer.  Would anyone care
 to edify us on these questions?

David Epstein added:


> My shortest, easiest answer--forgive me for doing it without giving
> cites--is that you can't think in global terms about there being "too
> much serotonin" or "too little serotonin."  Serotonin is released
> along distinct pathways within the brain onto specific target regions,
> and it does different things in different regions.
>
> This is partly explained by (and partly just complicated by) the fact
> that there are at least 14 different subtypes of receptor for
> serotonin.  The receptors aren't like the serotonin transporter that
> SSRIs block.  They don't "absorb" serotonin; they're activated by it,
> the way a key on your computer keyboard is activated by your finger
> (without absorbing your finger!).
edu>



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