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>
> Subject: z-score woes
> "I have a student who just does not understand z-scores. I have met with him for at
> least two hours outside of class and he still doesn't understand the concept. In
> particular, he doesn't seem to understand why you need to include standard deviation
> in
Rachael Collie wrote:
> Hi, I'm keen on anyone's knowledge of good video or CDRom resources
> relevant to the psychology of criminal conduct. Its for teaching at 3rd
> and 4th year levels of psychology.
Rachael,
My favorite video is the Frontline video on Kenneth Bianchi titled "Mind of a
Murd
Rachel: Try the following web sites: www.films.com;
www.cambridgeeducational.com; and, www.ncjrs.org.
Best Wishes. Gene Walker
- Original Message -
From: "Rachael Collie" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
Sent: Monday, February 24, 2003 9:
Rod:
When introducing the class in the use of Z-scores (read "Zed Scores" in
the Great White North, eh?) I think that it's important to stress the idea
that we are talking about how an individual does _relative to the rest of
the distribution_.
An example I use involves a bet between two roommate
Many students have trouble with z-scores because they are introduced with a
formula. I have had success by starting with various standard scores (IQ,
GRE, T, z). After describing IQ scores, I give a few prompts like, "What is
another way of saying that someone has an IQ of 115? 70? Someone 2 stan
Speaking of z-score woes, does anyone know how psychology ended up
with standard deviations rather than mean absolute differences from
the mean. Is it just because of ease of calculation?
wedj
--
Wallace E. Dixon, Jr.
A student just send me this email in regard to preparing vocabulary terms
for a test tomorrow. The odd thing is that all of these terms are listed in
the subject index at the end of the book. Do you think this student is lazy
or just does not know how to operate a textbook? Is it my obligation to l
Tell the student about the index in the textbook.
Vinny
Vincent Prohaska, Ph.D.
Associate Professor and Chair
Department of Psychology
Lehman College, City University of New York
Bronx, NY 10468-1589
[EMAIL PROTECTED]
718-960-8204
718-960-8092 fax
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I would tell the student that the terms are in the subject index. It is not
your place to look them up, and the student will learn how to use a subject
index to do so.
David W.
At 09:43 AM 2/25/2003 -0800, you wrote:
A student just send me this email in regard to preparing vocabulary terms
for a
Hi
On Tue, 25 Feb 2003, Wallace E. Dixon, Jr. wrote:
> Speaking of z-score woes, does anyone know how psychology ended up
> with standard deviations rather than mean absolute differences from
> the mean. Is it just because of ease of calculation?
It is because of the statistical properties as
I think you should tell him how you feel strange his mail. And suggest him
to search those terms
Jose
- Original Message -
From: "Lenore Frigo" <[EMAIL PROTECTED]>
Newsgroups: tips
To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
Sent: Tuesday, February 25, 2003 5:43 PM
Sub
on 2/25/03 12:43 PM, Lenore Frigo at [EMAIL PROTECTED] wrote:
> A student just send me this email in regard to preparing vocabulary terms
> for a test tomorrow. The odd thing is that all of these terms are listed in
> the subject index at the end of the book. Do you think this student is lazy
> or
Lenore- Perhaps you should send them a list of the things you have been assigned to do
for tomorrow and thank them for doing it. :) YES the student is being lazy. But also
inappropriately familiar, expressing entitlement, immaturity, yada, yada. Gently but
firmly state to them that they do not l
I have found that many students--particularly
first-year-students--aren't aware that college requires more independent
work. I would guess that many students have had high school teachers
that would do this sort of work for them and don't know that more is
expected of them in college. The specifi
Interesting question. Glancing through a couple stats books it is
occasionally mentioned as a method but quickly dismissed.
Welkowitz, Ewen & Cohen (1992; 4th ed.) notes that averaging the
absolute values is a useful descriptive measure termed Average
Deviation. They go on to say "it is usually
I agree with the "hold the formula" approach. I introduce Z from the %
angle, and I use the "68% - 95% - 99.7%" rules of thumb, and
occasionally substitute "most people" "nearly everybody" and "virtually
everybody" for the %. You can get a lot of mileage from this approach.
The formulas can be in
--
From: FRONTLINE bulletin <[EMAIL PROTECTED]>
Reply-To: [EMAIL PROTECTED]
Date: Tue, 25 Feb 2003 02:13:10 GMT
To: [EMAIL PROTECTED]
Subject: A Class Divided, (check local listings) on PBS
FRONTLINE
http://www.pbs.org/frontline/
- This Week: "A Class Divided,"
(check local listings) on
This already premiered yesterday, but is still on its repeat schedule. I
saw a bit of it, so have my VCR set for 3 a.m. tomorrow. Check local
listings:
http://www.pbs.org/perfectillusions/
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Wallace:
The rest of our statistical procedures (correlations,
regression, anova) build on a foundation of "squared deviation" scores,
not average deviation scores. They all hang together as related
procedures. The average deviation is not related to these other
procedures.
Squarin
Rod,
Maybe an example closer to home would help. Give him as an example his
score on two hypothetical exams in the same class. Set it up so his
numerical score on the first exam is lower than his numerical score on the
second exam, but on the first exam is above the mean of the class and
below
Hi everyone:
Thanks to everyone for their helpful guidance on the z-score situation.
Actually, I ended using an combination of all of your suggestions. I
used David's examples of focusing on two particular distributions of
tests scores (see below for the specifics). I framed this situation in
th
hello everyone
I have agreed to teach a short paranormal psychology course any ideas for
lesson plans!!!
or recommended books..
all ideas appreciated
alexia
- Original Message -
From: "James Guinee" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences" <[EMAIL PROTECTED]>
Se
Hi Tipsters,
I am trying to find two pieces of information, and I can't seem to locate either. I
am looking for a reference for a quote and a citation for a study.
The quote goes something like this:
"Students will not care about your discipline unless they know you care about them."
Second qu
I just today asked a student to change the word "experiment" in her paper to
the word "study" because she simply asked different groups to respond to
questionnaires. Around here, I reserve the label "experiment" to mean a
study that randomly assigns participants to conditions. However I wonder if
I
In a little book that a colleague and I wrote nearly 30 years ago (and
for some completely unknown reason was not picked up by a publisher) we
said:
"As a means of comparing dispersion among distributions, the
average deviation has some value since, simply stated, the greater the
average3
It's not so much a matter of "wrong" as it is "historically and disciplinarily
limited." See:
Winston, Andrew S. and Blais, Daniel J. (1996) What counts as an experiment?: A
transdisciplinary analysis of textbooks, 1930-1970. American Journal of
Psychology 109(4):599-616.
which can be found on-li
After you have taught bivariate linear regression (a two parameter model,
intercept and slope) to your students, stressing the least squares
criterion, you may want to point out that the mean is simply the intercept
in a single parameter linear model, that is, predicted Y = mean Y. The
variance is
Hi Bill:
I teach research methods and spend quite some time repeatedly over the semester
talking about research versus experiment and why in science it is so important
to use the denotative meaning of words, and not connotative. thus, what NASA is
doing flies in the face of that, and is a disse
What is an experiment? In quite simple words, "you do something and see
what happens." The critical element is that you manipulate the putative
causal variable ("you do something") rather than just passively observe.
This does not, IMHO, necessarily involve random assignment of experimental
u
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