It might matter whether the faculty member is out for the day or just missing
a single class. I am at a school with a collective bargaining agreement and if
you are absent you need to fill out a form (or at least have the secretary fill
it out for you) indicating whether you are taking a sick
Since I am chair at the moment, I get a lot of information from students and
faculty about how many classes faculty cancel. I have no way to rate this,
since I really don't know what is normal. I'm curious whether anyone has
come upon any sort of research or data on this. I need to know about
Here is my formula for excusable faculty absences.Take the person's age divide
by 2 and then minus 15. Then add 5.
Michael
- Original Message -
From: Alice Locicero
To: Teaching in the Psychological Sciences (TIPS)
Sent: Monday, October 19, 2009 1:15 PM
Subject: [tips
At Utica College (where I've been for the last 10 years) and at Lebanon
Valley College (at which I was for 10 years), psychology faculty rarely
miss a class (as in 'almost never') except in the case of serious
illness or for conference presentation obligations (which is considered
a legitimate
(TIPS)
Subject: Re: [tips] question about faculty missing classes
At Utica College (where I've been for the last 10 years) and at Lebanon Valley
College (at which I was for 10 years), psychology faculty rarely miss a class
(as in 'almost never') except in the case of serious illness or for conference
We have a form that must be signed by the chair to approve an
absence to attend professional conferences or other such activities.
Ken
Also, I am wondering whether, in other colleges, chairs are asked to
approve absences for professional conferences, etc.
Alice LoCicero
Alice
PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about faculty missing classes
We have a form that must be signed by the chair to approve an
absence to attend professional conferences or other such activities.
Ken
Also, I am wondering whether, in other
--
From: Steven Specht [mailto:sspe...@utica.edu]
Sent: Monday, October 19, 2009 1:29 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about faculty missing
classes
At Utica
Thanks, Everyone. That helps. If I find any hard data on it I will share it.
Alice
Alice LoCicero, Ph.D., ABPP, MBA,
Associate Professor and Chair, Social Science
Endicott College
Beverly, MA 01915
978 232 2156
---
To make changes to your subscription contact:
Bill
I am embarrassed to ask this question because I should know the answer,
but I have a bad cold and am on lots of drugs (that's my excuse and I'm
sticking to it).
How is drug addiction explained in terms of operant conditioning? I can
explain it using words, but when I try to employ my four-cell
The typical explanation is in terms of classical conditioning, not
operant. This is based on the work of Shep Siegel and his students.
http://www.science.mcmaster.ca/psychology/index.php/people/202-dr-shepard-siegel.html
US = chemical properties of the drug
UR = biological response to the
Carol:
I am not sure where you are going with this. Is this what you want?
Positive reinforcement: Substance produces effect. Subject makes
response to produce substance and its effect.
Negative reinforcement: Substance produces effect. Lack of
substance produces different effect.
I'm not sure that operant conditioning can EXPLAIN drug addiction,
but it certainly has been used to analyze and treat it.
Drugs are very potent reinforcers -- generally regarded as positive
reinforcers, although avoidance of withdrawal symptoms can be looked
at as negative reinforcement.
in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about op cond and drug use
I'm not sure that operant conditioning can EXPLAIN drug
addiction, but it certainly has been used to analyze and treat it.
Drugs are very potent reinforcers -- generally regarded as
positive reinforcers, although
Associate Professor and Chair
Department of Psychology
College of Arts Sciences
Baker University
--
-Original Message-
From: Paul Brandon [mailto:paul.bran...@mnsu.edu]
Sent: Wednesday, October 07, 2009 11:15 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question
On Wed, 7 Oct 2009, Marc Carter went:
The treatments for addiction that are most effective are very much
like systematic desensitization, so the addiction itself seems more
Pavlovian than Skinnerian.
I wouldn't say that, because contingency management, which uses
operant principles, is at
With regard to one of the most common drug addictions, nicotine, one
thing to consider (IMHO) are the number of discriminative stimuli that
signal an opportunity to smoke. Thus, the person attempting to stop
smoking must stop in all of those situations and therefore must
essentially quit smoking
/index.htm
-Original Message-
From: Paul Brandon [mailto:paul.bran...@mnsu.edu]
Sent: Wednesday, October 07, 2009 11:40 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about op cond and drug use
Explaining WHY a drug is reinforcing would rely
Thank you to all of you who responded, your answers were, across the
board, very helpful and I appreciate them. Ultimately where I am going
is to explain the dopamine reward system and the concept that withdrawal
symptom severity is not related to a drugs addictiveness; a finding that
implies that
On Wed, 7 Oct 2009, DeVolder Carol L went:
Ultimately where I am going is to explain the dopamine reward system
Unsolicited advice: I think the most important thing we can teach
students about the dopamine reward system is that it is probably NOT a
pleasure system--a squirt of dopamine into
, 2009 12:15 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] question about op cond and drug use
On Wed, 7 Oct 2009, DeVolder Carol L went:
Ultimately where I am going is to explain the dopamine reward system
Unsolicited advice: I think the most important thing we
On Wed, 7 Oct 2009, Marc Carter went:
Now, a huge dollop of serotonin is a whole other can o' peas in
terms of making you feel good, if I understand the pharmacodynamics
of ecstasy...
:)
See, students have to be set straight on THAT one, too! MDMA/Ecstasy
does cause a flood of serotonin
Help me out here as I had thought that the flood of serotonin with ecstasy
has such a significant impact because it occurs throughout the cerebral
cortex where as anti-depressants, which also increase the amount of
serotonin in the brain's synapses, have less of a consciousness altering
impact
in the Psychological Sciences (TIPS)
Subject: RE: [tips] question about op cond and drug use
Help me out here as I had thought that the flood of serotonin
with ecstasy has such a significant impact because it occurs
throughout the cerebral cortex where as anti-depressants,
which also increase the amount
...@uwf.edu
-Original Message-
From: Mark A. Casteel [mailto:ma...@psu.edu]
Sent: Sat 8/22/2009 3:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about research project in cognitive psych
Every year, I have my students replicate a classic study
-Original Message-
From: Ken Steele [mailto:steel...@appstate.edu]
Sent: Saturday, August 22, 2009 4:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question about research project in cognitive psych
Mark A. Casteel wrote:
I've often wondered
Park
San Diego, CA 92110
619-260-4006
tay...@sandiego.edu
Original message
Date: Sat, 22 Aug 2009 16:28:45 -0400
From: Mark A. Casteel ma...@psu.edu
Subject: [tips] Question about research project in cognitive psych
To: Teaching in the Psychological Sciences (TIPS) tips
Hi Ken. This is a neat idea, and one that I think students could
feasibly do. Thanks. This gives me some good ideas.
Mark
At 04:52 PM 8/22/2009, Ken Steele wrote:
Mark A. Casteel wrote:
I've often wondered if anyone has had students try to research
topics like (1) the negative effects of
Message-
From: Ken Steele [mailto:steel...@appstate.edu]
Sent: Saturday, August 22, 2009 4:52 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question about research project in cognitive psych
Mark A. Casteel wrote:
I've often wondered if anyone has had students try
A. Casteel ma...@psu.edu
Subject: [tips] Question about research project in cognitive psych
To: Teaching in the Psychological Sciences (TIPS)
tips@acsun.frostburg.edu
Every year, I have my students replicate a classic study in the field
in small groups of 2-3 students. Every year, I'm ecstatic
, August 23, 2009 12:31 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Question about research project in cognitive psych
Hi Marie. Do you (or anyone else) have a citation for this study? I
don't remember it and wonder if it was discussed while I was away on
vacation
Hi
I've had mixed success with students doing on-line experiments for cognitive.
See pdfs starting with Act... (for Activity) at
http://io.uwinnipeg.ca/~clark/teach/2600/
Primary problems have concerned students who say they could not get the on-line
experiments to work for them.
Take care
: Sat 8/22/2009 3:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about research project in cognitive psych
Every year, I have my students replicate a classic study in the field
in small groups of 2-3 students. Every year, I'm ecstatic with the
amount
- 5751
Phone: (850) 857-6355 or (850) 473-7435
e-mail: csta...@uwf.edu
-Original Message-
From: Mark A. Casteel [mailto:ma...@psu.edu]
Sent: Sat 8/22/2009 3:28 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about research project in cognitive psych
Every year, I have my students replicate a classic study in the field
in small groups of 2-3 students. Every year, I'm ecstatic with the
amount of information they learn (as well as the experience of
presenting their research to the campus community) but I also wish I
could have them do
Mark A. Casteel wrote:
I've often wondered if anyone has had students try to research topics
like (1) the negative effects of texting while performing other
activities or (2) the influence of the presence/absence of a gun on
memory for a simulated crime, without requiring working with
in the Psychological Sciences (TIPS)
*Subject:* Re: [tips] question
I didn't post the original, but from memory here are a few of the ones
that I used at the start of each semester:
Santa Claus lives at the North Pole
People need oxygen to live
2 + 2 = 4
There is life after death
The moon is made
.
From: Beth Benoit [beth.ben...@gmail.com]
Sent: Wednesday, August 12, 2009 9:22 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question
Martin,
I use Dave Myers' Intro text and have the amazing (huge) Instructor's Resources
binder. There's so MUCH in there (I
used it a bunch
of times, and it works great!
--
*From:* Don Allen [dal...@langara.bc.ca]
*Sent:* Tuesday, August 11, 2009 6:37 PM
*To:* Teaching in the Psychological Sciences (TIPS)
*Subject:* Re: [tips] question
I didn't post the original, but from memory here
, August 12, 2009 10:28 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question
Many thanks, Beth, for your gracious words regarding the binder accompanying
Myers. But I'm only the editor. David Anderson deserves the credit for the
cited exercise. As the entry indicates on p
10:28 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question
Many thanks, Beth, for your gracious words regarding the binder
accompanying Myers. But I'm only the editor. David Anderson deserves the
credit for
the cited exercise. As the entry indicates on p. 14
: Bourgeois, Dr. Martin [mailto:mbour...@fgcu.edu]
Sent: Wed 8/12/2009 10:31 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] question
Martin, since you're here, I'll take the opportunity to second everything Beth
said about your Instructor's Resource Manual, it has saved
See subject header. Thank you. :)
--David Epstein
da...@neverdave.com
---
To make changes to your subscription contact:
Bill Southerly (bsouthe...@frostburg.edu)
Martin Bolt gave me permission, and I'll give David Anderson credit as well,
to cite the list for all. Here it is:
David Anderson describes a classroom exercise that will effectively
demonstrate that science is equipped to answer some questions but not
others. Science is not the only way to
Some time ago a TIPSTER posted a list of statements that he put on the blacboard
at the start of a Methods class. The statements were facts or beliefs, and
represented different ways of knowing. (The only one I remember is God exits.
I would like to modify and use that list in my class this
The only one I remember is God exits.
Was that an atheist or deist worldview? :)
Rick
Dr. Rick Froman, Chair
Division of Humanities and Social Sciences
John Brown University
Siloam Springs, AR 72761
rfro...@jbu.edu
From: Joel S. Freund
the students to identify any statements that they knew to be
true or knew to be false. I used this to lead into a discussion of how we
know something to be true/false.
Hope that helps.
-Don.
- Original Message -
From: Joel S. Freund
Date: Tuesday, August 11, 2009 1:14 pm
Subject: [tips
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question
I didn't post the original, but from memory here are a few of the ones that I
used at the start of each semester:
Santa Claus lives at the North Pole
People need oxygen to live
2 + 2 = 4
There is life after death
604 871 0495
Website http://www.changeways.com/
- Original Message -
From: DeVolder Carol L
To: Teaching in the Psychological Sciences (TIPS)
Sent: Monday, March 23, 2009 1:40 PM
Subject: [tips] Question about coping
Hi,
I have been talking about stress
: Tuesday, March 24, 2009 9:37 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] Question about coping
Hi Carol,
I give my students the following link that directs them to 8 modules on
stress management (wellness modules), which present a cognitive
behavioural
Website http://www.changeways.com/
- Original Message -
From: DeVolder Carol L
To: Teaching in the Psychological Sciences (TIPS)
Sent: Monday, March 23, 2009 1:40 PM
Subject: [tips] Question about coping
Hi,
I have been talking about stress and the hypothalamus
Hi,
I have been talking about stress and the hypothalamus-pituitary-adrenal
axis in my Brain Behavior class, and I asked the students to turn in
to me a list of 10 coping mechanism that they employ. They dutifully did
so, and now I want to provide them some feedback; however, I'm out of
class
Hi all
I am teaching Sensation and Perception for the first time and have a
question regarding an upcoming lecture.
I have completed the visual system and made some strong points about
visual dominance (thanks in part to a clever pair of prism goggles
generously provided by Don McBurney).
As I
University College of Arts Sciences
---
-Original Message-
From: Sybil Streeter [mailto:[EMAIL PROTECTED]
Sent: Friday, November 07, 2008 10:27 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question: McGurk effect and visual dominance
Hi all
I am
: Sybil Streeter [mailto:[EMAIL PROTECTED]
Sent: Friday, November 07, 2008 10:27 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question: McGurk effect and visual dominance
Hi all
I am teaching Sensation and Perception for the first time and
have a question regarding
A question was raised on another list, and I thought some Tipsters might know
the answer. In a person with a split corpus callosum, how does the information
from one side of the body get to the other hemisphere and how do messages from
one hemisphere get to the other side of the
]
Sent: Monday, November 03, 2008 1:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about split brain
A question was raised on another list, and I thought some
Tipsters might know the answer
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]
Original message
Date: Mon, 3 Nov 2008 02:42:03 EST
From: [EMAIL PROTECTED]
Subject: [tips] question about split brain
To: Teaching in the Psychological Sciences (TIPS)
tips
:) )
--Mike
--- On Mon, 11/3/08, [EMAIL PROTECTED] [EMAIL PROTECTED] wrote:
From: [EMAIL PROTECTED] [EMAIL PROTECTED]
Subject: Re: [tips] question about split brain
To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu
Date: Monday, November 3, 2008, 6:02 AM
It depends
: Monday, November 03, 2008 2:42 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] question about split brain
A question was raised on another list, and I thought some Tipsters might know
the answer. In a person with a split corpus callosum, how does the information
from one side
To: Teaching in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about split brain
Thanks for all the answers so far. I phrased my question wrongly. What
I really want to know is how the sensory info from e.g. the right side
of the body gets to the left hemisphere in a split-brain
in the Psychological Sciences (TIPS)
Subject: Re: [tips] question about split brain
Thanks for all the answers so far. I phrased my question wrongly. What
I really want to know is how the sensory info from e.g. the right side
of the body gets to the left hemisphere in a split-brain patient and how
the motor
PROTECTED] wrote:
From: Shearon, Tim [EMAIL PROTECTED]
Subject: RE: [tips] question about split brain
To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu
Date: Monday, November 3, 2008, 11:53 AM
Riki- Carol’s response answers most of what you are asking for (well
A question was raised on another list, and I thought some Tipsters might
know the answer. In a person with a split corpus callosum, how does the
information from one side of the body get to the other hemisphere and how do
messages from one hemisphere get to the other side of the brain?
.
--
Margaret Wheatley
-Original Message-
From: Blaine Peden [mailto:[EMAIL PROTECTED]
Sent: Friday, October 17, 2008 9:47 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about Curricular Levels
Our department is considering a revision of the undergraduate psychology
Our department is considering a revision of the undergraduate psychology major.
One topic for discussion is the idea of a developmentally coherent curriculum
outlined in the recent APA document:
http://www.apa.org/ed/Teaching-Learning-Assessing-Report.pdf
We have encountered the problem of
and Thur 9:30-10:30, Wed 10:30-11:45
http://alpha.dickinson.edu/departments/psych/helwegm
From: Blaine Peden [mailto:[EMAIL PROTECTED]
Sent: Friday, October 17, 2008 10:47 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips
Hi, All --
Quick question, here: Do any of you know whether or not having been in
an honors program confers a benefit on a graduating student either
with respect to getting into grad school or getting a job out of
college?
The reason I ask you is a) I have no idea who else to ask, and 2) I
If the honors program involves doing research projects then I would think that
would be especially valuable for those wanting to go on to grad school in
psych. If it involves just more credits no, but if the coursework involves
research or collaborative activities that are career relevant then
): (605) 677-5223
phone (Psychology): (605) 677-5295
-Original Message-
From: Marc Carter [mailto:[EMAIL PROTECTED]
Sent: Wednesday, October 08, 2008 11:53 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about honors programs
Hi, All --
Quick question, here
Dear Tips Colleagues,
I should know this, but I'm blanking on it--how does REM sleep without atonia
differ from sleepwalking or does it?
Thanks,
Carol
Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, Department of Psychology
St. Ambrose University
518 West Locust Street
Davenport,
DeVolder Carol L asked I should know this, but I'm blanking on it--how does
REM sleep without atonia differ from sleepwalking or does it?
The obvious answer is that slepwalking occurs in stages 3 4. Also, I may be
displaying my ignorance here but doesn't REM sleep disorder always lack atonia?
]
Original message
Date: Thu, 27 Mar 2008 15:41:36 -0400
From: David Wasieleski [EMAIL PROTECTED]
Subject: Re: [tips] question about paper assignments
To: Teaching in the Psychological Sciences (TIPS)
tips@acsun.frostburg.edu
Carol:
In recent years I have significantly changed my
I'm curious about typical paper assignments for a 300-level course. What do you
all do in terms of length, number of references, etc.?
Thanks for your help as always,
Carol
Carol L. DeVolder, Ph.D.
Professor of Psychology
Chair, Department of Psychology
St. Ambrose University
518 West
Carol:
In recent years I have significantly changed my approach to written
assignments. I have gone to shorter assignments of greater frequency.
Most are 2-3 page, double spaced reaction papers designed to
emphasize critical thinking. I also have gone to a 4 of 6 approach
where there are six
Hi, Carol --
My 300-level courses almost all involve labs; they are cognitive, SP,
learning, and physio (although we're probably going to take physio out
of the lineup and make it a 200-level course).
In these courses students write several lab reports (5-8, depending on
the course and the
-4006
[EMAIL PROTECTED]
Original message
Date: Thu, 27 Mar 2008 14:37:51 -0500
From: DeVolder Carol L [EMAIL PROTECTED]
Subject: [tips] question about paper assignments
To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu
I'm curious about typical paper
;)
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
[EMAIL PROTECTED]
Original message
Date: Thu, 27 Mar 2008 15:41:36 -0400
From: David Wasieleski [EMAIL PROTECTED]
Subject: Re: [tips] question about
David Wasieleski wrote:
Carol:
In recent years I have significantly changed my approach to written
assignments. I have gone to shorter assignments of greater frequency.
Most are 2-3 page, double spaced reaction papers designed to emphasize
critical thinking. I also have gone to a 4 of 6
I have a student who has been asked, for a $75 fee, to become a lifetime member
of hte National Society of Collegiate Scholars.
Does anyone know if this is worth it, and would this be a good vita entry?
My sense is that this is sort of like Who's Who in that anyone can pay to be in
it ;)
You are correct. Another scheme to sell a book with your name in it.
Like most things, if you have to pay to get recognized you get
recognized as a chump.
Ray Rogoway
[EMAIL PROTECTED]
On Mar 3, 2008, at 1:00 PM, [EMAIL PROTECTED]
[EMAIL PROTECTED] wrote:
I have a student who has been
and may not be shared with anyone
without permission of the sender.
-Original Message-
From: James K. Denson [mailto:[EMAIL PROTECTED]
Sent: Wed 2/13/2008 1:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about Hunger
We are discussing motivation
:[EMAIL PROTECTED]
Sent: Wed 2/13/2008 1:12 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about Hunger
We are discussing motivation for hunger in class today and student
wanted to know why women gain weight when they go on the pill. Is it
related to any of the hunger
We are discussing motivation for hunger in class today and student
wanted to know why women gain weight when they go on the pill. Is it
related to any of the hunger hormones?
Any ideas?
mailto:[EMAIL PROTECTED]
J. Kevin Denson
Kempsville High School
Social Studies Department Chair
AP
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Mon 11/12/2007 3:29 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about Exam Scores
Dear Colleagues:
I teach at the community college, and this semester my teaching load is four
courses. Today, I
]
Subject: RE: [tips] Question about Exam Scores
To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu
So many people have weighed in, both here and in PSYCTEACH, and I agree with
the folks who do not curve. Particularly in situations such as Albert's,
where (1) students asked
ych.org/otrp/syllabi/syllabi.php
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]Sent: Mon 11/12/2007 3:29 PMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Question about Exam Scores
Dear Colleagues:
I teach at the community college, and this semester my teaching load is fo
From: Penley, Julie [mailto:[EMAIL PROTECTED]
Sent: Tue 11/13/2007 8:04 AM
To: Teaching in the Psychological Sciences (TIPS)
Subject: RE: [tips] Question about Exam Scores
So many people have weighed in, both here and in PSYCTEACH, and I agree with
the folks who do not curve. Particularly
Regarding the question below, I generally subscribe to the claim that
the more time a student spends in contact with the course material, the
more the student will learn (and retain) from the experience. So using
the end-of-semester time to review the whole course should result in
greater
On 12 Nov 2007 at 13:03, Ken Steele wrote:
What was the N for the groups?
One justification for using the covariates might be that the N
was very low and that variability within the groups needed
further reduction.
N = 69 for the intervention group; 181 for control group (not
Hi
James M. Clark
Professor of Psychology
204-786-9757
204-774-4134 Fax
[EMAIL PROTECTED]
[EMAIL PROTECTED] 13-Nov-07 7:15:03 PM
On 12 Nov 2007 at 13:03, Ken Steele wrote:
But there is something that's curious about these groups. For the
reported comparisons, there were actually two
I'm pondering a study which purports to show that a specific early
intervention works in improving school performance and keeping kids from
crime. The design is good, although the results, while positive, are
weak.
But there does appear to be some possibility of fiddle in the way the
results
Dept. of Psychology
Langara College
100 W. 49th Ave.
Vancouver, B.C.
Canada V5Y 2Z6
Phone: 604-323-5871
- Original Message -
From: [EMAIL PROTECTED]
Date: Monday, November 12, 2007 9:22 am
Subject: [tips] Question for the stats-savvy
To: Teaching in the Psychological Sciences (TIPS)
tips
Hi
Having covariates benefits in two ways. The first is statistically
controlling for pre-existing differences between groups, which Stephen
correctly noted should not be a problem in a randomized study (although,
stuff does happen, as they say on expurgated versions of the Sopranos).
The
Hi Stephen:
What was the N for the groups?
One justification for using the covariates might be that the N
was very low and that variability within the groups needed
further reduction.
But in that case wouldn't you expect to see an explanation of why
the covariates were chosen and the
[EMAIL PROTECTED] wrote:
That's not what's bugging me. What I want to know is if it's justifiable
to control for things like parental occupation and disruptiveness in a
randomized study. This is ok for correlational research, but why would
you want to do it in a randomized study where such
Dear Colleagues:
I teach at the community college, and this semester my teaching load is four
courses. Today, I administered the second exam in all of my courses and just
scored each of them. The average for each class is as follows
Class 1- N=27 70% average raw score
Class 2- N=31 66%
)
Subject: [tips] Question about Exam Scores
Dear Colleagues:
I teach at the community college, and this semester my teaching load is
four courses. Today, I administered the second exam in all of my
courses and just scored each of them. The average for each class is as
follows
Class 1
Phone: 604-323-5871
- Original Message -
From: [EMAIL PROTECTED]
Date: Monday, November 12, 2007 2:30 pm
Subject: [tips] Question about Exam Scores
To: Teaching in the Psychological Sciences (TIPS)
tips@acsun.frostburg.edu
Dear Colleagues:
I teach at the community college
]
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Monday, November 12, 2007 5:30 PM
To: Teaching in the Psychological Sciences (TIPS)
Subject: [tips] Question about Exam Scores
Dear Colleagues:
I teach at the community college, and this semester my teaching
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