RE: Quotes and readings
Alnog those lines, here's one of my favorites: When psychological scientists speak to or write for general audiences, they should take the opportunity to model the key themes of scientific and critical thinking: that what we know is inseparable from how we know it; that opinions must be based on evidence; that not all opinions have equal validity; and that science gives us probabilities - only pseudoscience gives us certainties. - Carol Tavris, Social Psychologist. In APS Observer (2001) Larry -Original Message- From: Jeff Ricker [mailto:[EMAIL PROTECTED] Sent: Saturday, October 16, 2004 3:00 PM To: Teaching in the Psychological Sciences Subject: Re: Quotes and readings Here's a quote from a psychologist that I think would be good to have students analyze and discuss: I doubt [that] there are simple quotes for the undergrad that can convey the wonder, fascination, and inspiration triggered by the researcher's struggle to test and explore new ideas. Gary Peterson--2004 I think that a close examination of the implications suggested by this quote will lead undergraduates to a better understanding of what a scientific approach to answering questions about the mind and behavior is all about. Jeff -- -- - Jeffry P. Ricker, Ph.D. Chair, Department of Behavioral Sciences President, SCC Faculty Senate, 2004-2005 -- - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Phone (480) 423-6213 Fax (480) 423-6298 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
teaching tests and measurements
Hi everyone: I've heard that only faculty with a minimum of 18 hours of graduate training in Tests and Measurement can actually teach an undergraduate Tests and Measurement class. Does anyone know where this requirement comes from? Is it legitimate? Rod ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
should he or shouldn't he
should Kerry have mentioned Dick Cheney's lesbian daughter? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: teaching tests and measurements
SACS (the American southeast region's accrediting body) has a requirement that all faculty be qualified to teach the courses they offer. This qualification is most typically met by holding the PhD or by completing 18 hours in the discipline (in this case Psychology). I do not believe that they ask for 18 course hours in the sub discipline. For example, I would not be required to have 18 course hours in applied statistics and 18 course hours in developmental psychology to teach those two courses. I am at home this morning, but I can find the relevant sections of their requirements when I go to the office tomorrow if you need them. Dennis From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Mon 10/18/2004 9:16 AM To: Teaching in the Psychological Sciences Subject: teaching tests and measurements Hi everyone: I've heard that only faculty with a minimum of 18 hours of graduate training in Tests and Measurement can actually teach an undergraduate Tests and Measurement class. Does anyone know where this requirement comes from? Is it legitimate? Rod ___ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 903-233-3893 (phone) 903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: should he or shouldn't he
michael sylvester wrote: should Kerry have mentioned Dick Cheney's lesbian daughter? Should you? -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 [EMAIL PROTECTED] http://www.yorku.ca/christo Office: 416-736-5115 ext. 66164 Fax: 416-736-5814 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: teaching tests and measurements -- A follow-up
Just as a follow-up, I was thinking that perhaps this was an accreditation requirement (for us, that would be SACS), but I'm not sure. ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) From: Hetzel, Rod Sent: Monday, October 18, 2004 8:16 AMTo: 'Teaching in the Psychological Sciences'Subject: teaching tests and measurements Hi everyone: I've heard that only faculty with a minimum of 18 hours of graduate training in Tests and Measurement can actually teach an undergraduate Tests and Measurement class. Does anyone know where this requirement comes from? Is it legitimate? Rod ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Classroom attendance and the fixed interval scallop
I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I dont review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs dont see such a pronounced scallop in attendance patterns. Rick Dr. Rick Froman Professor of Psychology John Brown University 2000 W. University Siloam Springs, AR 72761 [EMAIL PROTECTED] (479) 524-7295 http://www.jbu.edu/academics/sbs/faculty/rfroman.asp --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: should he or shouldn't he
Christopher Green responded: michael sylvester wrote: should Kerry have mentioned Dick Cheney's lesbian daughter? Should you? -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 [EMAIL PROTECTED] http://www.yorku.ca/christo Office: 416-736-5115 ext. 66164 Fax: 416-736-5814 Now Chris, you know you are just responding from a Eurocentric perspective, but I, for one, forgive you :). Be Well, Chuck * Charles M. Huffman, Ph.D. Chair, Psychology Dept. Cumberland College, Box 7990 Williamsburg, KY 40769 (606) 539-4419 [EMAIL PROTECTED] * -Original Message- From: Christopher Green [mailto:[EMAIL PROTECTED] Sent: Monday, October 18, 2004 10:31 AM To: Teaching in the Psychological Sciences Subject: Re: should he or shouldn't he --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
APA format question
Greetings TIPSters, Would someone provide me with the correct APA citation and reference format for artwork (i.e., a painting)? Thanks in advance, -S -- Steven M. Specht, Ph.D. Associate Professor of Psychology Department of Psychology Utica College Utica, NY 13502 (315) 792-3171 unanswered questions are less dangerous than unquestioned answers --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: should he or shouldn't he
Should I respond to this? Well, no. But I will anyway :) Kerry's comment revealed nothing we didn't already know about Cheney's daughter and her sexual orientation. What was quite revealing was the fact that Bush/Cheney et al., reacted in such a negative way to it, as if it were a shameful thing that should never have been mentioned. Hmmm... Best wishes on a rainy Monday, Lenore Frigo -Original Message- From: michael sylvester [mailto:[EMAIL PROTECTED] Sent: Monday, October 18, 2004 6:30 AM To: Teaching in the Psychological Sciences Subject: should he or shouldn't he should Kerry have mentioned Dick Cheney's lesbian daughter? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: should he or shouldn't he
Ironically the psychology of politics is a good potential offshoot discussion (I, personally would rather not get into) but that's what's happening. Only hindsight can tell a candidate if they said the 'wrong' thing depending on how the other side 'spins' it. Annette Quoting Frigo, Lenore [EMAIL PROTECTED]: Should I respond to this? Well, no. But I will anyway :) Kerry's comment revealed nothing we didn't already know about Cheney's daughter and her sexual orientation. What was quite revealing was the fact that Bush/Cheney et al., reacted in such a negative way to it, as if it were a shameful thing that should never have been mentioned. Hmmm... Best wishes on a rainy Monday, Lenore Frigo -Original Message- From: michael sylvester [mailto:[EMAIL PROTECTED] Sent: Monday, October 18, 2004 6:30 AM To: Teaching in the Psychological Sciences Subject: should he or shouldn't he should Kerry have mentioned Dick Cheney's lesbian daughter? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Classroom attendance and the fixed interval scallop
I, too, notice this pattern of decreased attendance after exams. My hunch is that students have spent more than their usual time on my course, so feel they've developed a "credit." Or, less cognitively, they have to cram for something else now. An interesting empirical question. An exception: when I've promised to return exams on a specific day right after the exam, attendance is usually good. Susan C. Cloninger, PhD Professor of Psychology The Sage Colleges Troy, New York 12180 office: (518) 244-2071 --- Original Email From: Rick Froman <[EMAIL PROTECTED]> Sent: Oct 18, 2004 12:23 PM To: Teaching in the Psychological Sciences <[EMAIL PROTECTED]> Subject: Classroom attendance and the fixed interval scallop I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I dont review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs dont see such a pronounced scallop in attendance patterns. Rick Dr. Rick FromanProfessor of PsychologyJohn Brown University2000 W. UniversitySiloam Springs, AR 72761[EMAIL PROTECTED](479) 524-7295http://www.jbu.edu/academics/sbs/faculty/rfroman.asp--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: [tips] Freud again
I have found Dr. Easterson's periodic comments about Freud to this list to be interesting and informative - but I often feel like I have walked in late to a symposium or a debate. This feeling has not diminished even after monitoring this list for some time now. I wonder what is the context for your comments? I know there are pockets of Freudology out there (old school psychiatry, perhaps some unreconstructed English or History or Anthropology Departments, some professional therapeutic communities) but I have not seen much of this within academic psychology per se. I have been trained as a clinician, and teach Personality, Principles of Counseling and History Systems (among other courses). In my experience Freud has never been much more than a marginal figure within American academic psychology - and barely more than that within most currents of American clinical psychology. Yet your comments seem almost to suggest that you see yourself fighting against a compact majority that uncritically accepts and almost worships at the Freudian alter. Am I reading you incorrectly, or do you live in some psychological neighborhood unknown to me in which Freud reigns supreme? I do hope you keep sending your comments about Freud - I don't agree with all of them, but I do with most and the rest are always intriguing. I find it useful to spend time in courses discussing Freud, and I like getting as many perspectives as possible. *** Aubyn Fulton, Ph.D. Professor of Psychology Chair, Behavioral Science Department 1 Angwin Ave Angwin, CA 94508 707-965-6536 (office) 707-965-6538 (fax) [EMAIL PROTECTED] *** -Original Message- From: Allen Esterson [mailto:[EMAIL PROTECTED] Sent: Saturday, October 16, 2004 5:38 AM To: Teaching in the Psychological Sciences Subject: [tips] Freud again While on the subject of the adducing of selective facts to 'corroborate' a pet theory while ignoring material that is not in accord with it... (see my previous message, 16 October): Yesterday I wrote: ...Cioffi's exposure of the manifestly false accounts Freud gave of the [seduction theory] episode was ignored (or on the rare occasions it was noted, derided) for more than a decade and a half [...] Yet Cioffi had demonstrated his contentions by the simple expedient of comparing Freud's three 1896 seduction theory papers with the rather different (and mutually inconsistent) accounts he gave later. An additional point of interest in relation to the above is the continuing failure in some quarters to acknowledge that Freud's later accounts of the seduction theory episode, on which the celebrated traditional story rests, are grossly misleading. Phil Mollon, for instance, in his booklet *Freud and False Memory Syndrome* (2000) [essentially a reproduction of the corresponding sections of his book *Remembering Trauma: A Psychotherapist's Guide to Memory and Illusion* (Wiley, 1998)], discounts published assertions that Freud's retrospective reports are inconsistent with his 1896 papers. The allegations have little substance, he tells his readers with the kind of confidence that no doubt will have convinced the great bulk of them, who are unlikely to examine the writings that Mollon castigates. Yet Mollon is able to 'demonstrate' his case only by being highly selective with the Freud quotations he provides, and by alluding to (significantly, without citation) a statement allegedly made by Freud that doesn't exist! See my detailed critique of his book *Freud and False Memory Syndrome* at: http://www.psychiatrie-und-ethik.de/infc/1_gesamt_en.html (Esterson vs. Mollon link) Who was it who said If you torture data sufficiently, it will confess to almost anything? A variation on this is: If you select carefully enough from among the evidence available you can generally 'prove' your point. I can only presume with people who refuse to even countenance the contention that Freud misled his readers that the concept of Freud that they have absorbed from their early reading, and from subsequent more specialised study in the case of a psychoanalyst like Mollon, makes it almost literally inconceivable that he could be other than the scrupulous seeker after truth of erstwhile legend. Allen Esterson --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Classroom attendance and the fixed interval scallop
Title: Re: Classroom attendance and the fixed interval scallo At 11:23 AM -0500 10/18/04, Rick Froman wrote: I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I don't review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs don't see such a pronounced scallop in attendance patterns. This is always an interesting question, with no easy answer. It depends on the specific relationship between the behavior of attending class and the various outcomes such as an increased likelihood of an increase in grade. One must also factor in the individual's reinforcement history. If in their experience attending classes increases the likelihood of a higher grade then this will affect their behavior even if such a contingency does not exist in this particular case. Further, one must consider behavior systems relationships (adjunctive behavior). Often when you reinforce one behavior (studying in this case) one also increases the likelihood of related response/reinforcer systems, such as class attendance. Bottom line: there is probably a fixed interval contingency at work here, but (as usually the case in the real world) not as simple as a laboratory demonstration. -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * * http://www.mnsu.edu/dept/psych/welcome.html * --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Classroom attendance and the fixed interval scallop
Here's a different take on the attendance issue. As an undergrad at Berkeley, I had a number of classes in which the professor didn't seem to care or notice if we were there or not, and I always purchased the detailed notes made by a grad student and sold through a campus organization for these classes. So my attendance was sporadic. Of course I was there when a test was coming up, but on other days I would go to the library to study or engage in some other activity at class time. But now with a parent/teacher perspective, I feel that I cheated myself. Student learning is associated with time exposed to the material--and being in class is a first step in exposure to the material for that day. As a teacher, I hate the idea of spending time preparing for class only to be met by a partial audience. As a parent, I dislike the notion of my children skipping class--esp. when I am footing the bill. So I alway pass around an attendance sheet and make attendance a part of the participation component of the course grade (usually 8-10%). This plus weekly quizzes helps to ensure that everyone is there for our work each class meeting. This keeps everyone honest and they seem to like the procedure, given the positive course evals. As you can see, I would rather sidestep the question of uneven attendance by structuring the class so that attendance will remain high, week after week. --Dave Rick Froman wrote: I know that we have discussed the fact that studying over the course of a semester is not actually on a fixed interval (even with the phenomenon of cramming being so common) because that would mean that the first response of studying after the test would be reinforced. However, is it correct to say that attendance in class might be on a fixed interval schedule if test dates are fixed in the syllabus? The reason I ask is because attendance records in my Intro class show the usual scalloping patterns: high attendance right before a test with large dropoffs afterward with attendance increasing again right before and through the next test. This really seems counterinituitive from a rational or cognitive perspectve because I dont review for tests during class and so no particular class period has an advantage over any other in terms of preparation for the test. This clearly looks like a fixed interval pattern. Is this evidence that tests reinforce attendance behavior? On the other side of the coin, is it evidence that class periods in which tests are not given are not reinforcing? Possibly other more inherently interesting profs dont see such a pronounced scallop in attendance patterns. Rick Dr. Rick Froman Professor of Psychology John Brown University 2000 W. University Siloam Springs, AR 72761 [EMAIL PROTECTED] (479) 524-7295 http://www.jbu.edu/academics/sbs/faculty/rfroman.asp --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- ___ David E. Campbell, Ph.D.[EMAIL PROTECTED] Department of PsychologyPhone: 707-826-3721 Humboldt State University FAX: 707-826-4993 Arcata, CA 95521-8299 www.humboldt.edu/~campbell/psyc.htm --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
