Re: [tips] Child Life Specialists

[Peterson, Douglas (USD)]

I get 2 or 3 students a year in Intro Psych with and interest in it. To my 
knowledge, none have pursued it as a career. 

Doug

Sent from my iPhone

> On Jul 25, 2018, at 7:04 PM, Miguel Roig  wrote:
> 
> That's odd, Joe. I have not yet heard of that 'specialization'.
> 
> Miguel
> 
> From: Joseph Horton [jjhorton2...@outlook.com]
> Sent: Wednesday, July 25, 2018 12:53 PM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: [tips] Child Life Specialists
> 
> Hi Tipsters!
> 
> 
> We are getting more prospective students asking us about becoming child life 
> specialists. So far our primary response is to be clear that our psychology 
> degree will not prepare them to the the child life certification exam.
> 
> 
> I am curious if your departments are seeing prospectives who want to become 
> child life specialists and how you are have responded.
> 
> 
> Thanks!
> 
> Joe Horton
> 
> Grove City College
> 
> ---
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Re: Re:[tips] tips digest: November 29, 2017

[Gerald L. Peterson]

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but often outdated theoretical conceptions.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 <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 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<mailto:tay...@sandiego.edu>

On Tue, Nov 28, 2017 at 10:00 PM, Teaching in the Psychological Sciences (TIPS) 
digest <tips@fsulist.frostburg.edu<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 <devoldercar...@gmail.com<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 the students that would put their knowledge (such as it is)
to use? For example, does anyone have an in-class activity that addresses
things like personality inventories? I'm completely overwhelmed and at a
loss, so any help would be appreciated.
Thanks,
Carol

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

--

Subject: RE: Need assistance with Personality Theories course
From: Stuart McKelvie <smcke...@ubishops.ca<mailto:smcke...@ubishops.ca>>
Date: Tue, 28 Nov 2017 22:47:39 +
X-Message-Number: 2

Dear Carol,

You mentioned perhaps giving your students an inventory.

Here is a link to the 10-item Gosling test for the Big 5.
https://gosling.psy.utexas.edu/scales-weve-developed/ten-item-personality-measure-tipi/<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fgosling.psy.utexas.edu%2Fscales-weve-developed%2Ften-item-personality-measure-tipi%2F=02%7C01%7Cpeterson%40svsu.edu%7C3da923527b78494b36a908d53738d15c%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636475639538508082=MGdAWY2vZEAeJy89rFHNuyvrscMsr4m04Nbx1yK2IeI%3D=0>


It has the test, scoring, male and female norms (in means and SDs) and 
documentatio

Re: [tips] Consciousness Theory Is Where Science Goes to Die

[Gerald L. Peterson]

Theory was a central issue in my 70’s grad study, but I agree with Miguel that 
it seems un-explored. I do not recall much time given to it in my undergrad 
study, except perhaps, in History and Systems class.
Today, I teach (developed) a Scientific Foundations class required of our 
majors. A primary objective is to prepare them for our research methods 
classes. I include information on theory, and have a section categorizing four 
types of theory they might encounter in psych. Students have trouble with this 
but alas, they get almost no study of theory beyond this. They too, might get a 
final hit in our History and Systems class. I would be interested in hearing if 
others share Miguel’s concern, and what we think undergrads should learn.


G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Nov 25, 2017, at 7:25 AM, Miguel Roig 
<ro...@stjohns.edu<mailto:ro...@stjohns.edu>> wrote:

Michael's post brought back some memories of that controversy as the works he 
mentions were required reading in a couple of my courses in graduate school. 
But, in light of Jim's comments, I want to add a pet peeve of mine, based on 
general observations by a colleague of mine now retired, regarding how little 
formal instruction our students seem to get on the role of theory in scientific 
research. For example, even in my own educational experience, I do not recall 
having had to read about the structure of theories, theory construction and 
related matters. Similarly, and please correct me if I am mistaken, our 
undergraduates seem to get little formal instruction on the nature of theories, 
their relationship to laws, hypotheses, etc. beyond a couple of pages of a 
typical research methods textbook. Even current undergraduate textbooks titled 
Theories of Learning or Theories of Personality seem to provide only minimal 
instruction in these important areas beyond mere definitions. I have not taught 
graduate classes in many years, but my sense is that graduate students do not 
receive instruction in these important areas either. Are my impressions 
incorrect?

Miguel

From: Jim Clark [j.cl...@uwinnipeg.ca<mailto:j.cl...@uwinnipeg.ca>]
Sent: Saturday, November 25, 2017 2:18 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Consciousness Theory Is Where Science Goes to Die

Hi

As a former Paivio student, I do not recall that Anderson’s paper was taken to 
be definitive about the debate. Paivio and Pylyshyn were both at U of Western 
Ontario when I was there, which made for some interesting classes and seminars.

More broadly, I would think that scientists should be quite skeptical about 
claims that we cannot ever understand some phenomenon at a pretty deep level, 
whether it be imagery or consciousness. My main quibble with too many 
contemporary researchers on consciousness is that they act as though there was 
no research or reflection on the topic prior to the availability of 
sophisticated brain imaging.

Finally I take some issue with Michael’s characterization of the proper 
attitudes toward scientific theories. Yes, they are always provisional and 
subject to refutation and modification, but we hardly want students to be too 
dismissive of them. So interpretation of “over invest” must be communicated 
carefully. Same for how theories develop … in some cases theories are replaced, 
but they also may be modified or subsumed under broader theoretical frameworks 
(e.g., Newton’s laws?). They might also be prematurely dismissed before the 
underlying mechanisms are understood (e.g., continental drift and tectonic 
plates). Students also need to appreciate that nominally different theories, 
especially those at different levels (molecular, molar) might actual reflect 
the same underlying mechanism. What especially needs to be emphasized with 
students is the importance of continuing empirical research to evaluate and 
strengthen our understanding of psychological phenomena.

Take care
Jim

Jim Clark
Professor of Psychology
University of Winnipeg
204-786-9757
Room 4L41A (4th Floor Lockhart)
https://na01.safelinks.protection.outlook.com/?url=www.uwinnipeg.ca%2F~clark=02%7C01%7Cpeterson%40svsu.edu%7C8a839157df3b4fe164a408d533ffab9d%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C63647209724638=Ypt0e5Zr4s%2B8Z1EwqRgEo%2FY%2BqMaYhTWXS3lPBAEWXm8%3D=0<https://na01.safelinks.protection.outlook.com/?url=http:%2F%2Fwww.uwinnipeg.ca%2F~clark=02%7C01%7Cpeterson%40svsu.edu%7C8a839157df3b4fe164a408d533ffab9d%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C63647209724638=eE7kf853Sh3xmSajh6ke6%2F7MNJWZdHR92Ry9J9bWYpo%3D=0>


From: Michael Palij [mailto:m...@nyu.edu]
Sent: November-24-17 10:14 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Consciousness Theory Is Where Science Goes to Die



A recently published article in "Frontiers in Psychology"
(word to the wise) by Oakley & Halligan argues 

Re: [tips] behavioral theory in the public sphere

[Gerald L. Peterson]

Was the discipline you refer to here as behavioral science the field of 
psychology? Or is it some new field? Thaler was an economist? He seems to be 
using psych principles, but is his work best understood as Psych or 
applications therefrom?


Gerald (Gary)Peterson,Ph.D.

Psychology@SVSU



From: Jim Clark <j.cl...@uwinnipeg.ca>
Sent: Monday, October 9, 2017 6:51 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] behavioral theory in the public sphere




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

Room 4L41A (4th Floor Lockhart)

www.uwinnipeg.ca/~clark<https://na01.safelinks.protection.outlook.com/?url=http:%2F%2Fwww.uwinnipeg.ca%2F~clark=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=K3%2FSnHc3rgOi5pd%2Bkx97ev0GTP7XnVAbm14wndKW1pY%3D=0>





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<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Fdrive.google.com%2Ffile%2Fd%2F0B4Z7VkWcwLk-SjFJc00tdmI1eW8%2Fview=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=tJ7jj4Lve3NegEAl877%2FM7wFm5bl9iGbPfFzfxd8hAA%3D=0>



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<https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fstuartvyse.com=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=EaWWmROIiuaBARumyv67nT8Cw1exujXWiYbDCX0WgkQ%3D=0>

@stuartvyse<https://na01.safelinks.protection.outlook.com/?url=https%3A%2F%2Ftwitter.com%2Fstuartvyse=02%7C01%7Cpeterson%40svsu.edu%7Cdc7fcb9c47d14336a7ac08d50f685dcd%7C550f45ff3e8342a197d970ad8935b0c5%7C0%7C0%7C636431863292047911=5bM9%2BS5ys27FabnVSGcuEhKfy8fRQvNbWtgmceu%2BKGk%3D=0>



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Re: [tips] Has Anyone Done a Content & Stylistic Analysis of Tweets?

[Gerald L. Peterson]

It IS a fascinating world., that of tweets. I would assume that various 
research and marketing firms do big data analyses of tweets. It would seem to 
offer rich possibilities to also explore the issues you highlight here as well 
as the spread of rumors, emotional contagion, and source factors such as those 
from celebrities, those hi and low social status, etc. I wonder if the Survey 
Research center at U. Michigan is doing anything interesting along these lines. 
Maybe some tipsters will have connections?

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


> On Jan 14, 2017, at 12:05 PM, Mike Palij <m...@nyu.edu> wrote:
> 
> My thanks to both Carol and Jim.  How I missed the NY Times
> Upshot article on this topic is beyond me -- the end of the
> semester was pretty hectic but I thought that I was following
> issues like this well.  An interesting (important?) question
> whether the nature of the tweets will be maintained once
> the one who cannot be named becomes the
> Head Orange In Charge (HOIC).  One wonders if he will
> stop using Twitter or become the Tweeter in Chief?
> 
> -Mike Palij
> New York University
> m...@nyu.edu
> 
> P.S. In my research methods class where I cover APA style
> in depth, I point out that the APA has a separate manual for
> electronic sources which tells one how to cite web blogs,
> email, and tweets though I usually say that I don't know
> why one would one to cite a tweet in an APA style paper.
> Well, now I have reasons for citing tweets.
> 
> On: Sat, 14 Jan 2017 00:37:38 +, Jim Clark wrote:
>> And of course, analysis of tweets shows just how polite we Canadians are!
>> http://www.huffingtonpost.ca/2016/01/07/polite-canadian-study-tweets-mcmaster_n_8935540.html
> 
> 
>> On January-13-17 6:30 PM, Carol DeVolder wrote:
>> These showed up in my Facebook feed:
>> http://www.nytimes.com/interactive/2016/12/06/upshot/how-to-know-what-donald-trump-really-cares-about-look-at-who-hes-insulting.html?_r=0
>> 
>> http://varianceexplained.org/r/trump-tweets/
>> 
> 
> On Fri, Jan 13, 2017 at 5:32 PM, Mike Palij wrote:
> This is a follow-up to my original post and Claudia's response because of new 
> information.
> 
> On Thu, 29 Dec 2016 19:06:07 -0800, Claudia Stanny wrote:
> I haven't seen an analysis other than the examination of the originating 
> device to determine "true" authorship (V himself on an android or an 
> underling on an iPhone).
> 
> I'm sure a content analysis can't be far behind, if only from the literary 
> types who use this type of analysis to guess at authorship. There is a 
> literature on this analysis among Shakespeare scholars and Biblical scholars 
> (authorship of different books0.
> 
> The latest issue of "Psychological Methods" is a special issue
> devoted to "Big Data in Psychology" (big data is the current fad in "Data 
> Science") and one of the articles is relevant to my
> original question of whether there was research on the analysis
> of the content of Tweets.  The following reference and abstract
> describes research that focused on change in emotional content
> of Tweets from before and after violent incidents on college
> campuses.  Interestingly, it uses Pennebaker's LIWC in addition
> to statistical analyses.  For those who are interested, here's
> some info:
> 
> Tweeting negative emotion: An investigation of Twitter data in the aftermath 
> of violence on college campuses.Jones, N. M.; Wojcik, S. P.; Sweeting, J.; & 
> Silver, R. C.
> Psychological Methods, Vol 21(4), Dec 2016, 526-541. doi: 10.1037/met099
> Studying communities impacted by traumatic events is often costly, requires 
> swift action to enter the field when disaster strikes, and may be invasive 
> for some traumatized respondents. Typically, individuals are studied after 
> the traumatic event with no baseline data against which to compare their 
> postdisaster responses. Given these challenges, we used longitudinal Twitter 
> data across 3 case studies to examine the impact of violence near or on 
> college campuses in the communities of Isla Vista, CA, Flagstaff, AZ, and 
> Roseburg, OR, compared with control communities, between 2014 and 2015. To 
> identify users likely to live in each community, we sought Twitter accounts 
> local to those communities and downloaded tweets of their respective 
> followers. Tweets were then coded for the presence of event-related negative 
> emotion words using a computerized text analysis method (Linguistic Inquiry 
> and Word Count, LIWC). In Case Study 1, we observed an increase in postevent 
> negative emotion expression among sampled followers after mass violence, and 
> show how patterns of response appear differentl

[tips] Undergraduate Journal

[Peterson, Douglas (USD)]

A colleague of mine is looking for suggestions about journals that would be a 
good fit for undergraduate research projects while avoiding the predatory or 
for fee.  The school does not have a Psi Chi chapter so that one not an option.

Doug



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Re: [tips] Raise your hand if you grade on a curve

[Peterson, Douglas (USD)]

I had very mixed reactions to the article.  I don't grade on curve and never 
will. Yet my introductory psychology exam scores fit one pretty nicely and have 
over the past several years (after an adjustment based on item analysis - that 
isn't complex but also isn't my point).

The end result is that an A isn't the most common grade in my class and I hear 
about it from students (and sometimes administrators).  I agree that every 
student should have the opportunity for mastery but the author asserts that 
mastery = A.  It doesn't and it shouldn't. I'm opposed to grade inflation for 
some academic integrity reason, I'm opposed to it because I think grade 
inflation is what is causing all of the stress, anxiety and problems that 
plague college students.  I am perfectly comfortable sending a student who 
earned a C in introductory psychology into an advanced psychology course.  

Can C ever be considered mastery?  Should it? Would reducing the expectation of 
perfection reduce stress?  I'm interested in hearing others views on this, 
because I can see both sides and I appreciate the wise voices of others.  

Doug


Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Christopher Green <chri...@yorku.ca>
Sent: Wednesday, September 14, 2016 2:58 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Raise your hand if you grade on a curve

Or, you could just stop distracting everyone form the actual learning by not 
giving grades at all.
But you have heard this rant from me before.

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
...

On Sep 14, 2016, at 10:08 AM, Miguel Roig <ro...@stjohns.edu> wrote:

> Now consider changing your strategy: 
> http://www.nytimes.com/2016/09/11/opinion/sunday/why-we-should-stop-grading-students-on-a-curve.html?_r=1
>
> :)
>
> Miguel
>
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Re: [tips] Grading improvement

[Peterson, Douglas (USD)]

I consider demonstrated improvement when determining final grades. I tell 
students that I will round up at 89.5, 79.5, 69.5 if they have improved over 
the course of exam performance. Otherwise I hold a very firm line stating that 
there must always be a cut point.

While I can see that a students who has completed C B A A is improving a 
student who has had A A B C might be strategizing across all classes such that 
they need to devote more time in Calculus to get to a B while slipping in 
psychology will allow them to maintain a B (or even an A depending on point 
totals).  It is often the best students who follow this strategy and who can 
blame them if they have the points.


In another strategy, I have created created groups and offered extra credit to 
the group that shows the largest average improvement. My hope is that this will 
incentivize not only improving oneself but to encourage others. I’ve only done 
this once (this past spring) and all of the groups improved.  Yes this rewards 
the group that improves the most but at least in my class the greatest 
improvement was for the group with the lowest starting score so the net result 
is more of a leveling rather than “the rich get richer” outcome.  Note: the 
amount of extra credit was 2 points on that exam out of 600 points in the 
course so extra credit of about .33% in the whole class. The net gain from the 
competition was almost 4 points across the whole class and between 3. And 7 
points per group (so what they gained from trying to earn those 2 points had 
more impact than the two points). I guess that could be called gasification. 

Doug

P.S. I never considered exploring this more but after writing up this summer I 
think I’ll be submitting this to a teaching portion of my regional APA 
conference.

On 8/10/16, 11:21 AM, "Michael Ofsowitz"  wrote:

>First, forgive me for stepping out of a long-entrenched role as lurker.
>
>Do any of you have a system to formally grade/reward improvement on 
>course work (e.g., tests) as a component of the total course grade?
>
>In the background, I'm thinking that it must be possible to measure 
>student learning independent of IQ; my tests and other assignments 
>reward comprehension and expression mostly (they're written), so all of 
>that is conflated with IQ. But can there be an acceptable measure of 
>learning independent of IQ? So if a person who's poor at comprehension 
>improves from poor to low-mediocre, can something show that in a 
>rewarding way without cheapening the experience to gold stars or a 
>dumbed-down grading scale?
>
>I'm also thinking that getting a rewarding experience of extra points 
>that are real and meaningful can take some of the frustration away from 
>the student who gets low grades, without me having to play self-esteem 
>games.
>
>I was thinking something like extra credit points for improvement based 
>on a baseline of the first test score. (I also thought about punishment 
>for a high-IQ student who fails to make improvements, but I'm ignoring 
>this for now.) Can it be done fairly and meaningfully so the improving 
>student experiences it as reward? And can it be formalized into an Excel 
>gradebook? Is self-handicapping a potential problem if this is 
>formalized into the syllabus (e.g., strategic underperformance on the 
>first test)? How to avoid that?
>
>And how much credit? Someone who gets grades of A A A A on four tests 
>should have a final grade higher than the student who gets C B A A  and 
>much more than the student who gets C- C+ B- B.  I thought maybe B A A A 
>could be equivalent to A A A A after the "improvement" addition. I 
>wouldn't be bothered by that.
>
>I'll spare you the rest of my rambling thoughts. Any ideas?
>
>  --> Mike O.
>
>Psychology
>Monroe Community College, etc. etc.
>
>
>
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[tips] Psychology's problems

[Gerald Peterson]

Ran across this article making the social media pages. Some good points, but 
there are many issues and takes on the replication and methodological issues 
that might be more insightful. I am wondering about any historical analyses 
that are being written?
Also, are tipsters covering these issues in class?
See: https://issuu.com/thepsychologist/docs/psy0516shop/c/spjbzw2


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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Re: [tips] Cheating watches

[Gerald Peterson]

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" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Friday, March 25, 2016 2:06:23 PM
Subject: RE:[tips] Cheating watches

In any supervised testing situation it seems unlikely it would work for student 
to be searching for the right file/text and then reading the information (by 
staring at the watch). Also, lots of standard testing settings (e.g., the GRE) 
prohibit such devices. At best a gimmick, it seems. 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

-Original Message-
From: William Scott [mailto:wsc...@wooster.edu] 
Sent: Friday, March 25, 2016 10:54 AM
To: Teaching in the Psychological Sciences (TIPS) 
Subject: Re:[tips] Cheating watches

Interesting, and ironic that they seem worried about folks buying counterfeit 
versions of their watch.


From: Miguel Roig 
Sent: Friday, March 25, 2016 7:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Cheating watches

Is TIPS alive? I haven't seen a post in a while. Anyway, yesterday I learned 
about the existence of smart watches (available through Amazon!) that appear to 
be specifically designed to help students cheat during examinations. Here is 
the webpage for one of the companies that makes these watches, 
http://www.24kupi.com/. The videos are quite informative.

Enjoy.

Miguel
___
Miguel Roig, Ph.D.
Professor of Psychology
St. John's University
300 Howard Avenue
Staten Island, New York 10301
Voice: (718) 390-4513
Fax: (718) 390-4347
E-mail: ro...@stjohns.edu
http://facpub.stjohns.edu/~roigm
http://orcid.org/-0001-5311-5651
On plagiarism and ethical writing: 
http://ori.dhhs.gov/education/products/plagiarism/
___
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Re: [tips] Helping high school student with psychology project

[Gerald Peterson]

I had student seek me out, and she had assignment to replicate soc psych study 
for science fair. Non-controversial topic? As it was part of class learning 
experience and not formal research, we did not go thru IRB.  She ran procedure 
and treatment of participants by me and her highschool teacher. Was more of a 
demonstration than full research study. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


> On Jan 30, 2016, at 12:38 PM, Jim Clark <j.cl...@uwinnipeg.ca> wrote:
> 
>  
> 
> Hi
>  
> I’ve had an inquiry from a high school student interested in doing a science 
> project on a psychological topic. I appreciate rules might be different in 
> USA and Canada, but does anyone have experience of the ethics involved with 
> HS students doing psychological studies?
>  
> Thanks
> Jim
>  
> Jim Clark
> Professor & Chair of Psychology
> University of Winnipeg
> 204-786-9757
> Room 4L41A (4th Floor Lockhart)
> www.uwinnipeg.ca/~clark
>  
>  
> ---
> 
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RE: [tips] signal detection and ROC curves

[Peterson, Douglas (USD)]

 with each 
system.  Recognizing that a system with no ability to distinguish will produce 
a straight line with a slope of 1 (that is FA rate and Hit rate rise and fall 
together) we have a representation of what a system with d'=0 would look like.  
The more the curve bows away from that straight line the stronger the signal 
strength, responses in that system will fall along that curve depending on the 
bias with the neutral bias falling along a line perpendicular to the d'=0 line 
and extending to the upper left corner (not many examples using google images 
have this line but you can find one).  From here you can talk about fuzzy 
signal detection theory with three outcome states (no signal, not sure, 
signal).  The simplest use is to treat the "not sure" as no signal in one 
computation and as a signal response in a second and you get two points from 
the same system and now you can estimate the curve.  

I realize this is long and I just tried to explain in e-mail what I spend an 
entire day of class talking about but I hope it helps.  I'd be happy to make 
another attempt at explanation or maybe making a short video/screen capture 
explanations.  SDT continues to be applicable in a number of settings, 
particularly medical tests, many use a the AUC that Mike mentions and while 
this isn't technically SDT (no z transforms) the ROC method is identical (here 
is a short and good example 
http://www.nature.com/nmeth/journal/v12/n9/fig_tab/nmeth.3482_SF9.html)

All the best, 
Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Carol DeVolder [devoldercar...@gmail.com]
Sent: Thursday, January 28, 2016 10:06 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] signal detection and ROC curves

Dear TIPSters,
I am currently teaching about the Theory of Signal Detectability, Stevens's 
Power Law, and ROC curves in my Sensation and Perception course. Do any of you 
have any examples that you work on in class or use to illustrate how to 
implement them? I want to do several things. First, I want to be able to 
explain the logic of SDT, the power law, and ROCs. Second, I want to be able to 
make the topics relevant and convince the students that these concepts are 
active in their daily lives. And third, I want to give them some opportunities 
to practice. I've already talked about hits, misses, false alarms, and correct 
rejections in class, and using payoffs to manipulate response criteria, now I 
want to make it all applicable.I welcome any and all ideas.

Thank you very much.
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] signal detection and ROC curves

[Peterson, Douglas (USD)]

No argument here.  Just me not being clear.  

A' and AUC are valid measures comparing two systems and much more interpretable 
than other SDT measures given the parameters as Mike explains but they are not 
direct measures of SDT parameters as typically explains.  Pastore, Crawley, 
Berens and Skelly (2003) present a good discussion of the issues including the 
advantages and disadvantages of A'.  Specifically, A' is not independent from 
bias and is actually a poorer estimate when performance is nearer to perfect in 
terns of hits or false alarms.   For the 3 of us who care about this issue, 
estimates of d' aren't much good in those extremes either.  Macmillan and 
Creelman (1991) suggest adjusting hit rates of 100% to 1-(1/2n) an false alarm 
rates to 1/2n and I don't have any reason to doubt that I just don't see it 
used very often.

The use of the sensitivity/specificity reporting doesn't capture both the 
sensitive and response bias as explained in SDT examples (i.e.g, estimate of 
the distance between the two distributions (I believe this the reason that this 
entry is clear to distinguish the sensitivity index, called d' as something 
different from sensitivity as true positives).  The two approaches might be 
considered two sides of the same coin but they are not the same side of the 
same coin.  

Macmillan, N.A., & Creelman, C.D. (1991). Detection Theory: A User’s Guide. NY: 
Cambridge
University Press.

Pastore, R.E., Crawley, E.J., Berens, M.S., & Skelley, M.A.  (2003).  
"Nonparametirc" A' and other modern misconceptions about signal detection 
theory. Psychonomic Builletin and Review, 10(3), 556-569.

  



Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Mike Palij [m...@nyu.edu]
Sent: Friday, January 29, 2016 12:05 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: RE: [tips] signal detection and ROC curves

On Fri, 29 Jan 2016 08:49:23 -0800, Douglas Peterson wrote:
[snip]
>... SDT continues to be applicable in a number of settings,
>particularly medical tests, many use a the AUC that Mike mentions
>and while this isn't technically SDT (no z transforms) the ROC
>method is identical (here is a short and good example
> http://www.nature.com/nmeth/journal/v12/n9/fig_tab/nmeth.3482_SF9.html
>  )

A few points:
(1) As I mentioned in an earlier post, SDT is based on Wald's
statistical theory which serves as the basis for the Neyman-Pearson
framework for statistical testing.  The decision matrix originally
developed is a 2 x 2 table where the rows represent the response
("yes" or "no", "present" or "absent", etc.) and the columns
represent the "true state of nature", that is, stimulus was presented
or not presented (this is knows with absolute certainty since they
are selected by the researcher; given that the "true state" is known,
the question that remains is how well do the responses or decision
match the true state -- if the Hit rate is 100% and Correct Rejection
ate is 100%, then there the False Alarm rate = 0.00 and the Miss
rate = 0.00, in other words, performance is perfect which with
weak stimuli in psychophysics rarely/never occurs).

(2) I am puzzled by Peterson's statement that AUC is not really
SDT given that it's equivalent A' was developed by memory
researchers as early as the 1960s and has been shown to be
part of SDT.  In the http://opl.apa.org experiment on the "Self
Reference Effect", the dependent variable is a version of A'
that represents the area under "curve" created by the single
pair of Hit and False Alarm rates.  One reference on this point
is the following:
Macmillan, N. A., & Creelman, C. D. (1996). Triangles in ROC
space: History and theory of "nonparametric" measures of
sensitivity and response bias. Psychonomic Bulletin & Review,
3(2), 164-170.

Given that the ROC/MOC/AOC is presented in a unit square
-- the x-axis represents the probability of a false alarm is limited
to the range 0.00 to 1.00 and the y-axis represents the prob of
a Hit which also ranges from 0.00 to 1.00 -- chance performance
is represented by the diagonal line representing P(Hit)=P(FA).
In traditional SDT this implies d-prime is zero.  It also implies
that the area under the performance curve is 0.50 which can
be interpreted as a measure of accuracy; in this case, it represents
chance performance (hence the term "chance diagonal").  In
most Yes-No recognition memory experiments, only one hit rate
and one false alarm rate is obtained.  For nonrandom performance,
this provides a single point above the chance diagonal, forming
a triangle with the chance diagonal as the base.  The sum of
the area of the triangle and the area under the chance diagonal
(i.e., 0.50) becomes a measure of accuracy.  As the Hit rate

[tips] Medalists

[Gerald Peterson]

Wow! Thanks Tipsters! Quite a few and in other categories besides the 
Behavioral/Social sciences. 


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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[tips] Science medalists?

[Gerald Peterson]

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] Trump responds to Jim Clark

[Gerald Peterson]

I will miss Beth. Best wishes! I just hang on for the rare relevant and useful 
teaching post.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


> On Jan 3, 2016, at 11:03 PM, Beth <beth.ben...@gmail.com> wrote:
> 
> Sadly, after 22 years on TIPS, I am done.  It was a wonderful resource, as it 
> was intended, for many years.  Michael Sylvester started to make it strange 
> and irrelevant and continually fought off any attempts to keep him on topic 
> and away frim frivolous posts. Then it was often just a conversational joust 
> between him, Chris Green and Mike Palij.  I am sorry to say that I feel it 
> was ruined for me by many odd posts.  There were occasional good and 
> interesting posts, but SELDOM were there any good interactions about actual 
> "Teaching in Psychological Science."
> Beth Benoit
> Plymouth State University
> Plymouth, New Hampshire
> 
> Mike Palij <m...@nyu.edu> wrote:
> 
>> On Sun, 03 Jan 2016 17:03:33 -0800, Professor Dr. Michael Sylvester 
>> wrote:
>>> 
>>> All hypothetical
>>> Donald:  at least I   believe in  God-the God of
>>> money and the God of free helicopter rides.
>>> Will be glad to fly you to Cyprus.Btw.are you not CanadianA?
>>> Do not attempt to  cross border. You going back
>>> 
>>> .Raoul  Castro: Nice to see a canadian Commie
>>> Comrad in the group.However,I may start going
>>> to church again.
>>> 
>>> Pope Francis  was mad like hell   : Isn't  this
>>>the   Canadian dude who is in the same category
>>> as "Hitch" like in Christopher Hitchens?
>>> Hitch  was the Devil's advocate  during Mother
>>> Theresa canonization.
>>> I   will not even take a selfie with him.But he  could
>>> ride one of my Papal bulls in the Winnipeg rodeo
>>> with Jerry Mahan.
>> 
>> Yo Dick, I mean Donnie! How's it hanging?  Did ya read that
>> hatchet job the NY Times did on you?  No?  See:
>> http://www.nytimes.com/2016/01/03/us/politics/for-donald-trump-lessons-from-a-brothers-suffering.html?emc=edit_th_20160103=todaysheadlines=389166&_r=0
>> 
>> The things they say about you and your brother Freddy!  Okay,
>> so Freddy was a drunk and didn't live up to your and your Dad's
>> expectations but, come on, ya got to admit you and your Dad
>> did a dick move on Freddy and his family.  From the article:
>> 
>> |In 1977, Donald asked Freddy to be the best man at his
>> |first wedding, to the Czech model Ivana Winklmayr, an
>> |honor Donald said he hoped would be "a good thing for him."
>> |But the drinking continued, and four years later, Freddy was dead.
>> |
>> |Over the next decades, Donald put the Trump name on
>> |skyscrapers, casinos and planes.
>> |
>> |In 1999, the family patriarch died, and 650 people, including
>> |many real estate executives and politicians, crowded his funeral
>> |at Marble Collegiate Church on Fifth Avenue.
>> |
>> |But the drama was hardly put to rest. Freddy's son, Fred III,
>> |spoke at the funeral, and that night, his wife went into labor
>> |with their son, who developed seizures that led to cerebral palsy.
>> |The Trump family promised that it would take care of the medical bills.
>> |
>> |Then came the unveiling of Fred Sr.'s will, which Donald had
>> |helped draft. It divided the bulk of the inheritance, at least
>> |$20 million, among his children and their descendants,
>> |"other than my son Fred C. Trump Jr."
>> |
>> |Freddy's children sued, claiming that an earlier version of the
>> |will had entitled them to their father's share of the estate, but that
>> |Donald and his siblings had used "undue influence" over their
>> |grandfather, who had dementia, to cut them out.
>> |
>> |A week later, Mr. Trump retaliated by withdrawing the medical
>> |benefits critical to his nephew's infant child.
>> |
>> |"I was angry because they sued," he explained during last week's
>> |interview.
>> |
>> |At the time, he attributed their exclusion from the will to his father's
>> |"tremendous dislike" for Freddy's ex-wife, Linda. She and Fred III
>> |declined to comment on the dispute.
>> 
>> Hey Donnie, you see the movie "Glen Gary Glenross"?  Remember
>> the scene where Alec Baldwin comes in and humiliates the real estate
>> salesmen/con men?  Remember when he pulls out two brass balls
>> on a string and says:
>> 
>> "It takes brass balls to sell real estate."?
>> 
>> Well, Donnie, it must take titan

[tips] Imax of brain?

[Gerald Peterson]

I want to see if there is a good movie, Imax, 3D or otherwise, that might 
provide a valuable inner exploration of the brain. I want to try to urge the 
use a local planetarium's  theatre projection system for such use. Any ideas? 
Thnx!

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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Re: [tips] more junk science and what to do about it

[Gerald Peterson]

What about the "big name" positive psychologists? It implies they were involved 
or consulting on this program? Do they make a few bucks for having their names 
and pictures used? 
However, I am not sure such issues are new or peculiar to Positive psychology, 
or that over-generalizing and making causal claims for correlational research 
is rare in our field. 


G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


> On Nov 9, 2015, at 12:39 AM, Annette Taylor <tay...@sandiego.edu> wrote:
> 
>  
> A colleague sent me this link about a new program that will make you happy 
> and that it is "supported by science."
> 
> http://my.happify.com/o/lp32/?fl=1===HRX4AZRF65=RON=300x250=SadBrain
> 
> I decided to look up some of the books on which the website is based, on 
> Amazon, and peruse the reviews. I was flabbergasted when I saw that the book 
> Hardwiring Happiness had such high reviews: 66% of 279 reviews were for 5 
> stars! So I thought Wow, let me read the 1 star reviews, must be some unhappy 
> few people out there: and there I found what I expected to find. The book 
> HUGELY oversells the power of imaging studies to promote conclusions that 
> cannot possibly be reached with such studies. We just covered Brainwashed in 
> my critical thinking seminar and it seems that most of what I could access in 
> this book for free on Amazon fell into exactly all the traps that Brainwashed 
> mentions.
> 
> So how can they find so very many people to write such high praise for this 
> book? I'm flabbergasted.
> 
> To quote from the Amazon cite: "Hardwiring Happiness lays out a simple method 
> that uses the hidden power of everyday experiences to build new neural 
> structures full of happiness, love, confidence, and peace."
>  
> BTW no review in psycritiques
> 
> Then we have this guy: Shawn Achor received a Bachelor of Arts from Harvard 
> University and a Master of Arts in Christian and Buddhist Ethics from Harvard 
> Divinity School to promote this website based on his best-selling and highly 
> (over???) rated book, Before Happiness. This is also not reviewed in 
> psycritiques but his previous book is, The Happiness Advantage, and it is 
> royally slammed for what it is: sham. Here are a few quotes: "Surely someone 
> the New York Times describes as “A big star . . . a world-famous expert” 
> (back cover blurb) would not mistake a largely correlational and unreplicated 
> body of research for causal mechanisms of critical business outcomes!" and 
> "Positive psychology is often criticized for rushing flimsy correlational 
> research to market and peddling it as causal truth (e.g., Lazarus, 2003). 
> Critics will find the apotheosis of their foil in this book...If Salvador 
> Dali had partnered with P. T. Barnum, they could hardly have produced a more 
> ludicrous, fantastical overstatement of what “more than a decade” of positive 
> psychology research has discovered."
>  
> HOW DO WE COMBAT THIS? People are flocking to this junk and loving it and 
> spending lots of $$ on it.
>  
> I am going to write a book...I am going to put in it every single bit of 
> "Influence" (see Ciadini's work) that I can. I will retire, finally
>  
> Annette
> 
> The rest of the positive psychology coaches promoting this website don't 
> deserve mention--all of these magic bullet, quick fix authors! Penn & Teller 
> have a fabulous bullshit! episode on self-helplessness.
> 
>  
> 
> 
> 
> 
> 
> 
> 
> Annette Kujawski Taylor, Ph. D.
> Visiting Professor,
> Ashoka University, Delhi, India
> annette.tay...@ashoka.edu.in
> Professor, Psychological Sciences
> University of San Diego
> tay...@sandiego.edu
> 
> 
> From: Annette Taylor
> Sent: Sunday, November 08, 2015 3:53 AM
> To: Teaching in the Psychological Sciences (TIPS)
> Subject: RE: illusion
> 
> Thanks to Miguel Roig who sent me the picture that immediately showed itself 
> to be a razor blade! I don't know if the image I am attaching here will show 
> up but turn it around by 90 degrees. Then imagine a bit of foreshortening and 
> a bit of converging lines at the distance so that the lower part seems to 
> have a larger end than the farther end.
> 
> Annette
> 
> 
> Annette Kujawski Taylor, Ph. D.
> Visiting Professor,
> Ashoka University, Delhi, India
> annette.tay...@ashoka.edu.in
> Professor, Psychological Sciences
> University of San Diego
> tay...@sandiego.edu
> 
> 
> From: Teaching in the Psychological Sciences (TIPS) digest 
> [tips@fsulist.frostburg.edu]
> Sent: Saturday, November 07, 2015 10:00 PM
> To: tips digest reci

Re: [tips] Talk Therapy Found to Ease Schizophrenia

[Gerald Peterson]

Thnx Chris. Fascinating article/study. Of course, the "talk therapy" was more 
than simple conversation but part of help with everyday tasks and focused 
problem-solving conversations that sound like skill-building and learning what 
they might actually Do to control symptoms. I imagine the general reader will 
read other things into the idea of "talk therapy." Some interesting material to 
share with classes as to treatments and types of skills needed by psych 
therapists.  Gary



- Original Message -
From: "Christopher Green" 
To: "Teaching in the Psychological Sciences (TIPS)" 
Sent: Tuesday, October 20, 2015 2:09:28 PM
Subject: [tips] Talk Therapy Found to Ease Schizophrenia

 But will the insurance companies ever be convinced to cover long term talk 
therapy?
 Christopher Green shared with you:
 
Talk Therapy Found to Ease Schizophrenia
New York Times - John Kane, chairman of the psychiatry department at Hofstra 
North Shore-LIJ School of Medicine, who led a study on the treatment of 
schizophrenia.

Credit Uli Seit for The New York Times




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

chri...@yorku.ca
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[tips] Cognitive Psych position

[Gerald Peterson]

Tipsters: FYI, please help inform!

Assistant Professor of Psychology
SVSU invites applicants for a tenure-track assistant professor position to 
begin July 1, 2016.  Applicants should have acquired their PhD by the time of 
appointment (ABD considered).  The successful candidate will demonstrate 
excellence in teaching, expertise in cognitive psychology, and competence in 
experimental psychology.  Candidates are expected to have an active research 
agenda to which undergraduates may contribute.  Preference will be given to 
those who have experience teaching several of the following undergraduate 
courses:  Cognitive Processes, Sensation and Perception, Experimental Design, 
Statistics, and General Psychology.  The teaching load is 24 credit hours/year 
(12/12) at the undergraduate level, with opportunities to teach in specific 
areas of expertise.  Other responsibilities include supervising undergraduate 
research/honors projects, academic service, and advising.  For complete list of 
requirements, further information, and to apply for this position, please visit 
www.jobs.svsu.edu.  Applicants must apply on-line.  SVSU is an EO/AA employer.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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[tips] Relevance of MarketingPap

[Gerald Peterson]

I had not heard of Ritberger or her color analyses of personality. She has a 
sophisticated marketing scheme with blogs, websites, Facebook page,etc. you can 
check ritberger.com and other sites where her products, seminars,etc., are 
available. She describes herself as radio host, author and innovative leader in 
fields as personality behavioral psychology and behavioral medicine. She 
offers comforting phrases that are the fodder of shared Facebook posting.  You 
too can become certified and licensed to present your own training seminars 
applying her color analyses to solve diverse social, personal, and 
organizational problems.
   One can certainly use such folks in class to teach critical thinking 
(e.g.,Barnum effect and hindsight fitting), and how quackery can develop a 
following, in Social Psych to discuss social influence and marketing, and in 
Clinical and Ethics classes to explore the marketing of treatments and services 
(as also the role of pseudoscience and quackery).  In Personality classes her 
ideas might be explored and compared to several classic authors presented 
there. I would think she would be very successful, but it would be interesting 
to see some comparative data on such things.  Would legitimate professional 
psychotherapists or popular psychologists be jealous of her success or 
marketing sophistication? Andask our classes, what's the harm?

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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[tips] AGT and hypnosis

[Gerald Peterson]

Did anyone get student reactions regarding the start of America's Got Talent 
last nite, where one act involved hypnotizing Howie Mandel to get him to shake 
hands and thus overcome his germ phobia? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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[tips] Science funding?

[Gerald Peterson]

With all the money spent on STEM and traditional science,(and military of 
course) when will people wake up to fact that it is knowledge of human behavior 
that should be priority. Solutions to Problems of the planet are tied to better 
understanding the depths of human psyche, not outer space.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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

[Peterson, Douglas (USD)]

I assumed he was attracted by the artificially high placement rates created buy 
paying temp agencies to employ recent graduates.  While I was shocked by this 
practice but it goes to show that institutions will find ways to achieve by 
whatever metric is used to measure success and many times what is measured is 
what sells (or what is easy to measure).  

If I could go back in time I would stop colleges and universities from ever 
promoting better jobs and higher wages as an outcome (no matter how true it is 
and was) it was the beginning of the commodification of education.   

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Annette Taylor [tay...@sandiego.edu]
Sent: Tuesday, April 28, 2015 9:19 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE:[tips] Corinthian Colleges Closed Today -- Forever

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 m...@nyu.edu
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
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Re: [tips] Would you use a hen or a rooster for cock soup?

[Gerald Peterson]

Sounds like a potential project to examine people's views about foods consumed 
and what they think the benefits are?  Magical thinking (law of similarity?) 
abounds!!  Of course, we must consult the food babe to know what to 
fear---probably some strange sounding stuff is in that soup lol.


- Original Message -
From: Carol DeVolder devoldercar...@gmail.com
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Saturday, April 25, 2015 11:49:59 AM
Subject: [tips] Would you use a hen or a rooster for cock soup?

Inquiring minds want to know:

http://www.theglobeandmail.com/life/food-and-wine/food-trends/hen-or-rooster---do-you-want-to-know-your-meats-gender/article1359695/

Many customers are starting to ask for male chickens, he says, because
female birds are believed to have higher levels of naturally-occurring
hormones, which some people want to avoid. But, according to associate
professor Gregoy Bedecarrats of the University of Guelph’s Department of
Animal and Poultry Science, the biological half-life of naturally-occurring
hormones, such as estrogen, is fairly short. The likelihood of these
hormones accumulating in the tissue or fat of the birds, then surviving the
processing and cooking, is low and wouldn’t affect consumers’ health. While
male birds may have slightly higher levels of testosterone and females
could have minimally higher estrogen levels, broiler chickens, those
typically found in grocery stores, reach only about seven weeks of age, so
their hormone levels are low, Dr. Bedecarrats says.

Hormones aside, however, there’s also a difference in the physical
composition of male and female chickens, Mr. Gundy says.

“Female chickens have more fat. Male chickens yield more protein, which
means there’s actually more of the meat,” he says, noting that while he
can’t distinguish any difference in taste, there is a difference in the way
it feels in the mouth. “You know you have a big fatty steak, you can tell
there’s that satiating fat going on? With a female chicken, you get more of
that fatty flavour – not greasy, but you can just tell there’s more fat.”



-- 
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] YouTube and Multiple Personality

[Gerald Peterson]

Yes, I think DID has as much validity as MPD The reasons for the 
dissociations and behaviors can vary. And indeed, what people think of 
dissociation can vary. People can/do present themselves this way based 
largely on their ideas/beliefs about these disorders. In the 70s and 80s I 
thought these would be relatively rare and described them to classes as such. 
Then I met a few students who were being treated for MPD. They did seem to me, 
to be easily suggestible. 
I met a five-year old, skippy because he handed in a paper in my class. I 
am pretty easy as to how papers are constructed, but in those days I seemed to 
draw a line regarding use of crayon drawings. I had to have a talk with the 
student, and soon met her other characters/alters. She didn't describe major 
trauma, but rather a habit of fantasy and withdrawal that she acquired during 
mild stress/conflict.  I only recall three alters. Of course, it was difficult 
to learn what what might actually have come from her life or her therapist's 
imagination. In either case, I indicated firmly that I would be teaching only 
her and that papers must be her responsibility. She had roommates who would 
look out for her when she became the wild, party typeat least that is what 
she said. I also asked her to write about her idea of the self as this was a 
Personality class. I asked also if I could share her account with other 
classes. She did well. Last I heard...this was late seventies, she had 
graduated and was completing Social Work program.
The other student case was tied to a person making excuses for her class work 
and wanting to discuss her problems. She seemed more involved in justifying her 
DID/MPD diagnoses, seemed resentful about her health treatment, but had a 
scolding side/alter and sexy-sounding side, and implied she could bring more 
out. Here again, I tried to state strongly that she must pull all together as 
I would not tolerate separate work. I remember feeling as if she wanted to 
prove to me she could bring the others out so as to confirm her diagnosis to 
me. I felt I needed to not agree to such social/language games, but just be the 
prof. 
As a social psychologist, I tend to view many mental health diagnoses, once 
given, as involving ways patients/clients adapt to a social-political system of 
beliefs and norms that often shape the progression of symptoms presented. I am 
sure this is the case in other health arenas as well.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Apr 15, 2015, at 12:33 PM, Jeffry Ricker, Ph.D. 
 jeff.ric...@scottsdalecc.edu wrote:
 
 On Apr 15, 2015, at 5:02 AM, Michael Britt mich...@thepsychfiles.com wrote:
 I have spoken to a few clinicians who agree that while multiple personality 
 disorder probably doesn’t exist
 
 MPD/DID undoubtedly “exists—that is, people exhibit the symptoms. The 
 controversy has always been over how best to explain the development of this 
 cluster of symptoms.
 
 , people do indeed “dissociate”.  In one of the videos so far mentioned a 
 clinician says that dissociation is similar to that experience we have when 
 we are driving and we arrive somewhere but don’t know how we got there.
 
 In my classes, this is one area where I prefer to use the old psychoanalytic 
 concept of levels of awareness or the more modern cognitive concept of 
 automatic processes. 
 
 I think of “highway hypnosis” as resulting from well-learned responses that 
 have become “habitual. When our attention is focused on something else, 
 habitual responses activated by the situation we are in take over. This may 
 be thought of as occurring at the preconscious level (if we are using a 
 Freudian approach) or automatic processing of information (if we are using a 
 cognitive approach). I wish I had more time right now to discuss the nuances 
 (e.g., Zajonc’s work)—maybe later.
 
 I studied the concept of dissociation for several years and I have to admit 
 that I’ve never gained a clear understanding of it, perhaps because it’s been 
 conceptualized in so many ways.
 
 Best,
 Jeff
 
 -- 
 -
 Jeffry Ricker, Ph.D.
 Professor of Psychology
 Curriculum Vitae
 -
 Scottsdale Community College
 9000 E. Chaparral Road
 Scottsdale, AZ 85256-2626
 Office: SB-123
 Phone: (480) 423-6213
 Fax: (480) 423-6298
 
 
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Re: [tips] Creator of Seven Up Has Died

[Gerald Peterson]

Thanks Mike. I was just thinking about films/videos to present or discuss in my 
Social Psych class about social class and stratification. These issues usually 
are ignored in 
Psych classes and texts but overly stressed in Soc classes. Anyway, I vaguely 
recall this film and it might help get across the idea of how influential 
social class can be in shaping personality, styles of coping, and of course, 
opportunities of advancement and privilege. 
Have other tipsters had class discussions recently regarding how different 
social groups/classes might see and adapt differently to public assistance, 
authority, police, military, government, and see or not see privilege.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Apr 15, 2015, at 12:19 PM, Mike Palij m...@nyu.edu wrote:
 
 Before there was Richard Linklater's movie Boyhood (for
 those who are unfamiliar with this movie, see the Wikipedia
 entry:
 http://en.wikipedia.org/wiki/Boyhood_%28film%29 )
 which covered the 12 years of a boy growing up -- filmed
 over the actual 12 years -- there was the Up Series.
 The Up Series is a British documentary series that started
 with the film Seven Up which examined the lives of 14
 seven year olds who belong to different class/SES levels.
 Since the first film in 1964, the children have been followed
 up every seven years to see where they were in their lives.
 The most recent film is 56 Up.  The director Michael Apted
 is most commonly associated with the series because he
 took over directorial duties with the second film (7 Plus
 Seven) but the director of the first film was Canadian
 Paul Almond who recently died.  The NY Times has an article
 on Almond's life and work, how he got the idea for Seven Up
 and why he was not directly involved in subsequent films.
 The NYT article can be accessed here:
 http://www.nytimes.com/2015/04/15/arts/television/paul-almond-the-director-of-seven-up-dies-at-83.html?emc=edit_th_20150415nl=todaysheadlinesnlid=389166_r=0
 For a listing of the Paul Almond's work in movies and TV,
 see his IMDB listing:
 http://www.imdb.com/name/nm0021975/?ref_=fn_al_nm_1
 
 Michael Apted did research for the Seven Up film and
 suggested that a follow-up series of documentary films be
 made. In addition to doing the Up Series, Apted has
 directed a variety of movies ranging from James Bond
 (The World is Not Enough) to one of the Narnia films
 (The Chronicles of Narnia:The Voyage of the Dawn Treader)
 to Dian Fossey's biography (Gorillas in the Mist) to several
 episodes of the Showtime series Masters of Sex.  His
 list of films and TV shows are available on IMDB:
 http://www.imdb.com/name/nm776/?ref_=fn_al_nm_1
 
 The Up Series is available in the U.S. and here is the link
 to its page on Amazon:
 http://www.amazon.com/Complete-Up-Tony-Walker/dp/B00CD6VY6S/ref=sr_1_1?ie=UTF8qid=1429112390sr=8-1keywords=7+up+apted
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
 
 
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Re: [tips] Teaching Theories

[Gerald Peterson]

Also, what do they need to know that might be warrantable, or reliable 
knowledge  reflecting psych science?

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Mar 28, 2015, at 2:51 PM, Steven Hall mrstev...@gmail.com wrote:
 
  
 
  
 
  
 
 I am teaching Personality for the first time this semester at a rural 
 community college. I asked similar questions about the value of spending a 
 lot of time on older theories. The textbook I am using doesn’t help much, 
 throwing in theory after theory in just one chapter. I would love to hear 
 what some authors of textbooks think.
 
  
 
 What seems important to me at this point is:
 
 What do students need to know to be well-rounded?
 
 What do they need to know to understand themselves?
 
 What they need to know to understand the rest of the world?
 
  
 
 The history of personality is full of fascinating theories. To know a field 
 it is useful to understand the origins, of course. Freudian, Jungian, and 
 Object Relations theories still influence current thinking in therapy, 
 policy, and public discourse. A historical overview is useful for seeing the 
 range of aspects of personality, each one gets at a piece of the construct. 
 Students begin to see all the various ways we can catalog individual 
 difference.
 
  
 
 My personal take on what remains relevant follows:
 
  
 
 Cross-cultural views. Issues of generalizability. Views of the self.
 
  
 
 Situational/Interactionist views
 
 Mischel
 
  
 
 Humanistic/existential theories
 
 Allow a conversation about meaning and purpose and segue into Positive 
 psychology constructs (Diener, Seligmann).
 
  
 
 Cognitive processes
 
 How we become who we are and how we understand ourselves and others. This can 
 be broadened to include motivation and needs theories as well as Kahneman 
 (fast and slow), Dweck (self-theories, mindset),
 
  
 
 Biology/evolution
 
 Brain structure, neurochemistry, behavioral genetics, temperament, mating 
 behavior.
 
  
 
 Assessment
 
 What are the different ways we do this? What validity do they have?
 
  
 
 Trait: Big Five
 
 Is this really a theory of personality? Validity? It’s like prunes, “Is four 
 enough, six too many?” (for those who don’t know this reference see: 
 https://www.youtube.com/watch?v=YaD4qT_wNIk) How it is being used, 
 Interpersonal perception testing.
 
  
 
  
 
 Finally discussing criteria for judging a theory help with critical thinking.
 
 Clinical value, Comprehensiveness, precision, etc.
 
  
 
 Steve
 
  
 
 Steven Hall
 
 Butte College
 
 Oroville, CA
 
 hal...@butte.edu
 
  
 
  
 
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[tips] Sharing info Undergrad Mentorship?

[Gerald Peterson]

Some of our students have developed an undergrad mentorship program to 
motivate, advise, and guide new Psych majors through our program. The 
department is supporting this new program which we see as complementing larger, 
university retention efforts.

My question for Tipsters: other colleagues may have an interest in such a 
program. We are just initiating the program and have no data or assessment on 
it yet, but are there forums, blogs, journals, newsletters where we could share 
the outline of the program with other Psych faculty at undergrad institutions? 
I am thinking of having the students craft a brief note or description of the 
program. If it had been implemented for a while and was evaluated, I could see 
a brief article in the Teaching of Psych journal, but we are not ready for 
that.  Any ideas as to places to send such an account? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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[tips] Teaching Introductory without a required textbook?

[Peterson, Douglas (USD)]

Has anyone tried teaching introductory psychology with either an optional 
textbook or without a required textbook at all?  If so what was your 
experience? 

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295
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[tips] Neurobabble and Eminem

[Gerald Peterson]

This might be fun neurobabble to share in class. Is it psychology? Is it 
explanatory? Is it neuro-psychohistory i.e. Hindsight and non-falsifiable)?  Do 
we learn something new? 

http://www.mlive.com/news/detroit/index.ssf/2015/03/eminem_probably_has_a_small_do.html#incart_gallery



 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Erikson the Oliver Sachs discussion

[Gerald Peterson]

I agree. There are many personality folks that may have had historical 
influences, but whose ideas are refuted or simply not relevant in contemporary 
work, that I would rather not cover.  It IS fun for many to cover I suppose, 
once they have lecture/lessons prepared on Jung and others. I love Adler, 
Sullivan and Horney in my Personality class, butexcept for historical 
relevance, I'm not sure they represent current theoretical development.  But 
waitI am not sure there has been theoretical advancement in the field lol. 
I guess it begs the question as to who and what we cover and why. Gee, does 
anyone take the Psych GRE anymore? If these folks are covered there, well my 
goodness, who are we to disagree lol.   


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Feb 21, 2015, at 10:04 AM, Annette Taylor tay...@sandiego.edu wrote:
 
 Well, I'm feeling pestiferous today, second post of the day and one to stir 
 the pot.
 
 The discussion over the great loss of Oliver Sachs brings home to me the 
 waste of time in teaching Erikson, particularly in intro psych where there is 
 no time to deconstruct and critically examine properly. Clearly one can see 
 whatever conflicts one wants to depending on one's predisposition to see it 
 and the same stage could be applied across any age groups, really. There are 
 elements of all of the so-called stages at every age--especially when a 
 70-year old is stuck in the conflict attributed to the 30-year old. I'm 
 waiting for convincing evidence for why I want to teach this old and tired 
 and poorly empirically-supported overall information, instead of bringing in 
 more modern developmental theories. Except that every standardized test seems 
 to LOVE to ask one or two multiple choice questions to see who has properly 
 memorized ages and stages. Sigh. And that is what I teach in intro psych: 
 planning to take the GRE at some point? Cram this the night before. Then 
 forget it.
 
 To quote a(n in)famous tipster: give me something to change my mind.
 
 Annette
 
 
 Annette Kujawski Taylor, Ph. D.
 Professor, Psychological Sciences
 University of San Diego
 5998 Alcala Park
 San Diego, CA 92110-2492
 tay...@sandiego.edu
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[tips] Old ideas in psych/Erikson

[Gerald Peterson]

Jeff Ricker noted:

I've been looking at the issue of Erikson's relevance to contemporary work for 
the past hour and must tentatively disagree with Gary's claim. Yes, even 
Erikson criticized his own work after his retirement and seemed unsure whether 
research in this area could ever be scientific. Nevertheless, he seemed to 
believe that the assumptions and general principles that formed the foundation 
of his thinking were valid.

MY RESPONSE:

I think it was good that Erikson recognized problems with the scientific value 
of his ideas. I always felt they were interesting, but just not as 
theoretically useful, but the Barnum-like way they are described in Psych texts 
is also problem. Text authors seem to revel in the vagueness, and everyone 
looks for confirmation in anecdotal accounts while finding, events to fit the 
theory in hindsight.

I think the same problems are reinforced in educating health 
professionals...they are told such unsupported ideas are relevant, and taught 
to look for ways to fit his(and other) ideas to cases. Again, such ideas  are 
comfortable frameworks that are thus made to feel important and relevant. 
This leads such folks to feel they have knowledge to sharewhether it is 
evidenced based or not. Thus, notions like Kubler-Ross's stages of dying, and 
similar (or, even more pseudoscientific) views become required lore in the 
socialization/training of health professionals. What is seen as important, and 
what is actually efficacious in practice may be different.  However, it is 
warming a few degrees here, and I am becoming less curmudgeonly, so I will 
defer to those with more expertise in developmental science ;-)
---
JEFF NOTED
And his ideas about and theories of fundamental developmental challenges seem 
to still be important in areas like nursing, social work, and counseling 
psychology. I noticed that this may be especially true in the care and 
treatment of geriatric patients, which is the issue that gave rise to this 
thread.

Perhaps someone with expertise in this broad area could expound on this a bit.

YES, AGREE...

G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Gender Roles in Homosexual Relationships

[Gerald Peterson]

Great post Beth. Thanks. It has been a while since I taught such a class, but 
these are often questions that develop.  I am now covering this in my Soc. 
Psych class, but they are more timid.

TIPS needs facebook page...then I would just like Beth's post lol.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Feb 8, 2015, at 7:09 PM, Beth Benoit beth.ben...@gmail.com wrote:
 
 
 Sorry to be so late to respond to this thread but I just returned from a long 
 weekend (and a drive through horrible weather) but returned safely to New 
 Hampshire.  (Phew!)
 
 I have taught a course in Human Sexuality for a while, and offer this 
 research...
 
 First, from the text I use (by Simon LeVay and Janice Baldwin, 2012):
 
 During the 20th century, the diversity of gay people became much more 
 apparent (Faderman, 1991; Chauncey, 1994).  To accommodate this recognition, 
 a new idea took hold - that there are two kinds of lesbians and two kinds of 
 gay men.  The two kinds of lesbians were called butch and femme:  The butch 
 lesbians looked, dressed, and acted like men and took a dominant role in sex, 
 while the femme lesbians were like heterosexual women and took a submissive 
 role in sex.  A lesbian couple would consist of a butch-femme pair.  
 Similarly, gay men were thought to be of two kinds, sometimes referred to as 
 tops and bottoms:  Tops were defined by a preference for the insertive role 
 in anal intercourse and were relatively masculine and dominant generally, 
 while bottoms preferred the receptive role and were more feminine.  With this 
 thinking, lesbian and gay male relationships were regularized.  Although 
 they were same​-sex relationships, they mimicked heterosexual relationships 
 in the sense that they were formed by the union of a more masculine-gendered 
 and a more feminine-gendered partner. 
 
 This general conception of gay sexuality persisted through the 1950s and was 
 very much part of gay and lesbian culture.  According to an oral history of 
 mid-2oth century lesbian life in Buffalo, New York, young, working-class 
 women who entered the lesbian culture had to first figure out whether they 
 were butch or femme.  After this fateful decision was made, all their 
 relationships, social roles, and sexual behaviors were governed by their 
 identity as one or the other (Kennedy  Davis, 1983).
 
 ​To some degree, this culture of complementary gender types still exists 
 today.  The 10-year-old son of a lesbian couple living in Decatur, Georgia, 
 put it this way:  One of my moms id kind of like my dad, and my other mom is 
 the girly mom (Bagby, 2008).  But in general, today's gay and lesbian 
 communities are characterized by a kaleidoscopic variety of types and a 
 generally more playful attitude toward gender.  Self-identified butch and 
 femme lesbians still exist, but the rules have loosened.  No one would be 
 surprised to see two butch or two femme lesbians forming a couple, for 
 example.
 
 In addition, the lesbian/straight and gay/straight dichotomies are themselves 
 under siege, especially among women.  While some women remain out-and-out 
 lesbians, others move fluidly between relationships with both men and women 
 (Diamond, 2008).  Of course, one might call these women bisexuals...rather 
 than lesbians.  However, they may reject any such labels themselves, 
 preferring to define their sexual desires in terms of the specific people 
 they are attracted to, rather than by overall classes of partners.​​​  This 
 may help explain why over 2% of the women in the National Survey of Sexual 
 Health and Behavior (NSSHB) survey...described themselves as something else 
 rather than gay, bisexual, or straight.  Thus, they challenge the centrality 
 of sexual orientation as we currently define it.​
 
 Some other thoughts on the subject were first offered by Donald McCreary in 
 1994.  (Rhoda Unger discusses his work in another text I've used when 
 teaching Psychology of Women (the text is called The Psychology of Women and 
 Gender).  McCreary pointed out how men who appear effeminate are more 
 likely to be perceived as gay, while women who have masculine traits may be 
 less likely to be seen as gay.  I know this isn't exactly the point Michael 
 was considering, but I always thought it was interesting, nonetheless.
 
 As you may have concluded from LeVay and Baldwin's description, the whole 
 concept of butch and femme is controversial, but still evolving.  There are 
 still strong butch movements (here's a newsletter that has much of interest   
 http://www.butchvoices.com/category/announcements/page/2/  ) and the idea 
 that using/thinking of gays as butch and/or femme is not totally unacceptable 
 to the gay community, nor is it necessarily outdated. 
 
 That said, I also want to stress that, as with any other person or group, 
 many understandably rebel against the idea that they be defined or labeled.
 
 After pondering all of this, I wonder if another concept you might

[tips] Cognitive Psych position

[Gerald Peterson]

Tipsters, FYI and helpful distribution:

Assistant Professor of Psychology
 
SVSU invites applications for a tenure-track assistant professor position to 
begin July 1, 2015. The successful candidate will demonstrate excellence in 
teaching, expertise in cognitive psychology, and competence in experimental 
psychology.  Candidates are expected to have an active research agenda to which 
undergraduates may contribute. Candidates should be prepared and willing to 
teach undergraduate courses such as Cognitive Processes, Sensation and 
Perception, Experimental Design, Statistics, and General Psychology, as well as 
courses in their specific areas of expertise. The teaching load is 24 credit 
hours/year (12/12) at the undergraduate level.  Other responsibilities include 
supervising undergraduate research/honors projects, academic service, and 
advising.  For complete list of requirements, further information, and to apply 
for this position, please visit www.jobs.svsu.edu.  Applicants must apply 
on-line.  SVSU is an EO/AA employer.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


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Re: [tips] Psych science.?

[Gerald Peterson]

The key I think is replication and more skeptical and cautious reviews of the 
studies. I also have started to discuss differences between what Psych profs 
teach; correlation isn't causation, beware overgeneralization, the importance 
of replication, stat significance doesn't mean practical worth or importance,  
and how they violate these in their published research or public statements.  
Students enjoy pointing out to me how psych authors routinely describe findings 
as significant and imply more than statistical relevance to this word when 
discussing their findings. 
Just need more humility in research? However, the trends or opportunity for 
public marketing of our images, research, and products would seem to be 
inherently opposed to such scientific humility. Not an uncommon or new tension 
for scholar/professional paths.



 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Nov 18, 2014, at 8:20 AM, Michael Britt mich...@thepsychfiles.com wrote:
 
  
 
 
  
 
 
  
 
 
 This is so discouraging.  Eye opening perhaps, but discouraging.  I remember 
 well the nursing home study and I always thought positively of it.  I have 
 two parents in their 90s and I know they are frustrated by their lack of 
 independence and the loss of control over their lives.  But as I reflect on 
 all this I had to ask myself, Why would I think that the participants in 
 Langer's study would lead healthier, longer lives simply because of their 
 ability to take care of a plant?  Given how complex humans are, and how 
 complex life is, why would I think that a simple “intervention” like giving 
 people control over a plant would have such powerful effects?  Maybe because 
 I wanted to believe….
 
 As for this counterclockwise “study”…oh boy..at least it is indeed an 
 excellent point about how eminence doesn’t necessarily mean credible.
 
 I am additionally discouraged because I recently finished reading a published 
 article which appeared to have been carefully carried out (and which was 
 filled with all manor of impressive advanced statistical techniques) but in 
 the end all they really found were essentially correlations.  I kept going 
 back to my underlined sentences and I still couldn’t figure out why this 
 study was important enough to publish.  The hypotheses and the conclusions 
 were “tortured” into giving up some kind of “significance”.
 
 I need some cheering up: can anyone point to a recently published article 
 they think was interesting and credibly carried out?
 
 Michael

 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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[tips] Psych science.?

[Gerald Peterson]

Perhaps, another Psychologist I must use to illustrate the violation of 
scientific and ethical principles? 

http://www.sciencebasedmedicine.org/eminent-harvard-psychologist-mother-of-positive-psychology-new-age-quack/?utm_source=rssutm_medium=rssutm_campaign=eminent-harvard-psychologist-mother-of-positive-psychology-new-age-quack


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Spurious Correlations

[Gerald Peterson]

Thanks! I am just introducing correlational methods...good timing!

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Oct 9, 2014, at 9:23 PM, Carol DeVolder devoldercar...@gmail.com wrote:
 
  
 
  
 
  
 
 Perhaps others are familiar with this site, but I wasn't. It's a fun 
 collection of spurious correlations. Good for examples in class.
 
 http://tylervigen.com/
 
 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] The decline of intellectual curiosity

[Peterson, Douglas (USD)]

I think yet another variable (I agree with what everyone has said so far by the 
way) is that students today don't necessarily view classes and professors as 
the place to satisfy their intellectual curiosity.  Before the internet mass 
audience events were the place to satisfy curiosity (sure there were books and 
articles to read too but to the casually curious the lecture was the one stop 
hour answer to your curiosity).  Now students can look up what they are curious 
about whenever and wherever they like (they can find videos, lectures, writing, 
etc.).  Even more important is that the place for conversation about topics was 
in face to face gatherings, the classroom, the lunch room, the hallway.  But 
the web offers that as well. 

Doug

P.S. I'm not arguing the web does it any better (or worse).



Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Stuart McKelvie [smcke...@ubishops.ca]
Sent: Friday, September 26, 2014 1:18 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] The decline of intellectual curiosity

Dear Tipsters,

Both Chris and John make interesting points. Perhaps I could add one more: 
sampling. Over the years, a greater proportion of high school graduates have 
been admitted to higher education. Perhaps the perceived decline in 
intellectual curiosity is related to that. Anecdotally, I think that the best 
students today are just as intellectually curious as those in the past.

Sincerely,

Stuart


___
   Floreat Labore

   [cid:image001.jpg@01CFD994.C1E6F680]
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.camailto:stuart.mckel...@ubishops.ca (or 
smcke...@ubishops.camailto:smcke...@ubishops.ca)

Bishop's University Psychology Department Web Page:
http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy

 Floreat Labore

 [cid:image002.jpg@01CFD994.C1E6F680]

[cid:image003.jpg@01CFD994.C1E6F680]
___



From: John Kulig [mailto:ku...@mail.plymouth.edu]
Sent: September 26, 2014 1:42 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] The decline of intellectual curiosity



It is true there are too many distractions. Another speculation is that the 
lack of curiosity is simply passivity caused by the lower educational levels 
being overly structured with rubrics and outlines. My boys (one in HS another 
almost there) have very detailed instructions for coursework. Perhaps without 
instructions, students will just sit and wait for instructions. I like the joke 
about the class on creativity that starts with Here are the 6 steps to do be 
creative ... I think the same happens with critical thinking. Some texts 
have bullet lists on how to think.

I don't remember getting detailed outlines and rubrics for papers as a student. 
At some point I knew that a paper had to have a beginning which laid out the 
main themes, a middle section with data or arguments, and a conclusion. Did I 
learn it the way Thorndike's cat learned to press levers? or the way a person 
learns to swim quickly when thrown into the water? Successive approximations to 
B and A grades?

Students sometimes ask me for a study guide and I tell them - gently - that 
they should do their own, and talk about different ways to do it, but I won't 
tell them one specific way to do study guides. But then again, most of us 
probably sat in the front row, walked 5 miles to school in the winter etc etc 
etc

==
John W. Kulig, Ph.D.
Professor of Psychology
Coordinator, Psychology Honors
Plymouth State University
Plymouth NH 03264
==


From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Sent: Friday, September 26, 2014 12:38:45 PM
Subject: Re: [tips] The decline of intellectual curiosity

I’ve probably been too noisy of late, but I’ll give this one a shot (without 
benefit of citations, so take it for what it’s worth). I generally think that 
people who blame everything on the internet and video games are silly buggers, 
but in this case I’ll posit that students (and people in general) seem less 
curious about the world now because of the ubiquity of entertaining 
distractions. I can remember times decades ago, when I was a student myself, 
when I would be very bored with the work I had

Re: [tips] History System

[Gerald Peterson]

I defer to Chris but... I taught the class for ages, but no longer. It is still 
called History and Systems here.  I don't think there is much in the name, and 
no colleague has mentioned this new trend. I am older and out of touch with pop 
trends in psych ha.  I think systems or schools of thought is still fine.  
Should we start a discussion about the mis-use or understanding psychologists 
have regarding what counts as a scientific theory?  The class today (we have 
two faculty who do it most) may involve more emphasis on cross-cultural issues 
and the nasty way Western psychologists ignored non-western epistemological 
views, or a more traditional perspective emphasizing historical/philosophical 
perspectives. Regardless, students are expected to participate in discussions 
and produce a paper looking at current psych topics/theories, and show 
integration with the historical/philosophical background for such. I haven't 
seen the latest reviews of our class but it appears to serve the function of a 
capstone class as we wish regardless of who is teaching the class.

My area of emphasis is Social-Personality and I have taught the Personality 
class most of my teaching career.  I am now on a reduced load approaching 
retirement, and that was one class I was happy to give up. I would love to 
teach a class with emphasis on current theoretical ideas and research. However, 
the class we have is the old-fashioned perspectives that go from Freud to 
humanistic ideas, Cattell and Eysenck and trait views, then near the end, 
Skinner, Rotter and Bandura.  The scientific utility of these perspectives vary 
considerably. I do stress also, what I think Mike P. noted, Skinnerian views of 
personality might question the common way personality has been conceptualized. 
I would love some effort to alter the usual psych curriculum and develop a 
class with some appreciation of historical contributions, but with emphasis on 
what might be actually going on in the field. And so it goes...

- Original Message -
From: Annette Taylor tay...@sandiego.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Thursday, September 25, 2014 11:24:49 AM
Subject: [tips] History  System

The response from my department has been: a rose by any other name

I argue that it's not the same and would like more input from the list for this 
topic that omitting systems is a significant departure. I have some ideas but 
they are probably not sufficiently strong to sway the rose by any other name 
folks.

Finally another colleague asked me to ask the list about theories of 
personality. It is currently taught, pretty much, as the history of the 
theories of personality with an extremely strong emphasis on psychodynamic and 
humanistic approaches. Are there no 21st century theories?

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: Re: History  Systems
From: Christopher Green chri...@yorku.ca
Date: Wed, 24 Sep 2014 15:39:20 -0400

One other thought: no one in the know uses history and systems anymore. 
That was a phrase popularized in the 1950s (though it may date back to the 
1930s) that marks a course as one that hasn't been rethought in a very long 
time. Plain history of psychology (or sometimes history  theory, which was 
a 1980s phenomenon) signals a more contemporary approach.

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

chri...@yorku.ca
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Re: [tips] History Systems

[Gerald Peterson]

Here it is an upper level, capstone class for seniors ready to graduate. Here, 
the student must apply for admission to this class. I think the intention is to 
revisit or provide discussion of historical context and classical philos 
perspectives.  The idea is to provide a framework that integrates the diverse 
classes and perspectives the student has encountered. It also serves to 
stimulate more mature discussion of historical and epistemological issues. I 
think personally, there is no reason why students could not be given some 
historical context earlier, except for the level of discussion and work 
expected. 

- Original Message -
From: Lisa Gassin lgas...@olivet.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Tuesday, September 23, 2014 1:01:44 PM
Subject: [tips] History  Systems

Hello, All-

I have History  Systems as a new prep this year, so I have been checking out 
the syllabi on the Division 2 website and visiting a variety of schools' 
websites to see where it falls in their curriculum. I notice that almost 
always, it looks as if it is an upper division, if not actually senior level, 
course. For some reason, we have it as a 200-level (sophomore) course. I'm not 
sure what the rationale was for putting it at the 200-level, but for those of 
you who teach it as upper division, do you have a sense of why it is taught 
there and not earlier? If so, please share : ). If your school offers it as 
lower-division, what are the reasons for that? We are re-visiting our 
curriculum in general this year, so your comments may help with some 
decision-making about the class' placement.

Thanks!
Lisa Gassin


Elizabeth (Lisa) A. Gassin, Ph.D., LPC
Professor of Psychology
Olivet Nazarene University
1 University Avenue
Bourbonnais, IL 60914
Tel: (815) 928-5569
Fax: (815) 928-5571

This message is from the Department of Behavioral Sciences at Olivet Nazarene 
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Re: [tips] Intro textbooks

[Gerald Peterson]

I do explore/think about this as I am teaching a required class for prospective 
majors that uses K. Stanovich's text Thinking Straight About Psychology.  In 
his preface he goes over similar problems we all encounter when dealing with 
students who completed Gen. Psych. They still believe Freud was the father of 
Psych, and still maintain many popular misconceptions/myths such as memory as 
tape recording, schizophrenia as multiple personalities, even ten percent myth. 
Many recall nothing (assuming it was covered) about scientific principles or 
basic methods.  Most still think psychologists are all like Dr. Phil, and that 
clinical/mental health interests define the field.  I personally don't think 
it's the text really, but the approach and perspective taken by the instructor. 
 Just one view...

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Sep 5, 2014, at 1:42 PM, Annette Taylor tay...@sandiego.edu wrote:
 
 Many questions have arisen recently on the other teaching list about intro 
 textbooks. I have not recommended any to anyone because I am sort of 
 floundering with my own musings on this topic of what is going on in the 
 intro textbook domain. I remember my intro textbook I used in college in 1969 
 (gasp!) and I still have my high school text book from around 1967... VERY 
 MUCH of what was in those text books is what is in modern textbooks--and not 
 a whole lot more beyond the 1970's/1980's in terms of how psychologists THINK 
 :( 
 
 I am beginning to bothered by the notion that much of what we are teaching in 
 intro seems to me to be a history of the overview of the field of psychology 
 rather than a brief overview and into the current state of affairs. In 
 addition I think that history is a bit revisionist. I mean was Freud EVER a 
 central figure for PSYCHOLOGISTS? Not psychiatrists or clinicians--and my 
 impression is that even at that time experimental psychology was a much 
 larger field than clinical. Yet the way most intro psych texts portray this 
 it seems that clinical psychology and Freud and psychoanalysis DOMINATED the 
 1930's-1950's. See the developmental and personality and therapy chapters!
 
 But those texts from the late 60's were completely focused on the current 
 state of affairs of their time. It's very sad for me to think that most 
 chapters on developmental, in intro have massive amounts of memorizable 
 factoids on Piaget, Erikson, Freud, but little if nothing on important later 
 theorists such as Bronfenbrenner and other modern developmental researchers 
 who are doing good, quality work. The old stuff can now be nicely 
 compartmentalized for easy memorization of facts but I'm not sure it teaches 
 students how to think about the field. Same for Personality. That has to be 
 the worst offender in modern intro textbooks with very little about the 
 newest work that is being done--and admittedly this is an area with less 
 newer work than some other areas. Even cognitive, my area, is better than 
 most but still has little to nothing on neural network explanations of 
 cognitive phenomena. The focus still seems to be on c. 1970's information 
 processing.
 
 I wonder if anyone on this list has been thinking about this.
 
 Annette
 
 Annette Kujawski Taylor, Ph. D.
 Professor, Psychological Sciences
 University of San Diego
 5998 Alcala Park
 San Diego, CA 92110-2492
 tay...@sandiego.edu
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Re: [tips] Biological/Physiological Psychology Behavioral Neuroscience

[Gerald Peterson]

I am surprised there hasn't been more reactions/discussion here regarding this 
issue. The issue seems clearly relevant to History Systems type classes, 
debate about subject matter of psychology, and the place of biological 
reductionism in psych programs. Here, while most of us value the neuroscience 
view and encourage our students working/researching in behavioral 
neuroscience, many also question whether the students are missing a 
psychological perspective in such work. Is there a distinct psychological view 
that should be conveyed in a psych curriculum that differs from the 
neurobiological approach? Are biological/physio psychologists actually doing 
psychological study?  Why? Because they give emphases (sometimes) to behavior? 
Aren't biologists studying behavior and function as well? So are they then also 
doing psychology? Does a psychologist look at behavior differently? Do 
psychological explanations/theory differ from the neurobiological types of 
ideas?  Is it the molar-molecular dimension that is key, or is it that a 
psychological account of presumed mental and/or experiential processes must be 
central? Is this an ages-old historical issue regarding what is a defining 
issue for the field? Or perhaps, Is the very idea of a psych viewpoint bankrupt 
or simply irrelevant in this age of trending neuroscience?
Some might agree with Annette that perhaps the difference between Biological 
Psychologist and Behavioral Neuroscientist is just a change in word usage. 
Others might argue neither are psychologists!? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Aug 21, 2014, at 3:23 PM, Annette Taylor tay...@sandiego.edu wrote:
 
 Words change...usage changes...but people sometimes have a hard time changing.
 
 We currently have a search underway for a biological psychologist. It would 
 seem that the concept of a biological psychologist is outdated and that the 
 proper search might be for a behavioral neuroscientist. But there are people 
 in our department who insist that the perspectives are different and that we 
 really want a biological psychologist--someone trained in a psychology 
 department and not someone trained for example, in a biology department or 
 even an interdisciplinary department. Someone whose focus is primarily on 
 behavior--not necessarily human--but definitely behavior and not something 
 like the molecular level. So a person could study learning and memory at a 
 more global behavioral level or at a finer tuned level in terms of brain 
 structures, or a even finer tuned level yet at the molecular level. I think 
 that the argument among some (I don't have this perspective so I'm trying to 
 be fair to those who do) is that is that once you get down to cellular levels 
 and below you are no longer a biological psychologist.
 
 Is there any sense among tipsters as to any real difference in what a 
 traditional biological psychologist might bring to a department as opposed to 
 a behavioral neuroscientist? We are at a crucial growth junction having 
 initiated a program in behavioral neuroscience to complement our program in 
 psychological science. The feeling among some is that the biological 
 psychologist would be better serve the general psychological science program 
 in the sense of preparing students who want to go into areas such as human 
 relations/business or into law school or even into clinical areas with less 
 than a PhD--i.e., areas that need a fundamental understanding of 
 brain/behavior relationships, but not so finely tuned to the cellular levels 
 and below.
 
 I'd appreciate some feedback as to where the field is going. 
 
 (It seems to be that interdisciplinary neuroscience is the direction but I 
 could be wrong on that. I'm not sure how to best research this objectively in 
 some way other than looking at the job postings at APA and APS and counting 
 the numbers of descriptors used.
 
 Annette
 
 
 Annette Kujawski Taylor, Ph. D.
 Professor, Psychological Sciences
 University of San Diego
 5998 Alcala Park
 San Diego, CA 92110-2492
 tay...@sandiego.edu
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Re: [tips] Biological/Physiological Psychology Behavioral Neuroscience

[Gerald Peterson]

Thanks Chris! Really appreciate the historical context. Alas yes, I revealed my 
age and long-ago teaching load by using the old language. We are in the 
process of revamping the class and always updating. 
I agree, it does feel like a clash or accommodation of different cultures!

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Aug 22, 2014, at 10:49 AM, Christopher Green chri...@yorku.ca wrote:
 
 Ooo! Something I know a little about. First off, Gary NO ONE says history 
 and systems anymore. Sure fire way to reveal that you haven't revised your 
 history and systems course in about 25 years. :-)
 
 Second, this debate has roots right to the very start of psychology. When 
 Wundt et al. started doing physiological psychology (as he called it) in 
 the 1870s, many physiologists (the term biologistwasn't really used much 
 until later) claimed that the new discipline was really just a part of 
 physiology (which had a certain plausibility, seeing as Wundt had literally 
 taken the instruments from the physiology lab he worked in (Helmholtz's) and 
 started using them to answer questions about the speed of thought). 
 
 As psychologists began to develop their disciplinary rhetoric (boundary 
 work, as historians of science like to call it), the response that emerged 
 was that, although psychologists used many of the same instruments as 
 physiologists, the object of their study was consciousness itself rather than 
 its physiological underpinnings. Consciousness was not part of the 
 physiologists' domain. Although momentarily sufficient to keep the dogs at 
 bay, the consciousness tactic became increasingly problematic, especially 
 after William James' 1904 article Does Consciousness Exist? If 
 consciousness were so problematic that it could not effectively serve as 
 psychology's defining concept, what was going to keep psychology from 
 slipping (back?) into physiology? The answer to this crisis, as we all know, 
 came about a decade later with John B Watson declared that behaviorwould be 
 psychology's new core concept. This worked reasonably well, except that there 
 were lots of biologists (as they now began to call themselves) who did work 
 on (at least the most basic aspects of) behavior. Especially when the 
 ethologists appeared on the US scene, around World War II, it created a bit 
 of panic among those who thought that only psychologists did (could do?) 
 behavior. It is no accident that, not long after, psychologists started 
 talking a lot about cognition (though this is a complicated story with many 
 diverse sources all converging in the US during the 1950s). 
 
 To return to the question at hand, my understanding of the term biological 
 psychologyis that it is much broader than behavioral neuroscientist. 
 Biological psychologists look(ed) at (the psychological effects of) 
 physiological mechanisms beyond the boundaries of the neurological; glandular 
 and hormonal, for instance. So the two terms are not co-extensive. (Although 
 there are biological psychologists still around, I'm not sure the extent to 
 which *new* scientists using that particular label are still being produced. 
 An academic career can take 40 years or more, and lots of people are not much 
 interested in the massive retooling required to re-identify with a new group 
 once their careers are well underway.) In any case, it is not really about 
 definitions of the words. It is about the cultures of two groups of people. 
 Behavioral neuroscience has developed its own distinct disciplinary culture 
 (drawn more, I think, from neuroscience than from older forms of psychology) 
 that probably make the two groups different in terms of both the scientific 
 traditions they draw on and the problems they see as being central to their 
 areas. 
 
 My several-more-than-2-cents,
 Chris
 ..
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON   M3J 1P3
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 
 On Aug 22, 2014, at 9:33 AM, Gerald Peterson peter...@svsu.edu wrote:
 
 I am surprised there hasn't been more reactions/discussion here regarding 
 this issue. The issue seems clearly relevant to History Systems type 
 classes, debate about subject matter of psychology, and the place of 
 biological reductionism in psych programs. Here, while most of us value the 
 neuroscience view and encourage our students working/researching in 
 behavioral neuroscience, many also question whether the students are 
 missing a psychological perspective in such work. Is there a distinct 
 psychological view that should be conveyed in a psych curriculum that 
 differs from the neurobiological approach? Are biological/physio 
 psychologists actually doing psychological study?  Why? Because they give 
 emphases (sometimes) to behavior? Aren't biologists studying behavior and 
 function as well? So are they then also doing psychology? Does a 
 psychologist look at behavior differently? Do psychological

Re: [tips] Biological/Physiological Psychology Behavioral Neuroscience

[Gerald Peterson]

Carol, I thought the FUN group sounded interesting. I asked a psych colleague 
here in the college of Health and Human Services if he was familiar with it. 
Gulphe is Jeffrey Smith, and he wrote back quickly. He is the current 
president of Fun and attended the summer conference of FUN with one of our 
biology faculty and also one of our clinical neuropsych faculty. And so it 
goes

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Aug 22, 2014, at 2:25 PM, Carol DeVolder devoldercar...@gmail.com wrote:
 
  
 
  
 
  
 
 My take on this is that biological psychology or physiological psychology as 
 a fairly broad term that encompasses most species; behavioral neuroscience 
 (or more simply neuroscience) does this as well, however the term is simply a 
 sexier version. This (or these) discipline(s) study everything from cell bio 
 (e.g., neurotransmitters, glia, neurocytology) with a definite biochemistry 
 underpinning. Neuropsychology, on the other hand, involves the relationship 
 between biological mechanisms and human behaviors (for the most part). 
 Language in primates, affect in human and non-human animals, neural 
 plasticity, recovery of function--all are part of this, but the emphasis is 
 on people. An offshoot of this is the APA division 40, Clinical 
 Neuropsychology. 
 
 Personally, I think much of it has to do with the attractiveness of saying I 
 am a neuroscientist rather than I am a biopsychologist. Both may mean the 
 same, but one sounds a whole lot jazzier than the other. 
 
 My department is crafting an advertisement for a new position--coming 
 soon--and we have been wrestling with this type of wording. Some schools have 
 interdisciplinary neuroscience majors that emphasize philosophy as well, with 
 courses like philosophy of the mind, and consciousness. We are a department 
 that deals with people, we don't have space for animal labs, and our students 
 who go to grad school tend to go on to programs either in clinical 
 psychology, physical therapy, or allied health fields. Our position will 
 reflect our emphasis on the psychology part of it. A helpful organization is 
 Faculty for Undergraduate Neuroscience (FUN), and Annette, you may find some 
 help with your question within that organization 
 http://www.funfaculty.org/drupal/
 
 Happy Friday!
 Carol (undercover--AKA, Carol)
 
 
 On Thu, Aug 21, 2014 at 2:22 PM, Annette Taylor tay...@sandiego.edu wrote:
 Words change...usage changes...but people sometimes have a hard time 
 changing.
 
 We currently have a search underway for a biological psychologist. It would 
 seem that the concept of a biological psychologist is outdated and that the 
 proper search might be for a behavioral neuroscientist. But there are people 
 in our department who insist that the perspectives are different and that we 
 really want a biological psychologist--someone trained in a psychology 
 department and not someone trained for example, in a biology department or 
 even an interdisciplinary department. Someone whose focus is primarily on 
 behavior--not necessarily human--but definitely behavior and not something 
 like the molecular level. So a person could study learning and memory at a 
 more global behavioral level or at a finer tuned level in terms of brain 
 structures, or a even finer tuned level yet at the molecular level. I think 
 that the argument among some (I don't have this perspective so I'm trying to 
 be fair to those who do) is that is that once you get down to cellular 
 levels and below you are no longer a biological psychologist.
 
 Is there any sense among tipsters as to any real difference in what a 
 traditional biological psychologist might bring to a department as opposed 
 to a behavioral neuroscientist? We are at a crucial growth junction having 
 initiated a program in behavioral neuroscience to complement our program in 
 psychological science. The feeling among some is that the biological 
 psychologist would be better serve the general psychological science program 
 in the sense of preparing students who want to go into areas such as human 
 relations/business or into law school or even into clinical areas with less 
 than a PhD--i.e., areas that need a fundamental understanding of 
 brain/behavior relationships, but not so finely tuned to the cellular levels 
 and below.
 
 I'd appreciate some feedback as to where the field is going.
 
 (It seems to be that interdisciplinary neuroscience is the direction but I 
 could be wrong on that. I'm not sure how to best research this objectively 
 in some way other than looking at the job postings at APA and APS and 
 counting the numbers of descriptors used.
 
 Annette
 
 
 Annette Kujawski Taylor, Ph. D.
 Professor, Psychological Sciences
 University of San Diego
 5998 Alcala Park
 San Diego, CA 92110-2492
 tay...@sandiego.edu
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Re: [tips] Naturalism Observation: A Rat In The Wild

[Gerald Peterson]

Just the old-timers and the frequent flyers left ha.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Aug 20, 2014, at 8:40 PM, Beth beth.ben...@gmail.com 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 jwarm...@oakton.edu 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] Have You Participated In An Internet Experiment -- Without Informed Consent?

[Peterson, Douglas (USD)]

Consumer researchers have manipulated pricing, packaging, product placement, 
etc and monitored purchasing patterns for decades, all without informed 
consent.  For internal purposes, why should be expect informed consent for 
doing what we would have done anyway (shopped for a product - or used a 
website).  I accept the argument that once the research was submitted for 
publication it should fall under higher scrutiny but under the conditions for 
waiving consent this study could qualify.  Under 45 CFR 46.116 [D] an IRB may 
waive consent under the following: 
1) The research involves no more than minimal risk to the subjects.
2) The waiver or alteration will not adversely affect the rights or welfare of 
the subjects.
3) The research could not practically be carried out without the waiver or 
alteration.
4) Whenever appropriate the subjects will be provided with additional pertinent 
information after participation.

Did this study pose no more than minimal risk?  No Facebook and others already 
manipulate information flow on a number of factors I can't see that filtering 
poses any real risk.  
Did waiving the consent adversely affect the rights or welfare?  This is, I 
presume, where others will argue their point.  Site users have no rights 
because they accepted the terms and conditions.  You don't have to like it but 
it is true.  But what about welfare? Interestingly the results of the study 
provide the answer to this - the effect sizes are so small that it seems highly 
unlikely this was the case.  Could the study be carried out without a waiver? 
No. Should they have provided subjects with additional information?  Maybe but 
I can't think of what they would say.  Dear Facebook user, over the course of 
the last week you were a participant that filtered your newsfeed and diminished 
negative information you may wish to call your aunt Selma whose cat died and 
console your college roommate's son who broke up with his girlfriend.  

I think the far greater travesty in this Facebook study of emotion is that 
while we were all discussing the IRB and ethical issues of the research, we 
legitimized the idea that Facebook posts reflect actual human emotion.  Around 
my house we call it Famotion (or fake emotion or Facebook emotion).  I'm so 
angry the coffee vendor forgot to add the carmel that I could just scream.  I 
guess when it comes to crying over spilled milk, that is one thing you can do 
on Facebook and the world will listen.

Doug



Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Mike Palij [m...@nyu.edu]
Sent: Monday, July 28, 2014 3:13 PM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: [tips] Have You Participated In An Internet Experiment -- Without 
Informed Consent?

The Facebook research study that caused much negative reaction
raised the question of how often Facebook and other websites
conducted such research without getting informed consent from
the participants.  The answer appears to have been given by the
founder of the website OkCupid, Christian Rudder who writes:

|We noticed recently that people didn't like it when Facebook
|experimented with their news feed. Even the FTC is getting
|involved. But guess what, everybody: if you use the Internet,
|you're the subject of hundreds of experiments at any given time,
|on every site. That's how websites work.

He then goes on to describe three experiments conducted at
the OkCupid's website; he provides this information in a blog
entry on the OkCupid website; see:
http://blog.okcupid.com/index.php/we-experiment-on-human-beings/

The issue of informed consent is never raised.  It seems that
the owner of a website can do whatever they want if a user
agrees to the conditions for using the website.  The is the
price one pays for the using the website.

Ah, the real world!

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


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Re: [tips] Spot the confounds

[Gerald Peterson]

I noticed also that people were milling around while the subject made public 
choices!? Demand character can be added to issues to discuss if showing this in 
class.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Jun 24, 2014, at 3:12 PM, Musselman, Robin rmussel...@lccc.edu wro
  
 
  
 
 I would think it would be fairly easy to put together a video presentation 
 using the same person - in the three conditions that Mike describes and then 
 you could also vary the position of the three twins.
 
 Robin
 
 Robin Musselman, EdD
 Professor 
 Lehigh Carbon Community College
 Schnecksville, PA 18078
 phone:  610-799-1531
 email: rmussel...@lccc.edu
 
 
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Re: [tips] Spot the confounds

[Gerald Peterson]

Thanks Miguel and Mike. Sure is a cluttered page, but it might indeed be useful 
to help students understand confounds and other control issues. I still find 
many of our senior psych students consider any bias or control problem as a 
confound, and I am always looking for ways to help them differentiate these 
problems.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Jun 23, 2014, at 10:14 AM, Mike Palij m...@nyu.edu wrote:
 
 On Mon, 23 Jun 2014 06:13:28 -0700, Miguel Roig wrote:
 I saw this video on FB, http://www.lifebuzz.com/chewing-gum/#!2ytsL , which
 portrays an 'experiment' in which one member of a set of twins chewed gum and
 viewers rated both twins on a variety of traits and characteristics. I 
 thought
 the video might be useful for teaching about confounds, balancing conditions,
 etc.
 
 One obvious problem is the control condition used.  Instead of thinking
 of the manipulation as being chewing gum vs not chewing gum
 consider animacy/activity vs inactivity.  Assuming that people are
 more sensitive to animacy/activity than inactivity and that people
 may associate a more positive response to activity, then the results
 are not surprising.  If I remember correctly, sentences with active agents
 (animacy) are processed differently from sentences where the agents
 in the sentence are not engaged in obvious activity.  In any event,
 I think the more proper control is to have the other twin doing something
 with their face, say, making positive faces (smiling), negative faces
 (frowns), and neutral (expressionless like the controls in the video).
 
 So, if we can get triplets, we can have three conditions:
 (1) chewing gum
 (2) neutral (no facial movement)
 (2) different emotional expression
 
 Anybody want to write a grant proposal? ;-)
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
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[tips] Four-fold table?

[Gerald Peterson]

I teach a gateway class for Psych majors to prep them for our research methods 
classes.  Early in the term,after discussing everyday reasoning problems such 
as the confirmation and hindsight biases, I have been introducing the idea of a 
four-fold (2X2) table to aid their thinking about more adequate tests of 
popular ideas. The table encourages them to think about control or comparison 
conditions, and gently preps them for later discussion of variables and levels 
for same. AnywayI think I picked this idea up from some intro text, likely 
Scott Lilienfeld's, but I cannot find or recall the source. Does anyone do 
anything similar, or recall where use of a four-fold table for such teaching 
purposes may have come from?  

 
G.L. (Gary) Peterson,Ph.D
 Psychology@SVSU



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Re: [tips] chicken, Fox News, and correlations

[Gerald Peterson]

Yes, but repeated measures experiment. Haven't checked actual report either, 
but it might be interesting example of demand character and imitation?  
Incautiously hyped by author in that Medical News link. Hmmm.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On May 1, 2014, at 3:30 PM, Carol DeVolder devoldercar...@gmail.com wrote:
 
  
 
  
 
  
 
 With respect to drawing causation from correlation, one of my students 
 pointed this out to me. Apparently, if you want to create aggressive 
 children, give 'em their meat still on the bone... 
 
 I've been unable to find the actual article (I haven't tried very hard 
 though), but here is a story from Medical News Today:  
 http://www.medicalnewstoday.com/articles/276052.php and here's how Fox News 
 reported it: 
 http://foxnewsinsider.com/2014/04/29/eating-chicken-bone-makes-kids-more-aggressive-study-shows
 
 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] Four-fold table?

[Gerald Peterson]

Thanks Scott...
I skimmed your intro text and didn't see it but will check again. Also have 
used Gilovich (1991) so probably derived use from both. Just saw your use 
again, but this time searched Great Fourfold Table of Life lol.  Well, of 
course.  Cheers, Gary

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On May 1, 2014, at 4:20 PM, Lilienfeld, Scott O slil...@emory.edu wrote:
 
 Hi Gary: We do discuss in our Intro Psychology text, but a bunch of other 
 sources discuss the concept of the fourfold table as well.  Among others, Tom 
 Gilovich's (1991)'s superb How we know what isn't so is an excellent source 
 in this regard for teaching purposes.   All the best...Scott 
 
 
 Scott O. Lilienfeld, Ph.D. 
 Professor
 Department of Psychology, Emory University
 Atlanta, Georgia 30322
 
 -Original Message-
 From: Gerald Peterson [mailto:peter...@svsu.edu] 
 Sent: Thursday, May 01, 2014 3:48 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Four-fold table?
 
 I teach a gateway class for Psych majors to prep them for our research 
 methods classes.  Early in the term,after discussing everyday reasoning 
 problems such as the confirmation and hindsight biases, I have been 
 introducing the idea of a four-fold (2X2) table to aid their thinking about 
 more adequate tests of popular ideas. The table encourages them to think 
 about control or comparison conditions, and gently preps them for later 
 discussion of variables and levels for same. AnywayI think I picked this 
 idea up from some intro text, likely Scott Lilienfeld's, but I cannot find or 
 recall the source. Does anyone do anything similar, or recall where use of a 
 four-fold table for such teaching purposes may have come from?  
 
 
 G.L. (Gary) Peterson,Ph.D
 Psychology@SVSU
 
 
 
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RE: [tips] IN MEMORIAM: MICHAEL SYLVESTER,PH.D

[Peterson, Douglas (USD)]

Booking my ticket to tipsville now; I've always wanted to see James Randi (will 
he deliver the eulogy?)  

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: José Ferreira-Alves [al...@psi.uminho.pt]
Sent: Tuesday, April 01, 2014 5:29 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] IN MEMORIAM: MICHAEL SYLVESTER,PH.D

Amazing!!!

De: michael sylvester [mailto:msylves...@copper.net]
Enviada: 1 de abril de 2014 18:29
Para: Teaching in the Psychological Sciences (TIPS)
Assunto: [tips] IN MEMORIAM: MICHAEL SYLVESTER,PH.D











Michael Sylvester was born and grew up on the Caribbean island of

St.Lucia,the only island in the caribbean that has had two nobel 
laureates-Arthur Lewis(with Milton Friedman) for Economics and Derek Walcott 
for Literature. Sylvester,who immigrated to the United States

and became a U.S citizen.obtained a BA from Gannon U ,an MA

from Wichita State U,and a PhD from the Unuversity of Missouri.

All degrees were in Psychology.Prior to starting his undergrad studies

he spent a short postulancy and novitiate studying to be a Trappist monk at the 
Abbey of Gethsemani in Kentucky where the contemplative Thomas Merton was a 
Novice master.

His best known work is a compendium of works titled

WHAT THEY NEVER TOLD YOU IN PSYCHOLOGY CLASS about the African origins of 
modern psychology.

Funeral srvices will be in Tipsville and the pallbearers are

Christopher Green,Stephen Black,James Clark,Stuart McKelvie,Allen 
Esterson.Canadian born James Randi will be present at the services

to hand over a check for a million dollars,since Michael by being dead

is also able to post to Tips-hence proving the existence of psychic

phenomenon on this April's fool day.Send me something.

michael


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

[Gerald Peterson]

As has already been mentioned...just a fair review of the project, design, 
controls, etc. Try to emphasize a good review of the literature and exploring 
alternative ideas.  It would be cool to have several copies of the paperback 
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 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
 Long Beach City College
 Long Beach CA
 -Original Message-
 From: Michael Britt mich...@thepsychfiles.com
 To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
 Sent: Tue, Mar 25, 2014 2:47 pm
 Subject: [tips] Power YouTube Search Tips for Topics on Psychology
 
 In the latest episode of my podcast I show viewers how to find quality 
 psychology videos from credible sources as well as how you can use a cool 
 tool 
 called IFTTT.com to email you (or even call you on your cell phone if you are 
 that...enthusiastic) whenever one of these sources either creates a new video 
 on 
 a specific topic in psychology or adds a good video to one of their 
 playlists.  
 I think it could very useful for students looking for good resources for 
 their 
 projects of papers.  It's also part of what I'll be presenting at next 
 month's 
 Farmingdale Teachers of Psychology conference:
 
 http://www.thepsychfiles.com/2014/03/ep-216-video-youtube-power-search-tips/
 
 Michael
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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Re: [tips] Help! Learning Styles are Eating the Brains of Our Young

[Gerald Peterson]

Yes, a post it note (kinesthetic and visual style) or insert a clicker that 
makes a noise on that page (auditory) to remember lol.

- Original Message -
From: Paul C Bernhardt pcbernha...@frostburg.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Friday, March 28, 2014 1:20:25 PM
Subject: Re: [tips] Help!  Learning Styles are Eating the Brains of Our Young

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

Paul

On Mar 28, 2014, at 1:02 PM, Gerald Peterson wrote:







As has already been mentioned...just a fair review of the project, design, 
controls, etc. Try to emphasize a good review of the literature and exploring 
alternative ideas.  It would be cool to have several copies of the paperback 
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 drna...@aol.commailto: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
Long Beach City College
Long Beach CA
-Original Message-
From: Michael Britt 
mich...@thepsychfiles.commailto:mich...@thepsychfiles.com
To: Teaching in the Psychological Sciences (TIPS) 
tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu
Sent: Tue, Mar 25, 2014 2:47 pm
Subject: [tips] Power YouTube Search Tips for Topics on Psychology


In the latest episode of my podcast I show viewers how to find quality
psychology videos from credible sources as well as how you can use a cool tool
called IFTTT.comhttp://IFTTT.com/ to email you (or even call you on your cell 
phone if you are
that...enthusiastic) whenever one of these sources either creates a new video on
a specific topic in psychology or adds a good video to one of their playlists.
I think it could very useful for students looking for good resources for their
projects of papers.  It's also part of what I'll be presenting at next month's
Farmingdale Teachers of Psychology conference:

http://www.thepsychfiles.com/2014/03/ep-216-video-youtube-power-search-tips/

Michael

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


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Re: [tips] Psychology and Politics

[Gerald Peterson]

What has become of the moderate Republicans? I think liberal- progressive 
values simply fit reality best .

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Mar 1, 2014, at 9:48 PM, Dr. Bob Wildblood drb...@rcn.com wrote:
 
  
 
 
  
 
 
  
 
 
 I must confess that I am about as liberal as anyone can be.  Once asked by 
 one of my students, Why are you a Republican? I had to honestly reply 
 Because there isn't a viable Socialist in the United States.  I'm also 
 known for my very pro left leaning Facebook postings and my rips on Tea Party 
 posts.  
 
 - Original Message -
 From: Beth Benoit beth.ben...@gmail.com
 To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
 Sent: Sat, 01 Mar 2014 19:46:43 -0500 (EST)
 Subject: Re: [tips] Psychology and Politics
 
 
 
 
 Michael alerted me back channel that not many from TIPS have responded.  I 
 think this is an interesting bit of news:  i.e., are psychology profs more 
 likely to be liberal or conservative.
 
 What say you, colleagues? 
 
 
 
 I'm quite liberal.  Anyone else willing to admit to one side or the other?
 
 Beth Benoit
 
 
 Plymouth State University
 Plymouth, New Hampshire
 
 
 On Sat, Mar 1, 2014 at 8:34 AM, Michael Britt mich...@thepsychfiles.com 
 wrote:
 
 
 
 
 
 
 
 After reading articles like this one:
 
 ...90.6 percent of social and personality psychologists describe themselves 
 as liberal on social issues (compared with 3.9 percent who describe 
 themselves as conservative), and 63.2 percent describe themselves as liberal 
 on economic issues (compared with 10.3 percent who describe themselves as 
 conservative).
 
 http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html
 
 one of my Psych Files facebook members asks, Are most psychologists 
 liberal?  Does the liberal mindset affect the way Psychology is understood 
 and even taught?.  Good questions.  Are we all mostly liberal?
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 
 
 Twitter: @mbritt
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Re: [tips] Classical versus Vicarious Conditioning of Phobias

[Gerald Peterson]

I never viewed vicarious as necessarily conceptually distinct from operant or 
classical. Thus, if the mom's facial expression functions as UCS then I called 
it classical vicarious conditioning. Of course, in a natural setting operant is 
also involved as the child's resulting expression of fear to same or similar 
stimuli in such contexts may be family-reinforced.  

- Original Message -
From: Jeffry Ricker, Ph.D. jeff.ric...@scottsdalecc.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Saturday, February 8, 2014 1:34:49 PM
Subject: [tips] Classical versus Vicarious Conditioning of Phobias

Hi all,

When I was a child, I remember my mother telling me about a friend of hers who 
developed a shower phobia after watching Hitchcock's Psycho. (By today's 
standards, the scene is quite tame, but it was terrifying to many people at the 
time the movie was released.) It seems obvious that the woman's shower phobia 
developed through vicarious conditioning.

A textbook example of vicarious conditioning I have often seen is the 
development of an animal phobia (usually a snake or cockroach) in a child after 
seeing his/her mother express extreme fear upon coming into contact with that 
animal. I wonder, however, if classical conditioning is the better way of 
describing the situation. That is, the mother's expression of terror represents 
a UCS for the child because of the strong emotional bond between them. It is 
not simply the degree of empathy the child feels for another that leads to 
the conditioning of the fear response: the expression of fear in a parent might 
be seen as a more direct indication of danger because of the parent-child 
relationship.

I hope I'm communicating this in a way that makes sense. If so, what are your 
thoughts on this: is it better conceptualized as vicarious or classical 
conditioning?

Best,
Jeff
-- 
-
Jeffry Ricker, Ph.D.
Professor of Psychology
http://sccpsy101.com/curriculum-vitae/
-
Scottsdale Community College
9000 E. Chaparral Road
Scottsdale, AZ 85256-2626
Office: SB-123
Phone: (480) 423-6213
Fax: (480) 423-6298


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Re: [tips] While we are on the topic of Skinner

[Gerald Peterson]

It appeared fine here. Enjoyed the reference too...and the picture.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


 On Jan 17, 2014, at 10:53 AM, Jeffry Ricker, Ph.D. 
 jeff.ric...@scottsdalecc.edu wrote: 
 
 
 I'm going to try this again because it seems that my email consisted of a 
 bunch of mish-mosh. The joke already is ruined. I just want to see if the 
 same thing happens again.
 
 Jeff
 
 
 Hi again,
 
 I just finished reading one of the papers referred to in this thread (Epstein 
  Joker, 2007), in which the authors quoted Skinner's opening remarks at a 
 1962 debate between Rogers and Skinner:
 
 I was just reminded of a story that I once heard about Carl Rogers, and I 
 will tell it now in hope to confirm or have him deny it Carl Rogers was 
 never much of a duck hunter, but he was persuaded upon one occasion to go 
 duck hunting. He and some friends went into a blind and sat through a dreary 
 cold early dawn, and no ducks arrived until the very end of the time when 
 shooting was possible. Finally, one lone duck came in, and his friends 
 allowed him to shoot, and he did. At the same time, along the shore a few 
 hundred yards away, another man shot at the same duck. The duck fell, plop. 
 Dr. Rogers got out of the blind and started toward the duck. The other man 
 got out of his blind and started toward the same duck. They arrived at the 
 same moment. Dr. Rogers turned to him and said, ‘‘You feel that this is your 
 duck.’’ [Much laughter] The reason that I was reminded of that story was 
 that the end of it is that Dr. Rogers brought the duck home. [Much laughter] 
 (pp. 49-50)
 
 Quite an amusing anecdote, I think. Not so amusing was what happened just 
 moments after Skinner finished his story, when Rogers beat the crap out of 
 Skinner (see picture):
 
 fight.png
 
 REFERENCE
 Epstein, R.,  Joker, V. R. (2007). A threshold theory of the humor response. 
 The Behavior Analyst, 30, 49-58.
 
 -- 
 -
 Jeffry Ricker, Ph.D.
 Professor of Psychology
 http://sccpsy101.com/curriculum-vitae/
 -
 Scottsdale Community College
 9000 E. Chaparral Road
 Scottsdale, AZ 85256-2626
 Office: SB-123
 Phone: (480) 423-6213
 Fax: (480) 423-6298
 
 
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Re: [tips] Why is this Funny?

[Gerald Peterson]

I think the switch from car to multiplication is not central, but rather the 
context of it being the nerd's idea of vandalismand the 
incongruous/minimalist expression of vandalism as small writing.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Dec 7, 2013, at 2:54 PM, Michael Britt mich...@thepsychfiles.com wrote:

 I can't seem to get something funny out of my mind and I was wondering if 
 anyone on TIPS and a thought about this. Recently  I featured this funny Vine 
 video on my podcast:
 
 https://vine.co/v/hOjHxFjDznT
 
 I talked about the video in terms of stereotypes, but I keep wondering why 
 the 4x4=16 part is funny.  The only concept that came to mind is that of 
 perceptual set.  I remember some study where participants are shown a 
 series of pictures of rabbits and then are shown the duck/rabbit illusion.  
 In this case, they see the rabbit easily because as I understand it the 
 researchers have created through the repeated presentations of the rabbit 
 pictures an expectation or a perceptual set for rabbits.
 
 So here's what I've been thinking: we're all pretty much used to seeing 4x4 
 on a blackboard as a multiplication question.  When you see 4x4 on a car 
 you used to thinking of it in terms of four by four and not in terms of 
 multiplication.
 
 So is the video funny because it forces us to change our way of thinking? It 
 forces us to think of something we typically think of in one way, in another 
 way.  
 
 But I’m still left with this question: why does sudden switching of 
 perspective make us laugh?
 
 Michael
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: @mbritt
 
 
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Re: [tips] How One Instructor Got Students to Pay Attention to Class Rules | Inside Higher Ed

[Gerald Peterson]

Ahhh yes, what we won't try to make it entertaining (for us too) and to grab
their attention. I did a rap (once), sing the Freud song when covering 
Personality, and do magic tricks in all classes. Key issue is that class policy.
Make it clear and apply consistently. I have reduced absences, very few make-ups
and rare to no cellphone interruptions. Don't think I want to try to rap 
anymore, but the pink hat? H
 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Dec 6, 2013, at 10:03 AM, Christopher Green chri...@yorku.ca wrote

 Those of you who are terribly concerned about students showing up to every 
 class, doing so on time, and not browsing or texting during class: You may 
 wish to consider this approach to informing them of the rules. (Be sure to 
 bring your pink hat)
 http://www.insidehighered.com/quicktakes/2013/12/06/how-one-instructor-got-students-pay-attention-class-rules
 
 Chris
 ---
 Christopher D. Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo/
 =
 
 
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Re: [tips] PLOS ONE: Daily Online Testing in Large Classes: Boosting College Performance while Reducing Achievement Gaps

[Gerald Peterson]

I am a fan of more frequent testing, but what do folks think about the authors' 
contortions and post hoc fishing to find that their daily quiz class was 
comparatively better?  If regular testing and retesting is effective, it ought 
to be easier to show greater comprehension and mastery of the material at the 
end of the term. If the daily quizzes are short with MC type questions, could 
students later show their learning on a full exam, with short answer and 
fill-in questions? I think varied daily testing and retesting would better 
promote transfer.



 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Nov 21, 2013, at 9:12 PM, Christopher Green chri...@yorku.ca wrote:

 As though you didn't have enough people telling you how to teach already. 
 Still, interesting finding. 
 
 http://www.plosone.org/article/info%3Adoi%2F10.1371%2Fjournal.pone.0079774?utm_source=feedburnerutm_medium=feedutm_campaign=Feed%3A+plosone%2FPLoSONE+%28PLOS+ONE+Alerts%3A+New+Articles%29
 
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON M6C 1G4
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
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Re: [tips] Funny Example of Extinction

[Gerald Peterson]

Elephant in the room? Of course the muddiness of such concepts says nothing 
about the scientific/theoretical value of Behaviorism? I always found them to 
have a kind of practical value

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Oct 25, 2013, at 10:55 AM, Paul Brandon pkbra...@hickorytech.net wrote:

  
 
 
  
 
 
  
 
 
 When this behaviorist taught schedules of reinforcement, I characterized them 
 as a factor involved in the nature of multiply determined behavior (e.g., one 
 can see evidence of the effects of both interval and ratio contingencies in 
 the behavior of catching a bus (or a bass ;-)).
 Similarly -- pure fixed schedules are uncommon in the real world (and hard to 
 achieve even in the lab!).  So again, it's a question of do we see the post 
 reinforcement pauses characteristic of fixed schedules, accompanied by a 
 fairly narrow range of variation, or is the response rate even enough to 
 characterize the example as a variable schedule.
 
 And one can see the effects of an operant contingency even if the details are 
 too messy to ascribe a specific schedule.  The most one may be able to 
 determine as a response rate differential.
 
 And of course teaching ALL the schedules of reinforcement would be a graduate 
 seminar starting with Ferster and Skinner (1957) updated by the subsequent 
 literature.
 
 ALL science involves simplification; isolating variables.
 The identification of the Higgs Boson is the ultimate simplification.
 
 And finally, simplification becomes oversimplification when relevant 
 variables are left out without being identified; misinformation when 
 inaccurate predictions result.
 And the above is an oversimplification, but not misinformation ;-)
 
 
 On Oct 25, 2013, at 8:39 AM, Mike Palij wrote:
 
 I always cringe when someone suggests a real life example of operant
 conditioning because life is not a Skinner box where the Grand
 Researcher maintains a particular schedule of reinforcement for specific
 behaviors or chains of behaviors.  Trying to explain why a behavior
 occurs or is maintained requires one to know *all* of the schedules
 of reinforcement that are operating and in real life these schedules can
 be quite complex, possibly with concurrent schedules with variable
 modes (i.e., ratio and interval) of reinforcement.  I can understand
 why some people might want to oversimplify situations and to present
 it as a simple example but this would be misleading.  I suggest taking
 at look at the following article for an example of the issues involved:
 http://onlinelibrary.wiley.com/doi/10.1901/jeab.1992.57-317/abstract
 And one can get the article here:
 http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1323233/pdf/jeabehav00010-0080.pdf
  
 I leave it to Tipsters to decide when oversimplification becomes
 misinformation.
  
 -Mike Palij
 New York University
 m...@nyu.edu
  
  
 -Original Message-
 On Fri, 25 Oct 2013 05:51:00 -0700, Rick Froman wrote:
 I agree but I would choose to take the illustration a bit further, even for 
 intro students, to note that what might be intended as extinction can, when 
 it 
 fails, produce a more extinction-resistant strain of reinforcement.
 Rick
 
 Proverbs 14:15 A simple man believes anything, but a prudent man gives 
 thought 
 to his steps. 
 
 
 -Original Message-
 From: Michael Britt [mailto:mich...@thepsychfiles.com] 
 Sent: Friday, October 25, 2013 7:14 AM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: Re: [tips] Funny Example of Extinction
 
 It seems that whenever a post appears on TIPS about behavioral principles - 
 such as my own regarding the Family Guy YouTube video - there is a back and 
 forth about which aspect of behavioral theory the idea represents.  It makes 
 you want to not post anything on TIPS that is behaviorally related just to 
 avoid these kinds of back and forths in which, in the end, it's hard to know 
 what to think anymore (I'm sure there's an example of a behavioral principle 
 at 
 work right there - but I don't want to go into that).
 
 So let me ask this: can we agree that the video 
 (http://youtu.be/aOLxQGLJouI) 
 could be used in an introductory psychology class as an example of how a 
 mother 
 who wants to take a nap is attempting to extinguish her child's interruption 
 behavior by not responding to it (i.e, reinforcing it)?   
 
 Yes, her attempt fails in the end when she clearly and understandably loses 
 patience with the child, but that just shows how difficult the extinction 
 process can be.
 
 Could the video serve as a (funny) illustration of the extinction process?  
 
 Remember - we're talking about introductory psychology students - many of 
 whom 
 will not go on to become psychology majors. 
 
 Paul Brandon
 Emeritus Professor of Psychology
 Minnesota State University, Mankato
 pkbra...@hickorytech.net
 
 
 
 
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Re: [tips] New? Course

[Gerald Peterson]

I would also be interested.  We don't have such a class but have discussed it.  
We encourage students to seek advice from faculty and attend various seminars 
given on such topics by admissions and our university's Career/Planning 
Placement Office.  In addition, the Psych department holds an annual 
Career/Grad school preparation seminar every Fall (this week actually).  We 
have alumni talk, guest speakers, and faculty present info on their areas or 
careers.  We provide handouts on careers, what our graduates do, etc.  I 
typically coordinate and emcee, and try to leave time for student questions at 
the end.  It is usually well attended and students appreciate it, but it is not 
required and does require student initiative.  
Take stock of what/where your students go after graduation?!  
 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Oct 14, 2013, at 4:22 PM, Joel S. Freund jsfre...@uark.edu wrote:

  
 
 
 Our department is working on developing a new (for us) course 
 to cover those topics all of get asked, including:  What can I do with my 
 degree in Psychology?  What graduate programs are there?  How do I go about 
 applying to graduate school?  What do I need to apply?  What careers are 
 available?  and most of the others you can think of.  We are thinking about  
 a 2-credit course required of all majors, to be taken sometime before the 
 senior year.  If any of you have such courses, I would appreciate any 
 syllabi, information, etc. that will help use avoid the pitfalls.  We are 
 particularly looking to have the course be an one-line course, so any help or 
 sage advice (don’t do it?) along those lines would be extremely useful.
  
 Thank you in advance for all your wise counsel,
  
  
 Joel
  
  
 Joel S. Freund, Ph. D.
 Department of Psychological Science
 216 Memorial Hall
 Fayetteville, AR 72701-1201
 (479) 575-4256 (Ph)(479) 521-5672 (Fax)
  
  
  
 
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Re: [tips] On The Dangers of Pseudoscience

[Gerald Peterson]

Good article that could be a beginning for class discussion on the dangers of 
pseudoscience. I teach a class on scientific foundations of psych for majors 
and we explore such issues. It might be useful too in the capstone history and 
systems classes where upper level students could examine the demarcation issue 
in relation to phrenology, personality tests, thought field therapies, Freudian 
contributions, etc.

 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Oct 11, 2013, at 11:32 AM, Mike Palij m...@nyu.edu wrote:

  
 
 
  
 
 
  
 
 
 Some might be interested in an opinion piece in the NY Times The Stone
 column by Massimo Pigliucci and Maarten Bourdry on the dangers and
 costs of pseudoscience; see:
 http://opinionator.blogs.nytimes.com/2013/10/10/the-dangers-of-pseudoscience/?_r=0
  
 Some of the comments, however, are really weird.
  
 -Mike Palij
 New York University
 m...@nyu.edu
  
 
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RE: [tips] The Tragedy of An Adjunct

[Peterson, Douglas (USD)]

All,

I'm curious what faculty have done in support of this problem on other 
campuses?  Have they gone on strike, refused to sign their own contracts, 
discouraged students from enrolling in adjunct taught classes?  What could we 
do?  I'm honestly asking, not just trying to make a point.  I don't know how to 
solve the problem but I know blaming administration and touting our (faculty) 
superiority to them (administrators) doesn't help, it only further justifies 
the marginalization of our voice.  

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: don allen [dap...@shaw.ca]
Sent: Thursday, September 26, 2013 3:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] The Tragedy of An Adjunct

Chris-

I concur. But another important point that we don't want to lose sight of is 
the obscene disparity between what the faculty member was making and what the 
college president was making. Forgetting for a moment what benefits would be 
costed at, she was making no more than $25,000 a year while the president was 
making $700,000! That's a ratio of about 28 to one. In my college (with a 
strong union) I was making about $85,000 when I retired and the president was 
making about $250,000 or about 3 to one. I don't begrudge administrators a 
higher salary (frankly, I wouldn't want their job)but when the boss/worker 
salary ratio gets into double digits you have a serious injustice.

-Don.

- Original Message -
From: Christopher Green chri...@yorku.ca
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Thursday, September 26, 2013 10:13:41 AM
Subject: Re: [tips] The Tragedy of An Adjunct










We can quibble about the details of this particular case, or criticize the tone 
of this or that report all we want. What is indisputable is the increasing 
exploitation of short-term contract teaching labor in the North American 
academy. That is the issue. Do not get distracted from it by those whose aim 
is, frankly, to distract you from it. The current situation is an abomination 
and it should be corrected. Unfortunately, the people who run colleges and 
universities these days are too often people who do not have anything remotely 
resembling the qualifications of those they employ. They have little idea what 
the institution is really for, and they have less idea of how to facilitate 
those within it to do their highest quality (rather than highest quantity) 
work. Those are the people you should be angry at, not the woman who died, her 
grieving relative, or the union organizer who tried to improve things.


Chris







---
Christopher D. Green
Department of Psychology
York University
Toronto, ON M3J 1P3
Canada

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


On 2013-09-26, at 11:59 AM, Frieze, Irene H wrote:



The university disputes some of the initial blog. See 
http://www.duqsm.com/vojtko-remembered-for-pride-eloquence/ .


...
Irene Hanson Frieze, Ph.D.
Professor of Psychology, Business Administration and Women's Studies
3329 Sennott Square in the Department of Psychology
University of Pittsburgh
Pittsburgh, PA 15260



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[tips] Clinical position

[Gerald Peterson]

Assistant Professor of Psychology

SVSU invites applications for a tenure-track assistant professor position to 
begin July 1, 2014. We seek applicants with a degree in clinical, counseling, 
or community psychology from an APA-accredited doctoral program in psychology. 
The successful candidate will demonstrate excellence in teaching, expertise in 
clinical psychology, a familiarity with various clinical approaches, have an 
active research program to which undergraduates may contribute, and a 
willingness to teach undergraduate courses such as Personality, Abnormal 
Psychology, Interviewing, Psychoanalytic Theory, Psychological Assessment, 
General Psychology and courses in areas of their expertise. The teaching load 
is 24 hours per year (12/12) at the undergraduate level. Other responsibilities 
include supervising undergraduate research/honors projects, academic service, 
and advising. A limited private practice is possible. Please submit cover 
letter, resume and contact information for three references online at 
https://jobopportunities.svsu.edu. Applicants must apply online. Letters may be 
directed to Marie Cassar, Department of Psychology, Saginaw Valley State 
University, University Center, MI 48710. 




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



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Re: [tips] testing

[Gerald Peterson]

Sounds like a very tragic end of term. I have had to deal with deaths due to 
car accidents/texting, and am having increasing issues with social 
anxiety/stress responses in recent years. Many tipsters must be ending things 
up? and are busy with final exams.  I have ended over a week ago(I am teaching 
half-time now to prep for retirement), attended graduation, starting 
yard/garden work, doing an online MOOC? class at MSU, and catching up with some 
fun reading. Other than dealing with weird Michigan spring (hail, snow and rain 
on Mothers day),I am enjoying a break from classes.
Gary Peterson
Psych at SVSU


- Original Message -
From: Annette Taylor tay...@sandiego.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Tuesday, May 14, 2013 9:27:12 AM
Subject: RE:[tips] testing

This has been a particularly hard semester! But not with things that I need to 
seek help for from TiPS.

We had 4 student suicides this semester. I don't think we have had 4 total 
during the previous 23 years that I have been here. This was really rough. The 
first announcement about the sad and sudden passing of a student left me 
wondering if it had been a car accident, or a sudden bursting of an aneurysm. 
But more than one? more than two? No, it turns out that these beautiful, 
bright, young people took their lives. Very sad. It was only after the third 
that the word spread--can't stop social media--about the suicides. 

This is one time that social media truly has a negative effect. I recall 
Cialdini's writing in Influence about how there has been a concentrated move by 
news media to suppress stories of suicides because they then tend to come in 
clusters--perhaps some element of social comparison at work. At any rate, give 
the local news media their due, there has been nothing in the local news about 
these. But social media has been busy and finally the school paper had a 
special story last week with an emphasis on healing and where to get help and 
how to pick out warning signs, etc. I thought it was well-written.

In the last month I've had students take a one to two week leave-of-absence to 
go home to see their psychologists. In the previous 23 years I don't remember 
once having a student bring me a note from their psychologist about their 
fragile condition. I have had the occasional student with various problems, but 
this was unusual.

Then, we have finals starting on Thursday and I've had 5 emails asking me 
what's on the final! Well, if they had come to class, if they had asked their 
friends, if they had asked classmates for notes from the days they 
missed...then they would have known that there are multiple study guides posted 
on blackboard...yes, I am one of those easy teachers who posts study guides 
(honestly, they are so lame...mostly a list of terms from each chapter but 
students seem to find those so helpful; I mean, all they would have to do is 
type up a list of terms in bold font in either the text or on their ppt slides, 
the latter also posted to blackboard. But students find them very helpful.).

Then there are still unreturned midterm exams for at least 7 students--very 
unusual at my school--these are students who have not been back to class since 
the last midterm. I have 79 students in various classes this semester (yes, we 
are a small, private, liberal arts school so we cap at 25 to 30 per section), 
so almost 10% have not been in class for at least 2 weeks. I don't have an 
attendance policy. Some of those are the ones who emailed me about what's on 
the final? And if you are wondering whether in this fragile climate I gave 
sweet answers, the answer is NO! I was pretty blunt. Read the syllabus, 
everything you need to know is in blackboard. Come to class once in a while. 
Read the syllabus; it advises you to get notes from 2 classmates if you must 
miss a class. Ok, I try to diffuse it with humor, and then I gave them all the 
info they need to know.

I'm grumpy...but I'm going to the Kings game tonight :) Woo hoo, first Stanley 
Cup play-off game. Don't ask what the tickets cost...I'm sure it will be a 
priceless experience (we just talked about subjective utility in cognitive 
class :).

APS next week; AP readings a week after that, and then a little time off :) to 
catch up on other commitments.

I wonder why tips has been so silent... ;)

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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[tips] General principles?

[Gerald Peterson]

What counts as a general principle that we might expect students to know and be 
able to use? Are they the result of meta-analyses and convergent evidence? Are 
they established relationships? Are they, more typically, recurrent 
topics/ideas popular with textbook authors? Or...Of course, they may often be 
simply ideas or conclusions we construct from the lessons/lectures we present 
during a particular term.  
In my Social Psych class I have students develop proposals to resolve 
social/community problems and I always hope they will be able to utilize key 
research findings/principles in the text,.  If students in a behavior 
modification class want to develop a project, I assume knowledge of learning 
principles would be of use. In a Human Factors class where students might 
design an instrument cluster, I assume there would be key sensory/perceptual 
principles employed. Is this really the case? Are these comparable? Should we 
expect transfer, or at least application across problems in these areas? 



 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU

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Re: [tips] Interesting ADHD and sleep

[Gerald Peterson]

Fascinating ideas. The ADHD behaviors presented are pretty broad, and certainly 
sleep problems can contribute to many cognitive/attentional problems (a general 
principle?), so it would be surprising if there weren't some association.  As 
he notes, we really need research, but there are many obstacles to developing 
such research programs. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Apr 29, 2013, at 9:45 AM, Paul C Bernhardt pcbernha...@frostburg.edu wrote:

  
 
 
  
 
 
  
 
 
 I found this New York Times article very interesting. All correlational, of 
 course, but intriguing studies showing that sleep deficits in children and 
 adults are associated with ADHD behaviors in both in a large number of cases. 
 
 http://www.nytimes.com/2013/04/28/opinion/sunday/diagnosing-the-wrong-deficit.html?utm_source=feedly_r=1;
 
 Paul
 
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[tips] Brain games TV

[Gerald Peterson]

Are people watching the Brain Games series on National Geographic? Some classic 
sensory-perceptual and cognitive illusions, typically presented in Gen Psych 
classes are shown. Should make for nice discussion and demos in class. It is 
Interesting that the psychologists mentioned are not called psychologists but 
just visual, sensory, or motion scientists, or science writers. The viewing 
public is not led to see this as involving psychological science. Our students 
may know this stuff is covered in Psych 100, but of course still believe it is 
not really psychology like Freud or mental health issues. Now and then the 
episodes do refer to psychological effects or the demos as based on psych 
research, but this is rare. Anyway, the demos are cool.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Student resistance to some ideas?

[Gerald Peterson]

They also tell me they do better in all their other classes but mine. They tend 
to exaggerate, but superficial, passing acquaintance with the material is 
typical in some classes.  On the plus side, I had a few students recently tell 
me they appreciated the depth of understanding I expect. They mentioned not 
ever being challenged in their other classes.  Last semester I had (a few) 
students mad at me because I urged them to raise their level of study and 
become super psych students. The class this term seemed motivated and eager 
to meet the challenges together.  And so it goes...

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Apr 28, 2013, at 8:16 PM, Tim Shearon tshea...@collegeofidaho.edu wrote:

 
 Karl
 Resistant? Were you going for understatement of the decade. :) 
 
 Invariably when I invite students in after they have successfully failed 
 the first test (or the first two, or . . . ) they explain to me study habits 
 which pretty much equate to my own habits watching TV. I turn the TV on, 
 watch the program, then move on to the next or turn it off- that's pretty 
 much what they report doing with their books except I don't go to as many 
 parties! I had a student tell me the other day they didn't see why they 
 needed to study stuff we went over in class (all the while trying to explain 
 why my tests were tricky). Sigh. Once more unto the breach, dear friends, 
 once more. . .. Sorry- I'm teaching an extra class this term and not my 
 usual optimistic self. I fear I'm becoming the department curmudgeon lately! 
 :)  (LATELY?!?! - shouted from the back of the room!)
 Tim
 ___
 Timothy O. Shearon, PhD
 Professor, Department of Psychology
 The College of Idaho
 Caldwell, ID 83605
 email: tshea...@collegeofidaho.edu
 
 teaching: intro to neuropsychology; psychopharmacology; general; history and 
 systems
 
 You can't teach an old dogma new tricks. Dorothy Parker
 
 From: Wuensch, Karl L [wuens...@ecu.edu]
 Sent: Sunday, April 28, 2013 3:40 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: RE: [tips] Student resistance to some ideas?
 
I keep telling my students that they should spend two hours working on 
 the course outside of class for every one hour in class.  They are highly 
 resistant to this idea.  :-)
 
 Cheers,
 
 Karl L. Wuensch
 
 
 -Original Message-
 From: Jim Clark [mailto:j.cl...@uwinnipeg.ca]
 Sent: Saturday, April 27, 2013 1:21 PM
 To: Teaching in the Psychological Sciences (TIPS)
 Subject: [tips] Student resistance to some ideas?
 
 Hi
 
 In my culture and psych course, I spend some time on the idea that (at least 
 in modern times) overt discrimination tends to be observed mostly under 
 ambiguous situations (e.g., poking studies, ignoring evidence showing 
 innocence in mock trials, ...).  Nonetheless, when I ask students on tests 
 whether discrimination in favor of white versus non-white applicants is more 
 likely when a. both have strong qualifications b. both have moderate 
 qualifications c. both have weak qualifications d. all of the above
 
 Students overwhelmingly choose d. all of the above, even when I occasionally 
 mention casually in class something very close to this scenario.
 
 Is there something wrong with the question?  Do people have other examples 
 where students appear resistant to acceptance of some taught idea?
 
 Take care
 Jim
 
 
 James M. Clark
 Professor  Chair of Psychology
 j.cl...@uwinnipeg.ca
 Room 4L41A
 204-786-9757
 204-774-4134 Fax
 Dept of Psychology, U of Winnipeg
 515 Portage Ave, Winnipeg, MB
 R3B 0R4  CANADA
 
 
 
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Re: [tips] Polling...

[Gerald Peterson]

I still emphasize this in my classes. I do not like significance used without 
statistical before, as I find this soon leads to such statements, and other, 
unwarranted inferences. However, other colleagues and editors apparently feel 
that the context of such use (results sections, etc.) is sufficient 
justification. We recently had our annual departmental poster session where 
students presented their research and almost all posters did not make any such 
qualifications in their use of significant findings.  Of course, a highly 
significant observation eh?


- Original Message -
From: Marc Carter marc.car...@bakeru.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Monday, April 22, 2013 2:03:04 PM
Subject: [tips] Polling...

Hi, All --

A poll:

Am I being too picky about the use of the phrase, highly significant (or 
something similar) when it's used to describe a very low-probability result?  
It sort of drives me crazy; all I can hear is my graduate math stats teacher 
threatening to kill us if we ever said something like that.  I still read it in 
papers and it's like fingernails on a chalkboard.

But perhaps I should just chill out?

What do you think?

m

--
Marc Carter, PhD
Associate Professor of Psychology
Chair, Department of Behavioral and Health Sciences
College of Arts  Sciences
Baker University
--



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RE: [tips] Polling...

[Peterson, Douglas (USD)]

Ahh Bach!  (nodding with a smile).


Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Tim Shearon [tshea...@collegeofidaho.edu]
Sent: Monday, April 22, 2013 1:59 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Polling...

Claudia
You make reasonable arguments. It’s debatable, ultimately, as the decision 
criteria can be thought of flexibly (as in, this is early so I used a softer 
criterion of .07, or similar arguments) OR as a disciplinary cut-off (as in, we 
use .05 in the social sciences based on reasoned consequences of Type I and 
Type II errors). To be honest, I find people often teach the later and do the 
former depending on a variety of factors. At any rate, I’m siding with the 
fingernail on a chalkboard metaphor, or, “NO, you are not being too picky”, 
when it comes to the term that started this discussion. I distinctly remember 
an episode of MASH (episode 14 of season 1?) where Radar is attempting to 
impress a rather intelligent nurse and Hawkeye teaches him to say, “That’s 
highly significant!” when he doesn’t understand a point she’s made. At least 
now it makes me laugh instead of cringing when someone says that. ☺
Best,
Tim Shearon

___
Timothy O. Shearon, PhD
Professor, Department of Psychology
The College of Idaho
Caldwell, ID 83605
email: tshea...@collegeofidaho.edu

teaching: intro to neuropsychology; psychopharmacology; general; history and 
systems

You can't teach an old dogma new tricks. Dorothy Parker



From: Claudia Stanny [mailto:csta...@uwf.edu]
Sent: Monday, April 22, 2013 12:27 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Polling...







Highly significant conflates statistical rarity with impact (importance of 
the effect, the size of the effect).

On the other hand, I think approaching significance can be useful and I will 
defend that practice (although I wouldn't push its use in a publication).

Many statisticians note the arbitrariness of the decision criterion (the 
magical .05) and argue that a result that would occur randomly with a 
probability of .051 or .052 or .06 (I could go on . . . it is a slippery slope) 
deserves closer examination than just deciding that the result is does not meet 
the criterion to be declared statistically reliable.  This rigidness in the 
decision process seems to reinforce the too-common treatment of statistical 
analysis as a ritual of taking out data (our sacrificial goat, as it were) to 
the oracle for a decision.  We can be more thoughtful than this.  (Abelson's 
excellent book, Statistics as Principled Argument, has some discussion of the 
thoughtful use of inferential statistics.)

Failure to reach the criterion can occur for reasons other than absence of an 
effect.  The near misses are worth examining.  Similarly, the just-made-it 
successes deserve replication and questions about Type I Errors.

Claudia





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[tips] search for new clinical Ph.Ds

[Gerald Peterson]

Thanks to all those responding to my inquiry about the challenges of hiring new 
clinical faculty. I think TIPS folks raised some valuable points and issues the 
search committee here can discuss.  We might highlight our area and community 
more and outline better the possibilities of clinical work.  However, we also 
must hire an academic/scholar/teacher/researcher who will give priority to that 
role.  I suppose this is a challenge whenever looking for folks trained in 
applied areas and having attractive outside opportunities.  Anyway, thanks 
again to those who responded.  


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



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[tips] clinical Ph.Ds?

[Gerald Peterson]

Have a question about new clinical Ph.Ds.  We have been advertising this year 
for someone in clinical psych who can come aboard our undergrad program here. 
It is a teaching/research university but there is not the high pressure that 
others face for grants and publications.   We have had a lot of trouble just 
getting qualified, new Ph.D. clinical folks to apply and I am wondering if this 
is peculiar to us or if others have had similar problems.  Are new clinical 
Ph.Ds not interested in academic positions at all these days? Maybe the 
practice opportunities are much more attractive? We have advertised in the 
usual places but maybe there other places to put the ad than the chronicle and 
apa and aps publications? Any suggestions will be appreciated.  Our applicants 
are totally off base (not clinical, etc.) and/or we have fewer new ph.d. 
clinicians applying.  I wish this were an April first joke, but it is just a 
real challenge in building our program.



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



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Re: [tips] To Good Ole Boys in Tipsville

[Gerald Peterson]

Yeah,  how about foggy mountain breakdownDixie Darlin?  Down the Road?

Gary




So this raises the question: What is (are) your favorite song(s) to play? And, 
for bonus psychological relevance, why? 



Rick 




Dr. Rick Froman, Chair 

Division of Humanities and Social Sciences 

Professor of Psychology 

Box 3519 

John Brown University 

2000 W. University Siloam Springs, AR 72761 

rfro...@jbu.edu 

(479) 524-7295 

http://www.jbu.edu/majors/psychology/faculty/?faculty_profile_id=3836 





From: Pollak, Edward (Retired) [mailto:epol...@wcupa.edu] 
Sent: Friday, February 22, 2013 10:11 AM 
To: Teaching in the Psychological Sciences (TIPS) 
Subject: [tips] To Good Ole Boys in Tipsville 





As luck would have it, I recently returned Florida, having been on a bluegrass 
cruise to the Bahamas. (Really.) And aside from having no interest in watching 
auto racing, I have even less interest in playing Dueling Banjos. One can't 
play a bar gig without someone calling for the band to play that tune. That's 
usually right before some drunk calls out for you to play Tocky Rop (sic). 

Ed 




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 





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So this raises the question: What is (are) your favorite song(s) to play? And, 
for bonus psychological relevance, why?

Rick

Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
Professor of Psychology
Box 3519
John Brown University
2000 W. University Siloam Springs, AR  72761
rfro...@jbu.edumailto:rfro...@jbu.edu
(479) 524-7295
http://www.jbu.edu/majors/psychology/faculty/?faculty_profile_id=3836

From: Pollak, Edward (Retired) [mailto:epol...@wcupa.edu]
Sent: Friday, February 22, 2013 10:11 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] To Good Ole Boys in Tipsville


 As luck would have it, I recently returned Florida, having been on a  
bluegrass cruise to the Bahamas. (Really.) And aside from having no interest in 
watching auto racing, I have even less interest in playing Dueling Banjos. 
One can't play a bar gig without someone calling for the band to play that 
tune. That's usually right before some drunk calls out for you to play Tocky 
Rop (sic).

Ed


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


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[tips] Houdini horse?

[Gerald Peterson]

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] A Request

[Gerald Peterson]

The online world seems to encourage thoughtless reactions and knee-jerk 
responses. Whether on iTunes, blogs, social media, etc. people love having a 
say, but seldom take the time to control their emotionalism.  It encourages the 
anal expulsive, just as in the early days of email and listserves. Some 
interesting social psych there. 
I hope your apps are being used and incorporated in class work. I have urged 
our majors to check them out, and will ask they give thoughtful feedback.  Gary



 Fellow tipsters,
 
 As most of you know, in addition to hosting The Psych Files podcast I sell 
 psychology-related apps on the iTunes and Google app store.  While overall 
 the apps are well reviewed, recently I've received some negative reviews and 
 I was wondering if any of you would be willing to help out.  There are number 
 of misperceptions regarding apps that are related to some psychology concepts 
  that, if you will, I'd like to point out:
 
 Availability heuristic: many of us have heard of one or two people who have 
 received a lot of media attention from their apps and there is now a 
 perception that app builders must be rich.  Believe me, I am not getting rich 
 from my apps.  On the contrary, in a good month, the sales of my apps help to 
 pay for the hosting costs of my website.  Some game companies may be getting 
 rich, but the average developer like me is not.
 Anchoring: As you probably know, Apple has set up the app store such that we 
 have come to expect most songs and apps to cost around 99 cents.  As a 
 result, app developers like myself must price their apps around this same 
 very small amount of money.  I've been told that my apps, most of which sell 
 for $2.99 are too expensive.  One reviewer who was hoping that my app would 
 do things I simply cannot make it do, said that my app was a HUGE waste of 
 money.  2.99 (about the cost of 1 slice of pizza) = huge because most apps 
 are free or 99 cents.  Apple takes 30% of every app sale, and when you add in 
 the fee that Apple charges simply to be allowed to submit apps to their store 
 every year, I wind up making perhaps that $1.70/app.   My PsychGuide app 
 (which consists of information about the field of psychology in general) is 
 free.
 
 I'm not selling some silly and unreliable personality tests app.  The 
 PsycExplorer app contains psychology news from the most credible sources I 
 can find on the web and I personally choose all the video and audio that 
 appear in the app to make sure that they properly represent our field.  Psyc 
 Test Hero is a test review app in which I try to give students brief audio 
 definitions and concept maps for major topics in psychology.  I can't begin 
 to count the hours I put into these apps.  Any help you can provide is much 
 appreciated.
 
 If you have a moment, please provide a review (or simply read an existing 
 review and click Yes or No next to Was this review helpful?) for any of my 
 apps you might be familiar with:
 
 Apple apps:
 
 http://itunes.com/apps/thepsychfiles
 
 or for the Android apps:
 
 Psyc Test Hero (tablets): 
 https://play.google.com/store/apps/details?id=air.com.thepsychfiles.herotab
 
 Psyc Test Hero (Android phones): 
 https://play.google.com/store/apps/details?id=air.com.thepsychfiles.heroiphoneV2
 
 I appreciate your help,
 
 Michael
 
 
 Michael A. Britt, Ph.D.
 mich...@thepsychfiles.com
 http://www.ThePsychFiles.com
 Twitter: mbritt
 
 
 
 
 
 
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Re: [tips] Color question

[Gerald Peterson]

Ok, I will try! Need to open bottle...any particular wine/quality? May need 
bottle while I wait for dried up residue. Starting

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Feb 1, 2013, at 2:18 PM, Marc Carter marc.car...@bakeru.edu wrote:

 Hi, all --
 
 Although this is not directly teaching-related, it will be the next time I 
 teach color vision.
 
 I have dried-up wine residue in the bottom of a glass, left from the night 
 before.  It's purple.
 
 I put water in the glass to rinse it, and the water has a purple tint.
 
 I pour this into a white enamel sink.  It's *blue*.
 
 The sink is as far as I can see not yellowish -- it really looks white.
 
 Any ideas on why this happens?  Anyone care to try to replicate this and 
 report back?
 
 Thanks,
 
 m
 
 --
 Marc Carter, PhD
 Associate Professor of Psychology
 Chair, Department of Behavioral and Health Sciences
 College of Arts  Sciences
 Baker University
 --
 
 
 
 The information contained in this e-mail and any attachments thereto 
 (e-mail) is sent by Baker University (BU) and is intended to be 
 confidential and for the use of only the individual or entity named above. 
 The information may be protected by federal and state privacy and disclosures 
 acts or other legal rules. If the reader of this message is not the intended 
 recipient, you are notified that retention, dissemination, distribution or 
 copying of this e-mail is strictly prohibited. If you have received this 
 e-mail in error please immediately notify Baker University by email reply and 
 immediately and permanently delete this e-mail message and any attachments 
 thereto. Thank you.
 
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[tips] clinical psych listserve?

[Gerald Peterson]

Hi all,  we are preparing ad for clinical position and I was wonderingIsn't 
there a clinical psych listserve? Div. 21?  Do you have to be a member there to 
post? Anyone know an email/contact address? Thnx!  I am apa member but not Div. 
21.


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



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[tips] clinical position at SVSU

[Gerald Peterson]

FYI:


Assistant Professor of Psychology

Saginaw Valley State University invites applications for a tenure-track 
position at the assistant professor level to begin Fall, 2013. We seek 
applicants trained in APA-accredited, clinical psychology Ph.D. programs. The 
area of specialization is open. The successful candidate will demonstrate 
expertise in clinical psychology, a familiarity with various clinical 
approaches, and have a willingness to teach undergraduate courses such as 
Personality, Abnormal Psychology, Interviewing, Psychoanalytic Theory, 
Psychological Assessment and courses in areas of their expertise. Other 
responsibilities include supervising undergraduate research/honors projects, 
academic service, and advising. Required qualifications are a completed Ph.D. 
by July 1, 2013, demonstrated excellence in teaching, an active research 
program to which undergraduates could contribute, and a willingness to teach 24 
credit hours per year (12 hours per semester) at the undergraduate level. A 
limited outside private practice is possible, if desired. SVSU is a regional 
state university with an enrollment of approximately 10,000 undergraduates and 
a strong emphasis on excellence in teaching. SVSU is located in mid-Michigan 
with immediate access to the Great Lakes and all-season outdoor sports and 
activities. For more information about SVSU visit our website at www.svsu.edu. 
For full consideration, please submit a letter of interest, resume and contact 
information of three professional references. Applicants must apply online at 
https://jobopportunities.svsu.edu. Letters may be directed to Marie Cassar, 
Department of Psychology, 156 Brown Hall, Saginaw Valley State University, 
University Center, MI 48710. 





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



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Re: [tips] Sleight of hand

[Gerald Peterson]

Thanks! It is good magic and funny. I don't see mental illness tho?! Just 
clown-like and goofy as funny things happen.  But then, perhaps that WOULD 
describe a very human response to a world that seems suddenly crazy. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Jan 18, 2013, at 9:09 AM, MiguelRoig miguelr...@comcast.net wrote:

  
 
 
  
 
 
  
 
 
 This video could be relevant to coverage of sensation and perception. It is 
 of a magician who appears 'mentally disturbed' while engaging in some really 
 dexterous sleight of hand (and head?). It's very entertaining:
 
 http://www.wimp.com/impressivehand/
 
 Miguel
 
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RE: [tips] Would You Take S#!t From Anybody?

[Peterson, Douglas (USD)]

I'm bothered by this thread but not for the reasons expressed by Beth or Mike 
but by the fact that TIPS appears to have no stomach (yes, I said that on 
purpose) for discussing issues related to psychology and science.  I was not 
offended by Mike's post (I thought the yellow soup/chocolate milk line was over 
the top) but it didn't stop me from reading the NY Times link (and eventually 
the the journal article).  I'm troubled that the supposed offense and the 
supposed apology have distracted the group from discussing the types of things 
I came to expect TIPS to discuss.  

Here are the types of responses I had hoped to read in response to this post.

1) I think the use of three groups was a good example of multiple control 
groups to ensure that improvement was not from the preparation process 
(flushing/rinsing the intestine prior to treatment).  I might just use it in 
research methods class.  It also presents an interesting point to open 
discussion on the ethics since the researches discontinued the study because 
the of the ethical concern that the control group was potentially being harmed.

2) Isn't it interesting how our concept of feces as dirty inhibits, and in fact 
triggers a disgust response, to the point where people might resist a treatment 
with now published efficacy results.  Is feces really all that different from 
blood simply because of cultural associations?   Will the pharmaceutical 
industry develop a name that hides what it is in the medicine and at that 
point will people be lining up for treatment.

3) Wow, 14,000 people per year die from gastrointestinal bacteria!

4) I started thinking about my old dog, who on occasion ate other dog's poop.  
I use to think he was a stupid dog, but now I wonder if he wasn't just settling 
his gut, because as I think about it it most offen occurred after a bout of 
throwing up and the sickness ended.  Smart dog after all.

A long time reader (and seldom a contributor) who wants the TIPS of old where 
we can discuss issues and make jokes at the same time.

Doug

Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Mike Palij [m...@nyu.edu]
Sent: Thursday, January 17, 2013 11:17 AM
To: Teaching in the Psychological Sciences (TIPS)
Cc: Michael Palij
Subject: Re: [tips] Would You Take S#!t From Anybody?

Dear Beth,

*Mea Culpa mode on*
I want to say to Beth and anyone else that I may have offended
with my post on Taking S#!t from others, I am sincerely sorry
that I have offended you and will endeavor in the future to more
tightly monitor my behavior/writing and edit out anything that
anyone could possibly find offensive.  I hope that you can
find it within yourselves to accept my apologies.
I would just like to note that the main point of the post was that
Taking S#!t from others appears to be a good thing though
some people might find Taking S#!t offensive and/or juvenile.
In which case, don't take any s#!t from anyone.
*Mea Culpa mode off*

So, I think I will go away now, pick up a copy of one of Albert Ellis'
books and try to find out why I am responsible for other people's
feeling and how to deal with folks who need a humor implant.

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

P.S.  To Prof. Sylvester:  life is unfair, and then you live in
Daytona Beach.


-- Original Message -
On Thu, 17 Jan 2013 07:12:48 -0800, Beth Benoit wrote:

Mike,
I know it's pretty hard to resist the temptation to make scatological jokes
about this, but believe me, people with severe Crohn's and ulcerative
colitis who are undergoing this treatment get very tired of it. Also, you
misread the cause of the illness:  it's not always a result of taking
antibiotics but from *Clostridium difficile* infections that aren't cured
by antibiotics. If you are terribly sick all the time, wasting away,
occasionally having accidents in public and feel you'd rather die than
continue to live like that, you'll try anything rather than endure a
helpless and hopeless chronic inflammatory disease.  As disgusting as it
may sound to the uninitiated, it's beginning to get a decent track record,
as the article stated.
Proctologists and gastroenterologists endure a lifetime of childish jokes
like this, but point out that the gut is a fascinating thing to study and
marvel at it.

I suggest that on a professional website like ours, we don't need to make
juvenile jokes about this, and might consider empathy for people who will
potentially profit from this treatment.

Beth Benoit
Granite State College
Plymouth State University
New Hampshire

On Thu, Jan 17, 2013 at 8:43 AM, Mike Palij m...@nyu.edu wrote:

 Some new medical research shows that for people with gastrointestinal
 illness arising from the use of antibiotics appear to do much better after
 a
 fecal transplant.

 I kid you not.

 The NY Times has an article that provides a popular media account

Re: [tips] Top 10 Reasons Research needed to determine Efficacy

[Gerald Peterson]

I emphasize the problems of confirmation biases, post hoc fallacies, illusory 
correlations, and self-serving biases as promoting the overconfidence typically 
seen when treatment advocates are not concerned about systematically assessing 
efficacy. I stress the idea of control/comparison groups and predictive 
hypotheses to help overcome (some of) these biases. Thus, students can see one 
major problem was not thinking/noticing conditions where people did NOT 
improve, or those that improved WITHOUT treatment (I have them think of this 
four-fold table).

Also good opportunity to discuss problems with naive observation/intuition and 
personal experiences versus systematic and controlled tests of our ideas.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Jan 12, 2013, at 12:17 PM, Jim Clark j.cl...@uwinnipeg.ca wrote:

 Hi
 
 I'm curious what people would identify as among the top 10 (or 5 or whatever) 
 reasons that we need research to determine the efficacy of treatments for 
 psychological disorders.  I'm thinking of an exercise were students try to 
 explain why people once believed in ineffective and even harmful treatments 
 (e.g., bloodletting), setting the stage for understanding the need for well 
 designed research.  Or if people know of a concise statement of these, that 
 would be great as well.
 
 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
 
 
 
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Re: [tips] Which university majors lie most?

[Gerald Peterson]

Ok, coolnow what is the instrumental variable analysis they refer to as 
proving causality for those lying econ folks? Maybe some type of partial, 
slippery regression analysis? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Dec 22, 2012, at 2:42 PM, Christopher Green chri...@yorku.ca wrote:

 
 
 You'll be glad to learn that psych majors are NOT the biggest liars, but 
 they're still worse than lawyers.
 http://www.theatlantic.com/business/archive/2012/12/research-says-studying-economics-turns-you-into-a-liar/266423/
 
 Happy holidays!
 Chris
 ...
 Christopher D Green
 Department of Psychology
 York University
 Toronto, ON M6C 1G4
 
 chri...@yorku.ca
 http://www.yorku.ca/christo
 
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Re: [tips] Random Thought: Seeing/Listen/Teaching, II

[Gerald Peterson]

Yes, I agree it is behavior under stimulus control...we shouldn't ignore the 
existential grounding. The let's just care, etc. response is itself an 
approach, and an ideologically loaded assumptive framework that would be 
rejected by the Master. But then the master asked for words of relevance and 
rejects them all. I agree that a correct response is grounded praxis; deal with 
the given.  Like the master dealing with his/her students openly, and honestly, 
and sharing presumptive ideas about each other's role, he embraces and even 
laughs at their common humanityand flunks their asses when they don't 
measure up to standards set by their relationship.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Dec 11, 2012, at 9:25 AM, Michael Palij m...@nyu.edu wrote:

 Sometimes no response is just no response.  Especially if one isn't
 really paying attention but making believe that one is.  What assumptions
 does a master make about the disciples behavior in the story below
 and how does anyone truly know what is in another's heart?
 If all we have is behavior, any assertions about internal states are mere
 speculation.  See Skinner.
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 --- Original Message ---
 On Tue, 11 Dec 2012 02:49:43 -0800, Louis E. Schmier wrote:
 
A Zen master held up a flower for his disciples to see and asked them
 to say one word of relevance--just one word--about it.  The disciples vied 
 with
 each other to outdo each other to come up with something profound as a
 demonstration of their insight and the extent of his learning.  They offered
 names, symbols, emotions, descriptions, caricatures, metaphors, images,
 analogies.   One disciple said nothing.  He just looked intensely at the
 flower, nodded, and smiled.  And, the master nodded in return as he, too,
 smiled, for that disciple was the most learned of all the disciples.
 
And, do you understand why the silent, smiling disciple was the more
 learned?  The others were naming, typecasting, labeling, judging, choosing,
 selecting, limiting, grading, rating.  Each word they threw into the ring
 carried with it a host of perceptions, presumptions, assumptions, and
 expectations.  They were making choices between like and dislike, good and 
 bad,
 ordinary and extraordinary, right and wrong, perfect and imperfect. Every word
 they threw out had everything to do about them.  Every word they threw out had
 nothing to do with the flower.  The silent disciple knew what the Master had
 held up was just is, a living entity, and nothing else.  What matters is 
 that
 something is and what it is, not what it is called or what people believe 
 about
 it.  He was echoing Shakespeare who has Juliet saying, Tis but thy name that
 is my enemy; Thou art thyself, though not a Montague.  What's Montague? It is
 nor hand, nor foot, nor arm, nor face, nor any other part belonging to a man.
 O, be some other name! What's in a name?  That which we call a rose by any
 other name would smell as sweet.  We look at something and say, This is a
 flower; we give it a name, This is a rose; we endow it with qualities, How
 beautiful or It smells delicious.  But, is it a flower?  Is it a rose?
 Is it beautiful and delicious?  And that becomes our reality. But, who 
 says
 all this?  And, why?
 
 
Sounds like a bunch of silliness, doesn't it.  Let me make a tad more
 complicated.  Take another something that is.  We call it a dandelion and it
 conjures up inferior images compared to those generated by rose.  Is it
 inferior to a rose?  Or have we placed them into separate, separated, 
 limiting,
 graded categories which we invented according to our likes and dislikes?  But,
 what is a dandelion and what do say about it?  Find it in a manicured lawn and
 we angrily condemned it as a pernicious weed; put it in the hands of a child
 and we delight in it as a plaything; and, see it in a forest clearing, we 
 swoon
 over it as a pretty wild flower.  It is all of these things and it is none of
 them.  Are we, then, merely expressing our selective, judgmental tastes, or as
 John Locke said, impositions of the mind of man on Nature in a quest for
 intelligible order?  In reality is what we call flower simply something 
 that
 is, simply intricate and complex, miraculous, without the confining,
 valuations, definitions, and names imposed by us?  Perception doesn't change
 circumstances, it changes the meaning of the facts to us.   Our perceptions 
 are
 the result of our dominant experiences and memories, feelings and thoughts 
 that
 have created our presumptions, assumptions, and expectations which, in turn,
 show up in our mental, emotional, and physical actions.
 
Now, replace flower, or better yet, dandelion with student.  See
 how student morphs when we say jock, Greek, honors, non-traditional,
 or probation.  What is our reality. What is that person's reality?  Does
 labelling each person prevent us from

Re: [tips] Where have all the tipsters gone?

[Gerald Peterson]

Some of us oldsters are still around.  I still enjoy helping others but often 
do it off list now. If I still have questions or info to share I will post, and 
so I still find those that remain a valuable resource. I find that I have 
already posted on issues that recur and so will sit back and let others respond 
in most cases.





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

- Original Message -
From: Annette Taylor tay...@sandiego.edu
To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu
Sent: Monday, November 12, 2012 9:20:02 AM
Subject: [tips] Where have all the tipsters gone?

I have wondered over the years where all the tipsters have gone off to. 

If I had to guess, I would guess that most of us who have lasted are folks who 
are older, who remember the days when tips was the only show in town and we all 
attended, religiously. Perhaps a bit of nostalgia and perhaps a bit of 
tolerance for posts that annoy us. For example, there is one blogger type 
whose posts I find very informative and another whose posts lead me to hit the 
delete key immediately. But I welcome having the ability to make the decision, 
as neither is allowed to post on some other lists because otherwise I would not 
have learned and grown from the one I whose posts resonate with me.

My first teaching list was a research methods list started by Earl Babbie, I 
believe, and which has since disappeared. TIPS was the second and I believe I 
have been a tipster since the beginning, although I don't know if it's 
checkable or that it matters much. It was just so wonderful to make this 
group of friends. And there are tipsters that I wonder if they are still OK 
because I know they are older and they stop posting for long periods of time, 
and I have never seen a posting from them on another teaching list. (Anyone 
heard from Allen E. lately?) We never meet these people, but when they pass 
away there is a small empty space left in cyber space.

I just wonder if the younger folks prefer the oversight of other lists, and if 
so, why. For me, that would be a fascinating study. Also, whether it is an 
age-related difference, both in terms of age chronologically and 
professionally. We sometimes get into minor cat fights on this list and it 
might be something that busy people, unless it's a topic they feel strongly 
about, might not appreciate. I appreciate the underlying search for 
information, the logic of the arguments, and sometimes even the content. But I 
am getting ready to retire so I might see these qualities in a different light 
than someone who needs the widest net for an immediate small problem: i.e., 
which textbook should I use for blah blah class?

That said, I wonder if younger/newer/busier folks actually like the restriction 
of having a monitored list? Personally, I dislike it and although I am also on 
that other psych teaching list, I don't reply as often, or post as many queries 
because of the extra step to oversee my postings. I just dislike it. Again, I 
do wonder how much of that is age-related.

However, the down side of a small list is that sometimes I get no responses at 
all on this list.

Anyway, psychology related, and perhaps teaching related in terms of engagement 
issues: what makes one list more popular than another? What can we learn from 
how the lists have developed relative to how we teach? Where have all the 
tipsters gone?

Annette

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

From: Teaching in the Psychological Sciences (TIPS) digest 
[tips@fsulist.frostburg.edu]
Sent: Sunday, November 11, 2012 8:00 PM
To: tips digest recipients
Subject: tips digest: November 11, 2012
Subject: Re: A recommendation for unique TIPS posters
From: Jeffry Ricker, Ph.D. jeff.ric...@scottsdalecc.edu
Date: Sun, 11 Nov 2012 11:25:36 -0700
On Nov 11, 2012, at 8:29 AM, Paul C Bernhardt wrote:

 If your goal is to influence, if your goal is to hear from like minded or 
 different minded persons, if your goal is to start conversations, blogging 
 and micro-blogging are both better suited than an old-school email list that 
 has only a few dozen members.

I agree.

On the other hand, long-time members have an affection for this place that is 
difficult to resist; and old-timers who post their blog-like pieces here may 
not want feedback from anyone but the 'cyber-friends' they have developed on 
this list. TIPS is a very unique place and it's hard to believe that it's still 
going strong--not like the old days, where there might be 90+ messages each day 
(perhaps it only seemed to be that many messages), but still quite active.

Blogging can be fun, though; and for me, it's another way to keep learning 
about this extremely

Re: [tips] AP Classes are a Scam

[Gerald Peterson]

I have had AP students not do well in Gen Psych, but some have done well. This 
author sounds like he is bothered by many aspects of the system, and I have no 
familiarity with the AP system and how it is being gamed by those involved. I  
have wondered how a highschool teacher can adequately do a class that is 
supposed to be college level given the political realities; pressures from 
officials and parents, time, needed depth, inadequate support, equipment, prep, 
etc., that is typical of highschoolsand higher highschools called colleges. 
 I will watch for responses from those more acquainted with the issues.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Oct 19, 2012, at 4:02 PM, drnanjo drna...@aol.com wrote:

  
 
  
 
  
 
 http://www.theatlantic.com/national/archive/2012/10/ap-classes-are-a-scam/263456/
 Sharing this because a few of my fellow TIPsters are veteran readers.
  
 Wondering what they (and other not AP-affiliated Tipsters) think about this.
  
 Happy approximately mid-semester to you and yours...
  
 Nancy Melucci
 Long Beach City College
 et alia
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RE:[tips] Participant Pool Software

[Peterson, Douglas (USD)]

I have used both Sona (current) and Experimetrix.  I was surprised to see 
Experimetrix still available because I thought they were bought out by Sona 
(they are owned by Sona but appear to continue to offer Experimetrix).  Both 
programs ran smoothly on our campus.  The office of research along with 
departments all kick in to pay for the service which will be a consideration.  
I teach PSYC 101 almost every semester and must cope with the frustrations of 
students when a computer system doesn't work and SONA rarely has problems.  
From a compliance standpoint running all recruiting though SONA serves as a 
good check for the IRB which must validate a study before it can go live on the 
system (part of the reason the office of research pays for the product).  

It works smoothly from both the instructor and the researcher side.  The 
integrated survey solution is sub-optimal but we also have a campus-wide 
contract with PsychData for on-line surveys.  There will be some administration 
time, particularly when you are just starting but once it is up and running 
Sona is very nice.  

Doug


Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

From: Larry Daily [lda...@shepherd.edu]
Sent: Thursday, October 11, 2012 11:06 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Participant Pool Software

Good afternoon, TIPSters,

Our department is growing, which means that our participant pool is also 
growing. Up until now we’ve been tracking participation (or writing of research 
summaries) using an Excel spreadsheet. Our pool has more than doubled in the 
last year, and the coordinator is giving me THOSE looks, so we’re looking into 
participant pool management systems. I’ve done the usual Google search and 
turned up Sona Systems and Experimetrix.

So, my questions. Has anyone had experience with either of those? Could you 
(and would you) be willing to give feedback on your system? Are there any free 
/ open-source alternatives out there?

Any help would be greatly appreciated.

Best to all,
Larry


Larry Z. Daily
Associate Professor of Psychology
Psychology Department Chair

Department of Psychology
Stutzman-Slonaker Hall, Room 102-D
Shepherd University
Shepherdstown, West Virginia 25443
Phone: (304) 876-5297

email: lda...@shepherd.edumailto:lda...@shepherd.edu
WWW: http://webpages.shepherd.edu/LDAILY/index.html

Adam's prize was open eyes
His sentence was to see
   - The Dreamer
   - Tom Rush



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[tips] Advanced Undergraduate Research Methods

[Peterson, Douglas (USD)]

I'm teaching our advanced undergraduate research methods and am looking for 
textbook recommendations.  The course is targeted at graduate-school bound 
psychology majors who have completed statistics.  I'm looking for something 
that has both the basic undergraduate research methods content (e.g., sampling, 
ethical practices, simple designs) but will also include more intermediate 
topics (e.g., factorial designs, blocking, regression, survey construction). 

In addition to the research methods book, I'll be requiring the APA publication 
manual, some form of stats guide (I had a great one selected for SPSS and then 
SPSS dropped their agreement with the publisher).  

Doug  


Doug Peterson, PhD
Associate Professor of Psychology
The University of South Dakota
Vermillion SD 57069
605.677.5295

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Re: [tips] Stats software in grad school..

[Gerald Peterson]

Agree ... it involves lots of separate instruction. This is one reason why we 
developed separate class for computer use as companion to our research methods 
class. Students take Stats, after or with a required Sci Foundation class that 
reviews major methods supposedly covered in Intro Psych.  Then they take 
Experimental Psych along with the Computer class. We had emphasized SAS, but 
are now giving them SPSS. ALL  of these should be stressing apa format also. 
After this sequence, they may then take lab classes (requiring all of above) 
where they work further on class activities/projects involving research design, 
stats, and apa write-up specific to areas. Sounds good ? but, still, it is the 
special student who becomes really well versed in SPSS, and goes on to do indep 
research with faculty. Such folks should be able to handle and learn more in 
grad programIF they can get in any these days ha. 
Anyway, just one effort to deal with covering stats programs. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Aug 8, 2012, at 11:23 PM, Paul C Bernhardt pcbernha...@frostburg.edu wrote:

  
 
 
  
 
 
  
 
 
 This is my opinion, also. Using SPSS, or any other program, with all our 
 undergraduates is generally not a good idea. The reason that I feel that way 
 is that I have plenty to do to teach them how to understand concepts and 
 context. I'm also usually teaching them how to write in APA style. So, if I 
 add to that a statistics package, I have to teach them how to use that 
 package. That is a lot of time spent trying to metaphorically teach the 
 student how to start and put into first gear a high performance race car when 
 all they really need to know is how to drive a regular road car with a manual 
 transmission and then write an accurate description of that process. I don't 
 want to teach fewer research/statistical concepts and less about writing just 
 to teach about software that does what they learn from their book how to do 
 by hand. If the student is outstanding enough to be going to a Ph.D. or 
 Masters with thesis program, the student is clever enough to learn SPSS in 
 the instruction they get in graduate school. I know that we did special 
 instruction in its use because that was my TA position for two semesters, 
 teaching how to use SPSS and BMDP. 
 
 Paul
 
 On Aug 8, 2012, at 9:13 PM, Michael Scoles wrote:
 
  
 
  
 
  
 
 When I was in graduate school, folks from the clinical wing would suck it up 
 and come visit with us rat runners with the following question (stated in 
 different ways).  I've got the printout from BMDP from my dissertation data. 
  Do any of you people down here know what it means.
  
 I resist using SPSS to teach statistics until the most advanced graduate 
 courses.  If they can perform simple computations on a calculator, and more 
 complex ones with the help of Excel, they might have a chance of 
 understanding what those SPSS outputs mean.
 
 
  
  
 Michael T. Scoles, Ph.D.
 Associate Professor of Psychology  Counseling
 University of Central Arkansas
 Conway, AR 72035
 501-450-5418 Marc Carter marc.car...@bakeru.edu 6/6/2012 12:35 PM 
 Hi, All --
 
 A little unscientific poll for you.
 
 We consider our program to be a grad-school-prep program, and have been 
 doing pretty heavy instruction in SPSS, thinking that when the students get 
 to grad school that's the package they're most likely to encounter.
 
 That was certainly my experience a few years ago, but I'm wondering if we're 
 thinking right, today.  Should we move to a different stats package, or is 
 SPSS still pretty common.
 
 Since IBM bought it it's gone through some changes and seemed headed much 
 more toward business applications, but this last year they seemed to realize 
 that schools were a large part of their clientele, and have made pricing a 
 little more reasonable (although still hideously expensive).  Here the 
 departments that want that package buy it (IT decided to cut its budget by 
 pushing things off onto departments), and so I want to do right by my 
 students, but have to think thrifty.
 
 So, the poll: for those of you who work in departments that have grad 
 programs, what stats software packages are available to your students?
 
 Thanks!
 
 m
 
 --
 Marc Carter, PhD
 Associate Professor of Psychology
 Chair, Department of Behavioral and Health Sciences
 College of Arts  Sciences
 Baker University
 --
 
 
 
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 (e-mail) is sent by Baker University (BU) and is intended to be 
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 The information may be protected by federal and state privacy and 
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 the intended recipient, you are notified that retention, dissemination, 
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Re: [tips] Interesting Graphs And Graphing

[Gerald Peterson]

But in classes where the average grade is silver? Lol. Yes, vey interesting.

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Aug 9, 2012, at 10:17 AM, Michael Palij m...@nyu.edu wrote:

 On Thu, 09 Aug 2012 06:00:55 -0700, Paul C Bernhardt wrote:
 
 I hear prettier pictures won't make psychology a science…. LOL!
 
 Well, maybe, maybe not.  Though it might be useful in other ways.
 The clearest analogy to the Olympics medals by country is grades
 by student.  If one translates medals into grade components, then
 one can get a picture of where everyone in a class stands relative to
 each other.  Just a thought.
 
 -Mike Palij
 New York University
 m...@nyu.edu
 
 
 On Aug 9, 2012, at 8:38 AM, Michael Palij wrote:
 
 Seems to me that it might be useful in representing some things in 
 psychology.
 
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Re: [tips] The Dark Life of Killer Kittys

[Gerald Peterson]

And then the cats and doggies come home to kisses and licking of owners' faces 
ugh ha!

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Aug 8, 2012, at 10:48 AM, Claudia Stanny csta...@uwf.edu wrote:

  
 
  
 
  
 
 I can vouch for the cat philandering.  My old cat was quite the cat about 
 town and I could frequently find him lounging in the driveway of a house on 
 the next block (with their two big German shepherds, no less!).  All the 
 neighbors knew him.  I suspected him of dining out at the home of a man 
 several blocks away (who also did a French cooking show on local TV and wrote 
 a food column for the newspaper).  I spotted him sauntering out of that 
 driveway a few times on my way home from work!
 
 BTW that cat specialized in squirrels.
 
 A study in England many years ago (featured in an old Nova program, I think) 
 asked cat owners to document the gifts their cats brought home to them 
 (which the researchers collected regularly in little baggies).  The haul was 
 impressive, both in number and variety.
 
 Cats are predators.  What a surprise.
 
 Now, when will we have the doggie cams that show Fido rolling in something 
 unmentionable and smelly, upending trash cans, chasing cars, kitties, and 
 little children?  :-)
 
 I did get a kick about the risky behavior.  How pervasive are these gender 
 differences?  :-)
 
 
 Claudia
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[tips] USA TODAY: Report: UNC athletes took suspect classes

[Gerald Peterson]

I bet they learned something tho ;-)



Check out this article that I saw in USA TODAY's iPad application.

Report: UNC athletes took suspect classes
http://usat.ly/LhvlpO

To view the story, click the link or paste it into your browser.

To learn more about USA TODAY for iPad and download, visit: 
http://usatoday.com/ipad/


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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[tips] The real thing?!

[Gerald Peterson]

Showing off his psychic prowess...

http://www.thestar.com/news/article/1209017--luminato-mentalist-banachek-predicts-star-front-page-10-days-in-advance

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] The Psi-chology of Darryl Bem

[Gerald Peterson]

He does a super show. We managed to have him visit us a few years ago and I did 
his Intro, but this was before his current Project Alpha show, which sounds 
fascinating! Would be a good show for a History and Systems class? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Jun 9, 2012, at 4:45 PM, Christopher Green chri...@yorku.ca wrote:

 Y''know, guys, the BemBash-alooza is getting a little 
 methinks-thou-doth-protest-too-much-ish now. 
 
 On related, but not so personal note, I went to see the mentalist who goes 
 by the stage name Banachek last night. He was originally trained, as a 
 teenager, by James Randi to fool psychologists at Washington U. who were 
 conducting scientific investigations of psi phenomena into believing he was 
 the real deal. It worked; they certified him. Then Randi and he (and one 
 other plant) held a press conference to expose what they had done.
 
 Banachek's current show, Project Alpha, is all about deconstructing 
 telepathy. He demonstrates a bunch of classic telepathy and telekinesis 
 phenomena, showing them to be tricks. He also does the famous 19th-century 
 Spirit Cabinet, Uri Geller-style fork-bending/breaking, and a past-lives 
 regression (with two audience members who say they believe in past lives). 
 His ongoing commentary includes mentions of a bunch of philosophers and 
 psychologists who tried to deomonstrate psi phenomena, such as Henry 
 Sidgwick, Gestalt psychologist Wolfgang Metzger, Duke psychologist Karl Zener 
 (who invented the psi cards with the circle, square, star, plus, wavy lines). 
 No mention of William James though.
 
 He does all of this so apparently effortlessly that some True Believers have 
 claimed he is deluded about not having true psychical powers. :-) 
 
 All in all, a very entertaining evening.
 
 Chris
 ---
 Christopher D. Green
 Department of Psychology
 York University
 Toronto, ON M3J 1P3
 Canada
 
 chri...@yorku.ca
 http://www.yorku.ca/christo/
 ==
 
 
 
 On 2012-06-09, at 3:54 PM, Paul C Bernhardt wrote:
 
 
 
 
 
 
 
 Do we know exactly when Bem did the studies that were published in JPSP? 
 
 If he'd been doing studies for decades he could eventually have gathered 
 enough type 1 errors to result in the publication we saw in JPSP. 
 
 Paul
 
 On Jun 9, 2012, at 2:23 PM, Michael Palij wrote:
 
 Just another comment on the above:  Bem has a website which can be
 accessed at:
 http://dbem.ws/
 
 On it, Bem has a list of his publications, organized chronologically and
 in other groups.  If one examines the chronological list, Bem's first
 publication involving PSI don't appear until 1990; see:
 
 http://dbem.ws/pubs.html#1990
 
 He does have an 1989 book review of a book on parapsychology but
 nothing on parapsychology or the ganzfeld experiments before that
 (it appears the first ganzfeld experiment paper was published in 1994).
 
 So, if Bem was doing PSI work circa 1978-1982, why was he in the
 closet, so to speak, about his work in parapsychology?  What happened
 around 1990 to make Bem go off the rails?
 
 
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Re: [tips] oh, dear...

[Gerald Peterson]

Gee, what kiljoys...they want us to stick to a stated method and not change as 
results come in?! How un-Bem like! There goes our precognitive powers lol!


 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On Jun 7, 2012, at 8:06 PM, Beth Benoit beth.ben...@gmail.com wrote:

  
 
  
 
  
 
 ...just as we were beginning to get some street cred (or thought we were?) 
 comes this article from The Globe and Mail with the headline:  
 Psychologists use murky research methods, survey finds
 
 http://www.theglobeandmail.com/life/health-and-fitness/health/psychologists-use-murky-research-methods-survey-finds/article4240290/?cmpid=rss1
 
 I know that quite a few (that's you, John K.!) are going to be upset about 
 this. 
 
 As an undergrad English major, can I also criticize the awkward wording in 
 the headline?
 
 Beth Benoit
 Granite State College
 Plymouth State University
 New Hampshire
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[tips] Happy Birthday TIPS

[Gerald Peterson]

Thanks Bill! It has been an informative and entertaining resource...for twenty 
of my 35+ years of academic work. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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[tips] Dissociative Identity Q

[Gerald Peterson]

Discussing mpd or dissociative identity disorder recently...clinicians on TIPS 
probably encounter many pop ideas or urban legends about this diagnosis. The 
question that arose is whether you can give a sleeping pill to such a person 
and have it not affect one personality; presumably the one not given the 
pill. Does anyone know of evidence/study regarding this question?  My first 
impulse is to check snopes and explore sources. Perhaps it came from clinical 
anecdotes? 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU



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Re: [tips] Dissociative Identity Q

[Gerald Peterson]

Thanks Max and Stephen! Yes, I doubt the multiples would be able to respond 
differentially to an actual, strong sleeping pill. I didn't find this idea 
mentioned on snopes, but after asking my friend again, I think it came from the 
TV show Matlock. Andy Griffith plays a lawyer (Matlock) who discovers someone 
whose alter commits murder. Matlock tells the jury that he has learned there is 
 evidence (studies) showing that the person could be affected by the sleeping 
pill while the alter is not.   So...clearly no actual evidence for such an 
idea. 

 
G.L. (Gary) Peterson,Ph.D
Psychology@SVSU


On May 22, 2012, at 2:54 PM, sbl...@ubishops.ca wrote:

 On 22 May 2012 at 12:05, Maxwell Gwynn wrote, in response to Gerald
 Peterson:
 
 ...an active drug such as a sleeping pill would surely have the same
 physiological effect on the person, independent of which
 personality was being enacted snip
 
 This would make an excellent empirical study. 
 
 I agree with both points. Multiple personalities are unquestionably a
 phenomenon of social construction or role-playing and have no real
 physiological basis. So whether you have one or a thousand multiple
 personalities,  or alters of Satan and God, of dogs, cats, lobsters,
 and stuffed animals - even of people thousands of years old or from
 another dimension (1),  a sleeping pill is gonna zap 'em every one
 at one go.
 
 Still, if someone did give such a person a sleeping pill and God went
 to sleep while Satan stayed awake, we'd have to revise that
 assertion,  wouldn't we?
 
 Which leads me to segue to a topic I was planning to post about
 anyway: words of wisdom from the late, great physicist  Richard
 Feynman, If it disagrees with experiment, it's wrong. See him
 explain the essence of science in 63 seconds in his own imimitable
 way, here:
 
 http://snipurl.com/23mltse
 
 Feynman: gone, but not forgotten.
 
 Stephen
 
 1. Piper, A. (1998). Multiple Personality Disorder: Witchcraft
 Survives in the Twentieth Century.  http://snipurl.com/23mm6h2
 
 
 Stephen L. Black, Ph.D.
 Professor of Psychology, Emeritus
 Bishop's University
 Sherbrooke, Quebec, Canada
 e-mail:  sblack at ubishops.ca
 -
 
 
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