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 Southerl
as a student.
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4006
tay...@sandiego.edu
Original message
>Date: Mon, 19 Oct 2009 13:44:12 -0500
>From: Marc Carter
>Subject: RE: [tips] question
2:39 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 whe
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 Lo
in the Psychological Sciences (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')
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
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] questio
:09 PM
> To: Teaching 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 wh
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 be
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 rele
..@neverdave.com]
> Sent: Wednesday, October 07, 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 dopa
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
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
bsite/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
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
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 leas
arter, PhD
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: [
M
> To: Teaching 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 r
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. St
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. Subjec
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 drug
I¹ve used Powerpoint to replicate illusory correlation in the classroom
using the same type of stimuli as in the original study by Hamilton and
Gifford (1979), I revised a version created by Jackson (2000). I may use it
in my research methods class this semester.
--
Paul Bernhardt
Frostburg State
Psychexchange just posted a video clip of car crashes with several crashes,
day and night, that you could use. Go to
* Car carsh montage may be useful for a Loftus and Palmer replication? - by
Mandy Wood - _http://www.psychexchange.co.uk/videos/view/20457/_
(http://www.psychexchange.co.uk/
You can implement many experiments as a Power Point presentation if you use the
automatic slide advance function to control timing. Requires paper and pencil
for responses and eliminates RT experiments, but you can still do a lot of
interesting projects this way.
I've implemented implicit and e
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
: Sunday, 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
Hi Annette. The problem is, the course is a cognitive psych course,
so I can't use (most) social psych experiments.
Mark
At 08:57 AM 8/23/2009, you wrote:
Two answers:
I am a cognitive person but I replicate a lot of social studies.
Students find them more intuitively appealing.
Second, I h
--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 if anyone ha
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 text
Two answers:
I am a cognitive person but I replicate a lot of social studies. Students find
them more intuitively appealing.
Second, I have done projects as you mentioned and I think you almost answered
your own question (Ok, I haven't done the gun thing, but I have done bystander
intervention
-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&#x
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
experi
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 appr
From: 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
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
Sent: Wednesday, 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
iled by Martin Bolt. I've 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] q
, etc.
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
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 are a few of the ones
> that I used at the start of each semester:
>
> Santa Claus lives at the North Pole
>
> People n
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 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 l
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 of green cheese
Money buys happiness
I would then ask the stu
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 [jsfre...@uark.e
OK, this is one classic example of why it's so wonderful to be on the TIPS
listserv. What Martha has provided for all of us is a gift of resources
on health and well-being. Thanks much Martha for your generosity re:
sharing your expertise.
Joan
jwarm...@oakton.edu
> Question about copingHi Caro
: 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
Question about copingHi Carol,
I give my students the following link that directs them to 8 modules on stress
management (wellness modules), which present a cognitive behavioural approach
to coping with stress (i.e., modules on healthy thinking, sleep management,
etc.). They were developed by
Hi Mark,
Sure, and thanks for your reply.
When wearing prism goggles, the straight edge of a chalkboard appears
curved - no surprise because they distort input left to right.
Importantly, when running one's hand down the side of the straight edge -
it also persistently FEELS curved.
I also invo
Hey, Sybil --
Can you give me an example of what you mean when you say you're
wondering "why vision does not override the auditory cues when there is
conflicting information - as it does for other modalities"?
m
---
Marc L Carter
Associate Professor and Chair
Department of Psychology
Baker
8, Shearon, Tim <[EMAIL PROTECTED]> wrote:
From: Shearon, Tim <[EMAIL PROTECTED]>
Subject: RE: [tips] question about split brain
To: "Teaching in the Psychological Sciences (TIPS)"
Date: Monday, November 3, 2008, 11:53 AM
Riki- Carol’s response answers most of what y
ing 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
1:10 PM
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 s
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
info gets from the left hemishere to the right side of the body..
Visual information crosses the optic nerve at the back of the head (neck);
however, once the visual information crosses, it cannot pass information from
one side of the brain to the other because the corpus callosum is severed.
Nina
From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]
Sent: Monday
phere :) )
--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)"
Date: Monday, November 3, 2008, 6:02 AM
It depends.
It depends. If the split was completely through not just the corpus callosum
but
also thorugh the anterior and posterior commissures then there probably is very
minimal communication between hemispheres. As I have hear/read about it, one
way that split brain patients adapt is that they learn, f
Generally speaking, they don't -- or if they do, it happens out in the
world (as when the left half of a split-brain person watches what his
left hand is drawing or pointing to).
There are two additional commisures (one anterior, one posterior), but I
don't think they carry nearly the informati
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?
For us, we only have one 100-level course (general psyc). At the
200-level we have our year of methods and a number of survey courses
(social, I/O, psyc and law, and like that). The 300-level courses all
have labs (data collection, analysis, writing, presenting) and/or major
writing projects and
Hi Blaine
Here is our curriculum
http://alpha.dickinson.edu/departments/psych/requirements.html
At the 100-level we have "Introduction to x" where x is a major area of
psychology (social, child, cognitive, etc.). Anyway can take these classes and
majors need 4 of them (we do not teach intro). A
As a director of an Honors Program, I can tell you statistics on our graduates
over the past 5 years (averaging 40 Honors graduates per year)
Acceptance rate into Medical School: 95%
Acceptance rate into Law School: 100%
Acceptance Rate for other professional programs (OT, PT, Dentistry): 100%
A
- Original Message -
From: "Marc Carter" <[EMAIL PROTECTED]>
To: "Teaching in the Psychological Sciences (TIPS)"
Sent: Wednesday, October 08, 2008 12:53 PM
Subject: [tips] Question about honors programs
Hi, All --
Quick question, here: Do any of you know whether or not having bee
Dear Tipsters,
It is my understanding that, in Canada, having an honours degree in psychology
is actually a requirement for entry into a graduate programme in psychology.
Exceptions may be made in rare cases. Of course, a major in pscychology may be
sufficients for entry into other programmes s
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 y
versity 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 pape
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" a
r to grade ;)
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]>
>Sub
4-6 articles, min/max 15-20 pages, for a survey course such as Cog Psych. Must
integrate at least 2 "classic" papers with more recent publications on the
topic.
Annette
Annette Kujawski Taylor, Ph.D.
Professor of Psychology
University of San Diego
5998 Alcala Park
San Diego, CA 92110
619-260-4
Hi, Carol --
My 300-level courses almost all involve labs; they are cognitive, S&P,
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 len
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
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 be
Check out _http://www.wdxcyber.com/ncontr11.htm_
(http://www.wdxcyber.com/ncontr11.htm)
This article discusses two other mechanisms: fluid retention and insulin
resistance, which are not universal side effects of birth control pills. Some
women gain, some lose, and some have no change.
Rik
I THINK (and tis is just off the top of my head) that the estrogens alter fat
distribution in the female body and it's not really related to hunger, but
rather body metabolism. A mature female body is much curvier than an immature
female body, and that means more weight.
Carol
Carol L. DeVolde
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 d
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 reten
Hill, CA 94523
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
These class averages mesh with mine.
I also fall into the no-curve camp. However, I do allow a higher score on the final to replace the total of the unit exams. "This is the information I want you to show me that you know, and I'll give you a second chance to do th
, Julie" <[EMAIL PROTECTED]>
>Subject: RE: [tips] Question about Exam Scores
>To: "Teaching in the Psychological Sciences (TIPS)"
>
>So many people have weighed in, both here and in PSYCTEACH, and I agree with
>the folks who do not curve. Particularly in s
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 whether there would be a curve even before the exam was
given out and (2) at least 10% of students in each class earned
Albert,
What you decide to do with your "curve or don't curve" grading
decision depends in part on what you have done in the past and what your
colleagues are doing in similar courses. "Fair" grading requires some
consistency in standards--from course to course and semester to
semester. So
ychological Sciences (TIPS)
Subject: RE: [tips] Question about Exam Scores
I tell my class that they don't want a curve because then I would have to
give most people (68%) a C.
What I do is go through an item analysis of the test. If I find a question
that seems to be excessively di
Hey, Albert --
If you have classes that small and had students who scored well, you
surely have enough variability to suggest that there aren't any real
differences in performance between those classes. I'd treat them all
the same.
In large classes, a mean of about 2/3 was pretty common for me -
I tell my class that they don't want a curve because then I would have to give
most people (68%) a C.
What I do is go through an item analysis of the test. If I find a question that
seems to be excessively difficult I ask myself if I presented the material well
and wrote a fair question. I often
Hi Albert-
Without knowing what the standard deviations are for your classes it's
impossible to test to see whether these classes are statistically
reliably different from one another. Based on my classes I would be
willing to bet that the small differences that you see are simply
chance varia
Albert- What were the "dispersal" numbers like? I.e., was the standard
deviation about normal or was it larger. I'd want to know at least that.
I tend to do an item analysis on any test but especially those that
trouble me. Perhaps you just have a few "bad items"? Anyway, I'd tend to
depend more on
[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 su
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 unifo
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-
I share your concern about using logistical regression as well as
deciding, a posteriori, that .06 is sufficient grounds to reject the
null. However, to play devil's advocate, there might be some
justification for controlling for things like disruptiveness and
parental occupation I
At 1:26 PM -0600 11/8/07, Jeff Bartel wrote:
Although I wouldn't put anything past some of these presenters, I'm
wondering if the "hidden messages" aren't necessarily "subliminal" in
the sense that psychologists use the term
And, of course, from a TSD (Signal Detection Theory) perspective the
We are all aware of the lack of empirical support for the effectiveness
of DARE programs so I wouldn't put a lot of stock in that certification.
On the other hand, I always told my Adolescent Psych students when we
discussed music that it is ridiculous to look for hidden messages in
popular music w
Although I wouldn't put anything past some of these presenters, I'm
wondering if the "hidden messages" aren't necessarily "subliminal" in
the sense that psychologists use the term but, instead, more along the
lines of messages of the music/video that aren't obvious or even
intended. For exampl
I'm sure that some of you are more up to date than I am about
subliminal conditioning, but as I recall, the effects are real but
small.
That is, the ads can increase the likelihood of an existing behavior
(make you slightly more likely to eat popcorn if you habitually do
so) measurably ( but no
POST stands for "Peace Officer Standards and Training." (Don't be too
impressed...I googled.) Here's a website:
http://www.post.ca.gov/training/cptn/certified.asp
I'd be as guarded as you. "Messages in music" sounds like that same old
"Satan is there if you listen to it backwards." And of cour
Police Officers Standards & Training.
Not psychobabble; worse.
Friends don't let friends do DARE.
[EMAIL PROTECTED] wrote:
A colleague brought me a flyer today that she received from her daughter's
school. The flyer is for parents to attend an informational meeting about
"Message
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