Search and Seizures/Talking in my sleep

Tipsfriends, Before you all scatter for the long Dependence Day weekend, I thought I would re-inquire about my questions regarding any actual difference between "physical" and "emotional" seizures. I just wanted to confirm that there is no such thing as an emotional seizure, and give the stud

RE: let the sunshine in!

I've taken my research methods class outside before with moderate success. I think the main reason it worked was that I already had planned small group discussions of some case studies on ethics. Even though the groups were outside, I made sure they all stayed in fairly close proximity so I could

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RE: let the sunshine in! - NOT

I cannot teach or take an outside class because I have lupus and too much sunlight can make me sick. On several occasions I've been in the awkward position of having to ruin everyone's fun by informing an instructor who wants to move a class outside that I cannot participate. This also forces me

Re-posting of Honors Survey

Dear colleague, I am investigating the nature of honors level courses taught by those in psychology. I understand that you have taught one or more honors level classes, and I'm hoping you might be willing to answer some questions about your honors course & honors classes at your institution

Basic instructions for TIPS - please keep a copy

This table should serve as a quick reference to what commands you can use with the TIPS discussion group. All of the commands below should be sent to the [EMAIL PROTECTED] address: If you want to:

Do you know honors instructors?

Dear Tipsters, As you probably know from my previous messages, I am investigating the nature of honors courses taught by those in psychology and how honors courses differ from regular courses. I am having a hard time tracking down those who teach such courses. I sought volunteers at APS and will

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culture differences for voice pitch

One of my students is from Japan and she was telling me that women who wish to move up professionally must learn to talk in a lower pitched voice because the lower pitch is seen as more pleasant than a higher pitch (according to her, one of the many gender biases that goes on in Japan). Anyone eve

RE: let the sunshine in!

I have taught classes outside a number of times and have generally found that students are more attentive and interested. It is much better if you have a smaller class (<12) because students sometimes have a harder time hearing. Pedagogy changes to include more discussion and less formality, so

Re: let the sunshine in!

I've run into the same problem as Beth. Too many distractions. Given I use many overheads, outdoors is impossible. I tried having the student presentations outdoors but presenting to a class of distracted students made it an unpleasant experience for the presenters. Although I like the idea of

Re: state dependent learning

Title: Re: state dependent learning I think that calling the instinctive back-pedaling an example of Zajonc solution would not be accurate, since there was no one else around except the squirrel.  ;-)  It could, of course, still be a dominant response.  BTW, Michael,did the squirrel survive your

Re: let the sunshine in!

Title: Re: let the sunshine in! I've tried the occasional outside class on a nice day, but even with a smaller class (15 students), it was not very successful.  Students seem more easily distracted and participation was at a minimum.  Also difficult for all to hear the speaker.   Anyone else h

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set TIPS nomail ** Brad Caskey, Ph. D. Professor of Psychology Psychology Department 410 South 3rd University of Wisconsin - River Falls River Falls, WI 54022 (715)-425-3306 e-mail: [EMAIL PROTECTED] ** Respect my authorita

RE: state dependent learning

This one has really puzzled me. In human factors we teach that in emergency situations, the user will revert to the dominant response. Given that Michael has been using hand brakes (I assume exclusively) for 30 years I would assume that squeezing the levers would be the dominant response. Anoth

Re: let the sunshine in!

I guess I'd have a few questions about the "natural light" study (not the beverage) before offering explanations: 1) Were the natural-light (NL) and non-natural-light (NNL) classrooms equally bright? That is, was the difference between light *sources* or light *intensities*? 2) Were the stude

let the sunshine in!

There is a network news item that researchers have found that students in classrooms with plenty of natural light exposure obtain higher scores (twenty percent higher) than their counterparts in classrooms without natural light. The researchers, purportedly,also found that sales were higher in we

RE: Critical Thinking

On Tue, 29 Jun 1999, Paul C. Smith wrote: > Michael Sylvester wrote: > > On Mon, 28 Jun 1999, Paul C. Smith wrote: > > > Here's a question that I hope may raise the level of > > >discussion - How do you reconcile your espoused value for > > >critical thinking with your disdain for evaluati

Judith Rich Harris

Folks, She's back. Good interview with her on Not an area of interest for me, but thought I'd pass it on. Al Al L. Cone, Ph.D. Professor & Chair Department of Psychology701.252.3467 X 2604 Jamestown College 6019 College Lane [EM

Re: State-dependent learning

On Tue, 29 Jun 1999 [EMAIL PROTECTED] wrote: > I dont't think pedal braking is my dominant response. I've been using hand > brakes the majority of my life. That is why I was so surprised by my panic > reaction. I've made many more total stops via hand brake: hence it should > have higher habit