[tips] Re: Milgram study in virtual reality
Quoting Miguel Roig [EMAIL PROTECTED]: A replication and extension of Milgram's obedience study in virtual reality shows that if Ss cannot see the learner they are more willing to shock them. Read the excerpt here: http://www.nature.com/news/2006/061218/full/061218-17.html#B2 This was also Milgram's original finding. As well, Milgram found that the closer the researcher (authority figure) to the teacher, the more likely they were to shock the learner. It would be interesting to see that replicated in the virtual reality study. The full article may be found here: http://www.plosone.org/article/fetchArticle.action?articleURI=info%3Adoi%2F1 0.1371%2Fjournal.pone.039. It even has links to brief video showing how a subject might interact with the virtual learner. They are barely audible, so pump up the volume. I wonder whether it would be relatively easy to translate this experiment into a web-based simulation for teaching purposes. BTW, the concept of this journal itself is worth taking a look at: http://www.plosone.org/home.action. Miguel --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Milgram study in virtual reality
Interesting journal. There are only two studies listed under mental health and these might more generally be considered to be more general experimental psychology studies. I didn't find where the Milgram replication is listed. The commentary and discussions that are on-going are wonderful examples of science in progress. BTW for the Milgram replication there are videos you can download and in another study I examined there were graphs and figures you could download in powerpoint format! I will definitely use this as an example of a good scientific when I teach research methods this spring! Thanks, Miguel Annette Quoting Miguel Roig [EMAIL PROTECTED]: A replication and extension of Milgram's obedience study in virtual reality shows that if Ss cannot see the learner they are more willing to shock them. Read the excerpt here: http://www.nature.com/news/2006/061218/full/061218-17.html#B2 The full article may be found here: http://www.plosone.org/article/fetchArticle.action?articleURI=info%3Adoi%2F1 0.1371%2Fjournal.pone.039. It even has links to brief video showing how a subject might interact with the virtual learner. They are barely audible, so pump up the volume. I wonder whether it would be relatively easy to translate this experiment into a web-based simulation for teaching purposes. BTW, the concept of this journal itself is worth taking a look at: http://www.plosone.org/home.action. Miguel --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: final grades
Now I have to admit that I am a little bit guilty of being too lenient. Yes, my syllabus tells students there will be no grade changes; that there will be no extra credit--there are plenty of opportunities all semester long to do well, and that they can keep track of their grades on an on=going basis on webct and can alert me to clerical errors in a timely fashion. Having said all that, I do use webct to compute my grades and I found in 3 cases of students who contacted me that the program computed their grades to be B+, with a calculation of 89.7% to 89.9% for the different students. And yes, I agreed with their requests in two of the cases that they had really performed well all semester long, been present and attentive in class, and showed good citizenship all along, and that really the computer doesn't know that the person is 1 or 2 points off from having their grade reach the cut off point. In one case, however, I did not acquiesce because I didn't believe the student was frequently absent and did not complete all assignments, which if s/he had, would have put the grade over the top--and I got no argument back. Now, having said all of that, I would not have acquiesced at all unless the conditions above were met--and no other students bothered to contact me--they knew it was a lost cause. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Final grade drama
I saw this in youth sports. It was amazing to me how long kids with no athletic ability whatsoever were carried on teams, and their parents paid for their participation in these teams (my youngest son played competitive travel roller and ice hockey until deciding he'd rather be a referee--and is now slowly working his way through that system with the hopes of being a professional official ;) I always thought it was unethical of clubs to take kids on a team knowing that when the games got competitive or the season got hot, those kids would spend more time on the bench than on their skates. They were simply on the roster to fill it, just in case someone else was injured. Hockey is an extremely expensive sport with equipment running a couple of thousand dollars, and then the league fees running around $3000 per season, private lessons that run hundreds if not thousands of dollars if the kids attended 'camps', and travel costs at least equal to league fees, depending on how far teams decide to travel, or how good they are, which means they might have to make a few trips to Canada. All in all very costly and I always thought very unethical of coaches and managers to fill a roster with kids who just can't play--and therefore implicitly suggesting to kids and parents that those kids who made the team somehow had the athletic talent and ability and achievement to be competitive in the sport. Of course the parents were also to blame in their desire to see their child being part of an elite athletic team when they should have known their child just didn't have the skill level. It was certainly obvious to EVERYONE else. Not only is all this a part of a culture that discourages truthful negative assessments but it also leads to great frustration and disappointment among the kids and their parents. The cultural aspects of 'self-esteem building' become intermixed with the financial aspects, and it's a terrible mess in terms of ethics and individual development of these children. Annette Quoting Christopher D. Green [EMAIL PROTECTED]: Oh wait! I've got it: Self-delusion. :-) Actually, on a related topic, I just heard a feature on CBC Radio 1's current affairs show, The Current about the attack of the standing ovators -- the phenomenon of virtually every concert, opera, and play getting a standing ovation these days, and even of some standers berating members of the audience who remain seated during their applause. The discussion soon expanded out to the culture of overpraise in North American society today, including grade inflation and self-esteem exercises in schools. The people who are having trouble with untaleneted students complaining about their grades (rather than working improve their essays) are in no small measure victims of the current societal trend toward never criticizing anything, anywhere for any reason (expect perhaps the behavior of politicians and other celebrities). These students have, in all likelihood, never been told that there is any problem with their work whatever, and so (using basic attribution theory) focus on the anomalous aspect of the situation -- the instructor who gives them a bad (or even mediocre) grade. Sometimes I feel like telling the assmebled masses at the start of each course that they have been systematically lied to throughout their lives about the quality of their work (because there are too many penalties -- formal and informal -- for telling the truth) and so they should not be surprised if their grades are lower than they expect in my course. Of course I don't do this (because there are too many penalties -- formal and informal -- for telling the truth) Full disclosure: for all that, my grade average often ends up around B. This is for two institutional reasons: (1) there are no minus grades (A-, B-, C-) at my school (because they seem so negative), and (2) the drop dates are so late in the semester that any student with just a hindbrain remaining can usually figure out that they have to get out before actually failing the course. Thus only those who are completely decerebrate actually fail or get Ds. So I end up with distribution centered over low B, rather than mid-to-high C. Best, Chris --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Final grade drama
I have my intro psych students read Dunning, D., Johnson, K., Ehrlinger, J., Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83-87. Quite an eye opener; I also ask them to estimate their grades on tests after they are done with them; they generally follow the expected guidelines in this article. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Final grade drama
If I see a problem early on and suggest the student get help, and they don't follow through I have no pity. Our various services people give the student a confirmation that they went for help and I sometimes ask for that to be attached to future papers. No attachment, no slack. Attachment there, I ease up my standards just a tad--at least I see them doing everything possible for them to simultaneously build skills and credit the double difficulty with the assignment. It sounds like your student's problem wasn't an ESL problem at all but an attitude problem. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: TIPSters-- Thanks for your advice and support. It is a painful situation. In the case of the ESL student, I did, early on, tell her that there were a lot of problems with her writing and very strongly recommended that she go to the writing center. This suggestion was met with little enthusiasm on her part. There were also issues with her paper that were not ESL-specific; the title page and references weren't in APA style or anything close to it, one of her hypotheses was repeated twice, and various other problems. Because this was a discussion/lab class, 15% of the grade was participation, and she never raised her hand in class, or sent along an interesting article, or did any of the many things I told students would help make the entire class a valuable and collaborative experience (and raise their grade). I don't feel that the grade I gave her is unfair at all; what does bother me is that, if her work in other classes has been on the level of her work in mine, that she has been passed through the system without getting the help she needs. I am an adjunct and this is a large and bureaucratic university, so there is not much I can do about that. Regarding the other student, I don't think, as many have reasonably suggested, that she was gaming the system. I had a few students who did poorly and clearly hadn't put in the work, and they took their poor grades with reasonably good spirit. This girl really had worked hard and I think she had issues with assessing the quality of her work. She also thought she had done well on the final, which she hadn't. I think the Dunning and Kruger report on difficulties recognizing one's own incompetence play a role here. (David Dunning and JustinKruger, Unskilledand Unaware of It: How Difficulties in Recognizing One's Own Incompetence Lead to Inflated Self-Assessments. Journalof Personality and Social Psychology, vol. 77, no. 6, December 1999,pp. 1121-34. Sorry for lack of APA style; I just cut and pasted this from my husband's Ig Nobel website.) Anyway, I do thank you for the support, and good luck with any final grade drama of your own. Robin Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: pot becomes top cash crop in US | Special reports | Guardian Unlimited
I thought this was old news.I've been hearing this since the 70's. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: Freudian slip, Christopher; I think you mean mainstream. And it was on the top five news items on Yahoo, if that counts for anything. Christopher D. Green [EMAIL PROTECTED] wrote: Something you might not hear about in the mainline US media. http://www.guardian.co.uk/usa/story/0,,1975161,00.html Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-5115 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo = --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0#9001;=english Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Teaching resources: Wish list ( Clickers)
let me offer one more bit of encouragement to keep nudging that glacier! Although I'm not using such a system if I were just a tad younger I'd have been the first person on it. I have seen some amazing classroom demonstrations that really involve the students. Having said that, the research evidence for clickers, as well as for things like powerpoint, doesn't really show any improvement in immediate learning. I wonder about long-term? Annette Quoting Scheuchenpflug [EMAIL PROTECTED]: Dear Tipsters, thanks to all who responded to my question about how to spend funds for improvement of teaching. As promised, here is a compilation of the answers: Miguel Roig ([EMAIL PROTECTED]) suggested to have a look at the student response system (SRS), which allows instructors to record students' responses to instructor-posed questions and to summarize and present the data visually. and kindly provided two relevant websites: http://clte.asu.edu/wakonse/ENewsletter/studentresponse_idea.htm http://cit.duke.edu/ideas/tools/response.do Blaine Peden [EMAIL PROTECTED] reported positive experiences with a SRS in methods classes and added a website about a classroom clicker project at U Wisconsin http://clickers.uwm.edu Sue Frantz [EMAIL PROTECTED] is also currently using a SRS (iClicker) saying: I'm in love with it! As are my students. , a claim which she immediately backed up by data collected with the technology. In addition she made available a presentation of different examples of how to use the system in class: http://flightline.highline.edu/sfrantz/ClickerIdeas.ppt Thanks to all for your valuable input! Meanwhile discussion has progressed at our institute; unfortunately the idea to implement such a system was turned down by my colleagues almost reflectively. Reason seemed to be the immediate association with a popular quiz show on TV (Who will become a millionaire?), where a similar system is used for querying the studio audience on trivia questions. But I still think it is a good instrument to increase student involvement, and will continue to argue for an implementation. Maybe the glacier can be nudged into changing its path... Kind regards, Rainer Dr. Rainer Scheuchenpflug Lehrstuhl für Psychologie III Röntgenring 11 97070 Würzburg Tel: 0931-312185 Fax: 0931-312616 Mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Community Colleges: How Gauche
I crafted a similar response and indeed share all of your views, including those on the complexity and those on the differential quality of students in different institutions. (and I was just about to send it when my hard drive crashed...) Annette Quoting Pollak, Edward [EMAIL PROTECTED]: and I'd be willing to bet that my experience in this regard is widely shared. Ed Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Final grade drama
Hi Robin: I had a student this semester whose writing, right from day one, raised red flags for me. I contacted our disability services folks on day two. It did turn out that this student (a) although caucasian was born and raised in japan and had never spoken any English until a couple of years previous, and (b) had some other adjustment problems as well. I didn't have to get to the endgame with him. A rapid referal to either our writing center or disability services works pretty well here to help to keep things from getting to this point. I know this won't help you now but in the future maybe you can start referral earlier. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: TIPSters-- So, the class I'm teaching this semester got their final papers back today, and needless to say it did not go well for everyone. This is a senior-level class for majors--experimental psychology. I'm wondering how TIPSters deal with two situations in particular that came up. One is a situation we've discussed before--a student who defends his or her paper on the ground that I worked so hard. The thing is, in this case, the student DID work very hard. That work simply wasn't reflected in the quality of the final product. What do you say to that? It felt difficult to answer that statement in a way that wouldn't induce learned helplessness, or the feeling that, well, there was no use in working hard if this was the grade she'd get for it. The other situation was a student for whom English is a second language. Much of her work has been extremely hard to understand and the quality of the writing has been very poor. The paper she turned in was not acceptable as a paper in a senior-level class for psychology majors. I'd be willing to cut some slack for an ESL student (the occasional misplaced preposition or faulty idiom), but in this case I felt there was no way in good conscience I could state that this paper met the requirements of the class. Yet she'd been promoted through the system thus far. I feel as though the fact that she was even in my class was a testament to too many people earlier down the line taking the easy way out. I'm not inclined to raise anyone's grades, but have any of you faced these situations? How did you handle them? Robin Robin Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Bloopers--the only way to keep sanity
With about 70 done and about 20 to go here are the ones that at least
broke up the monotony of term papers and research review papers:
Participants rated their ability to answer a question from defiantly
will not get the answer (0) to definitely will get the answer (10).
In a website evaluation assignment: I will admit it was chalk-full of
information. {?hmmm must be using old-fashioned blackboard
technology}
And the ?piece de resistance?:
The subjects? usable data were thrown out, preventing screwed results.
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]
This message was sent using IMP, the Internet Messaging Program.
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[tips] Re: Science and politics: Not really meant to spoil your holiday(s)
Thanks--I really needed something to focus my stress on. A Quoting David Hogberg [EMAIL PROTECTED]: I'd never looked at the foxnews.com website until a little while ago when I looked at it to see what they were saying about Sen. Johnson's condition. (They simply reported what Harry Reid had siad yesterday.) After looking around the site to see what else they're making pronouncements about, I found a link to something like bad science moments of 2006. I looked at it and found that they have an entire archive of other moments of bad science. I'll bite my tongue and withold my opinion of the fairness and balance shown in the link on the site for the archive. See it at: http://www.foxnews.com/column_archive/0,2976,14,00.html This has to be the mother lode of the bad science underlying their version of bad science. Keep your little airline bag handy.DKH David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: student bloopers
I, for one, like certain ethnic humor. On an analogical basis, I show cartoons in class that emphasize certain psychological foibles, for example for OCD I have a student writing standards a hundred times on the blackboard: I will control my obsessive-compulsive behaviors. and a little thought bubble from the student's head, Ah, it just doesn't get any better than this!. I think it's truly funny, but more importantly, much like the ethnic humor, the student bloopers, clearly demonstrates the essence of something that we all know to be true but are unwilling to be politically incorrect to express in a different way. Probably most of us are exasperated at similar instances and appreciate that a good way to cope with the negative emotion of exasperation is to look for something funny in it--to turn it around to a positive. I have to admit I don't dare show ethnic humor cartoons, no matter how incisive, in lectures :( Maybe I like ethnic humor/psychological humor/stuent bloopers, etc., because I am Polish-American and grew up in a Polish 'ghetto' in Chicago, next neighborhood over the German 'ghetto', next one over the Italian and down the street the Swedes, and over a bit more south east the Chinese and Mexican areas.Chicago in the 1950's was an extremely ethnically segregated city--not surprisingly so with all the new immigrants after WWII people wanted to be around people who spoke their language, ate the their foods, and understood the same cultural behaviors. But it was such wonderful grist fo the ethnic humor mill--most of the time--some 'humor' will always be inappropriate; but when it captures the essence of something it is wonderful. (How do you know the bride at a Polish wedding? She's the one with the hair braided under her armpits. I think it's great! The idea that they didn't shave their armpit hair, that everyone dressed in white, and that this would be a distinction! I love it.) I lump the student bloopers into this category. I know some people are horrified over the OCD cartoon. I bet lots of people, however, show the cartoon of the flashbulb memory among the forest animals for Bambi's mother's death and few find that offensive (although Bambi's mother's death, as any death, should be treated with more respect if you want to carry PC to it's absurd extreme) and I am puzzled about the dichotomy. As I said, perhaps it is a factor of my growing-up environment! I say PC be damned if it's right on, and funny, and is a healthier way to cope. Annette Quoting Miguel Roig [EMAIL PROTECTED]: Stuart, I admit that there could be an element of inappropriateness in having instructors post student bloopers to a professional list. But, I also admit to enjoy others' posts on this topic when these show up. My impression is that many others enjoy them as well, otherwise I would not post them. I see these contributions as nothing more than an attempt to give colleagues a quick laugh during what, undoubtedly, can be a trying time for all of us. They are certainly not meant to demean the individual student; unlike routinely humiliating comments made about individual instructors in RateMyProfessor. Who knows, perhaps some day someone will collect our student blooper posts and use them as data to generate some insightful Freudian or cognitive ... maybe just cognitive ... interpretations of these 'slips of the hand' (?). Miguel -Original Message- From: Stuart McKelvie [mailto:[EMAIL PROTECTED] Sent: Sunday, December 10, 2006 10:21 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] student bloopers Dear Tipsters, I do not like lists of student bloopers. We might have a quiet chuckle to ourselves, I suppose, why post them? Or do people see this as similar to posting stupid utterances by famous people? Sincerely, Stuart ___ Stuart J. McKelvie, Ph.D., Phone: (819)822-9600, Extension 2402 Department of Psychology, Fax: (819)822-9660 Bishop's University, 2600 College Street, Sherbrooke (Lennoxville), Qu¨bec J1M 0C8, Canada. E-mail: [EMAIL PROTECTED] Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy http://www.ubishops.ca/ccc/div/soc/psy ___ _ From: Miguel Roig [mailto:[EMAIL PROTECTED] Sent: Sun 12/10/2006 8:45 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] student bloopers Yes, it is that time of the year to list our favorite student bloopers: Post-pardon depression :-) Miguel --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tips http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0=english text_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park
[tips] Re: # of questions on a final exam?
Hi Robin: I believe the rule of thumb for MC items is 1 minute per (see McKeachie's teaching tips, it's from there); I reduce that a bit because I only use 3 options per item (see: Taylor, A. (2004). Violating conventional wisdom in multiple choice test construction. College Student Journal, 38(4). in which I provide evidence that 3 is as good as 4 or 5 options and because there is less to read you can ask more items (sampe more information) per time frame). For short answers, well it depends on how short. My heuristic is 5 minutes per item if there is not much need to organize the answer into a logical sequence of ideas. If several ideas need to be coordinated and integrated might need more time. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: TIPSters-- I'm writing a final exam for a senior-level class, and I'm wondering how many questions to ask. The students have 2 hours to take the exam, which will be all multiple-choice and short answer--no essays. I've never done an exam w/o essay questions before, believe it or not. So how many questions of each type would you have on a similar test? Robin Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. - Cheap Talk? Check out Yahoo! Messenger's low PC-to-Phone call rates. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Great books of science (top 25 anyway)
Going back to the original list, I recognized quite a few titles both on the list and in the honorable mentions of works that we had discussed a few months ago from a list published by a conservative think tank noting that these were the most dangerous books of all time. I predict that the psychology books we are fervently discussing would make both lists! Annette PS: I vote to include Demon Haunted World in so far as it is a good treatise on critical thinking, or even How to Think Straight by Stanovich! How else can lay people evaluate the other items on the list? ;) Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: SSRIs and depression and anxiety
Thanks to those who provided useful comments. I am a little surprised at the cynicism and skepticism expressed by many of the respondents. I had a sense of an underlying belief that the disorders are perhaps non-existent as well, which I found a bit offensive and insensitive. At least I felt offended by some of the responses for their lack of sensitivity to the disorders. I have studied the effects of SSRIs in anxiety and understand the putative mechanism fairly well; in terms of depression I believe that the comorbidity link is closest to what I talked about in class. In depression in fact, there are anxiety-like symptoms in the sense of ruminative (almost obsessive type) thinking. For those people for whom the drugs do work, I believe the enhanced serotonin in the synapse provides an important inhibitory effect. In fact, in panic attacks it is my understanding that when these drugs work they don't necessarily prevent the full autonomic response, they simply reduced the conscious cognitive component of panicky mind. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] SSRIs and depression and anxiety
I was telling students in class that SSRIs are effective for treating both anxiety and depressive disorders. A student who was paying attention wanted to know how the same drug can work to help a disorder that seems to be based on a hyperactive nervous system and on anoter disorder based on apparently a hypoactive nervous system. I gave what I thought was an adequate answer but I'd like to hear from tipsters. Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Psychology Fairs
Wow, I am a bit surprised to hear this at a university of your size--not huge but large enough. At most institutions serving on the IRB and chairing it is a volunteer position or carries at most a one per year course reassigned time. Annette Quoting Deb Briihl [EMAIL PROTECTED]: BTW, how long (on average) does it take for people to get IRB approval? The past director retired last year and the university decided to save money by not hiring someone else, so the work gets farmed out. A process that used to take about 1 week is now taking 1 month. Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] what needs IRB approval(was Psychology Fairs)
Hi Paul, et al: Most universities like to just follow the federal guidelines so that they don't have to reinvent the wheel and if there is a problem you can always fall back on the lame excuse that you followed the fed guidelines. As such I don't think there is any real distinction between approval or IRB approval but what does make a difference is the level of IRB approval. Here it is in a nutshell, as I understand it: You can have 3 levels of approval exempt expedited full Exempt does NOT mean that you do nothing; it means that you submit a very brief statement of what you are doing, why the risk is minimal (defined as no greater than that encountered in everyday life--and the feds have a numbering system so you can just say under such and such number guideline) so that benefits outweigh risks (briefly note benefits, which can be indirect in terms of general advancement of scientific knowledge--the need NOT be direct); how many participants over what time frame will be interacted with and you are done. Informed consent is usually not needed in these types of studies because they are usually observations/assessments of people in public places where the observees remain anonymous or surveys with complete anonymity and no sensitive issues where by simply returning the survey signifies consent. This is usually reviewed by a single person. (And it sounds to me that most of the studies mentioned by Jim M. for the science fair fit in here). Expedited usually requires a more formal statement with an overview of the method, the ways that participants will interact with researchers, what materials or supplies might be used; a formal statement of risk/benefit ratios and it requires formal informed consent. This is also usually reviewed just by one person. That is the extra responsibility that a chair takes on. The vast majority of proposals at our mid- to small sized university fall under this category. Full review is just what it sounds like: sensitive matters, targeting populations that might not be able to make informed consent on their own, etc. An example would be targeting children as participants, or minorities, etc. Note the focus on the word 'targetting'. If you incidentally or without your knowledge accidentally pick up some folks who are normally in a protected group but it is NOT the focus of the study to target these groups as participants then you are still safe under expedited review. These are the only studies that go for full review and we see the very least of these--maybe an average of 2 or 3 per month and at our school mostly through the school of ed (kids) or the school of nursing (specific patient populations). This takes a full board review process. So this should allay most people's anxieties about having review, and depending on the level of collegiality and relationship you have with the researchers you can certainly point out to them some places where with an objective, outside eye, you have seen a possible weakness in the design that might later allow for alternative explanations. It is ideally NOT an IRBs purpose to do so unless the design is so bad that it's obvious to everyone who reads the proposal that no valuable data can come from the collection method and you would therefore be increasing risk by means of wasting participants' time. But this is a rare occurrence--I'd say I never saw more than 1 such proposal per year out of maybe 100+. As I have said many times before, if you think your IRB is too rigid, get on the IRB and make some changes by your presence there; during discussions you can provide education. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Psychology Fairs
On the one hand these are probably completely innocuous studies on the other hand I see two values, if not for an official IRB review, at least for a review by a professor from a nearby university's psych department who might feel comfortable looking them over. here are my two reasons: a) some parents are becoming more and more 'helicopter' types and as a consequence more and more litigious. It only takes one parent making a stink to destroy the whole program. Some oversight can defuse that situation. b) it is a good model for the kids to be aware of. They can actually develop miniproposals for the review process and learn that in the real world of reseach this will be expeced of them. I know that there is an infinitesimal chance that anything can come of these projects, either as data collection that is interesting enough to publish anywhere--even if one of the students was precocious enough to do so; or that anyone would object to what their children have been exposed to. Nevertheless, an ounce of prevention.. Annette Quoting Jim Matiya [EMAIL PROTECTED]: A district administrator told a teacher she had to have an IRB review for her Psychology Fair. She is a counselor working with gifted youngsters in a middle school. She has gone away from using the format of a Science Fair which reports data to a Psychology Fair where the students gather data from the demonstrations, surveys, and experiments conducted during the day. Here are some examples of the studies, Does cell phone use affect a person's ability to drive a remote controlled car? Does music affect recall? What career stereotypes exist for our students? Can you understand a robotic dog's bark? Does this make any sense that a middle school student needs to have an IRB approval? Has this filtered down from the people conducting research on university and college campuses? A couple of high school people have told me that when they have a Psych Fair they run the experiments through the IRB. Sorry, but I don't get it. Who says schools have to have an IRB? Sorry, I understand at the research level, but at a high school and middle school??? Jim Jim Matiya Moraine Valley Community College [EMAIL PROTECTED] New webpage: http://online.morainevalley.edu/WebSupported/JimMatiya/ 2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching of Psychology (Division Two of the American Psychological Association) High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net Need Inverted Goggles or Displacement Goggles? I got 'em! Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Yet another drug question
I can't answer the ova question but I do know that there is substantial research out there that DARE programs are largely ineffective in the long run. Annette Quoting DeVolder Carol L [EMAIL PROTECTED]: Hi, On Monday, a guest speaker talked to my class about drug abuse resistance programs. During her talk, she mentioned that marijuana has an effect on human ova, resulting in fertility problems among women. I have googled the effects of marijuana on ova, but it is taking me a while to read through some of the more promising hits--my next step will be to do a medline search. Meanwhile, can anyone tell me briefly whether the claim is a credible one, or can someone point me to a good reference? Thanks, Carol Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] grammar versus syntax
Does anyone have any easy way to teach students the difference between grammar and syntax? The defintions are generally fairly circular: grammar is a set of rules for producing correct sentences and syntax is a set of rules for producing grammatically correct sentences. Is it all that important to differentiate the two if you are not a die hard linguist? I am tempted to start teaching that the two are nearly interchangeable except that grammar also takes account of morphology. But then I am back to grammar = syntax plus morphology and syntax = grammatically correct utterances. Although here again is a concept difficult for students to really grasp--morphology: they can memorize a definition and an example or two but not really 'grasp'. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] sensation perception help
I was sent the attached picture, I hope it can go through to tips. I'd love to know what causes the effect. Annette == Sent: Monday, November 13, 2006 3:56 PM Subject: Fwd: hidden message If you cannot decipher anything, then try pulling the corners of your eyes as if you were Chinese. - End forwarded message - Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. unknown.gif Description: unknown.gif --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] A question about twins from a student
Yesterday in class we were talking about nature/nurture and the concordance rates among MZ and DZ twins on various characteristics. A student sent me this follow-up email to the discussion: I was just curious because I have really close friends that are fraternal twins yet they look EXACTLY alike. I was actually shocked when they told me they were not identical, and I was thinking that fraternal twins like them would probably test MUCH closer than a set of fraternal twins in which one is male and one is female, or they are drastically different looking. I only am thinking this because I feel that if society thinks you look the same as another individual, they automatically make you part of the individual, you are one in the same, and I feel that that has a HUGE impact on how you would test in that experiment, and perhaps the different groups should have consisted of: identical twins; fraternal twins that are percieved to be identical, the Olsen twins are also fraternal; fraternal twins that appear as two entirely different individuals; and then the siblings that are not twins. She makes a good point--fraternals that look identical might be treated differently by society than fraternals who look different--and what she didn't mention, and could also be the case is that they do share more genes in common, just as some siblings are more alike than others. Does anyone have enough familiarity with twin studies to know? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] student innocence question at end
I guess one could think of this as a blooper, but I think it has such innocence in it, and knowing the student it just fits as innocence--this is a 'priceless' comment from a student working on a literature review for an independent project: I can use books? I thought I could only use journal articles. I am so relieved! My review will be so much better now! In a way it reminds me how easily students can misinterpret the emphasis we sometimes put on article reviews, and how to tell which are the 'better' (peer-reviewed) journals, etc. that we sometimes forget how to teach them to review the quality of a book,or, in this case, that books are good. I have another student, an honors student who is writing a lit review for his thesis, and is using books, and I am surprised that he has not learned how to evaluate the quality of authorship, nor of a book as a whole. I admit this is more of a challenge to find reviews and again discriminate a good review from a bad review. So, buried here at the bottom of this message: do any of you have guidelines you can share for evaluating the quality of single-author books? 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: APA Style
I think it's a poorly stated requirement but on the other hand I see their point: pronouns often have vague referents; OTOH it can make reading heavy when each and every referent has to be referred to directly each time. As for present tense, I think they are trying to get researchers to write in past tense, which is pretty standard for many sections. These recommendations sound like the publication house is trying to make their publications sound more objective and scientific.again, makes for heavy reading in disguise of scientific objectivity. I don't object to such requirements but they seem superficial. If I had to guess this is a minimally refereed journal...so they take articles as they come if the editor likes the content. Annette Quoting David Epstein [EMAIL PROTECTED]: On Sun, 5 Nov 2006, Wuensch, Karl L went: I have pasted below two snippets from the Guidelines for Authors for a scholarly journal that together strike me as odd. You too? Yes. Me too. Due to the academic focus of snip publications, the use of personal pronoun (I, we, etc.) and present tense is strongly discouraged Even taken on its own, that's illogical. And it doesn't even say what it presumably means to say. No personal pronouns? So no referring to participants with they, their, them, etc.? --David Epstein [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Co-authorship versus sole authorship
I think it depends on the institution. I think that sole authorship, or first authorship even more so, is important at major research institutions. It seems to me, but I could be wrong, that single authorship is more the exception than the rule. But at smaller schools where maybe teaching is more important than scholarship it makes little difference. Annette Quoting Dap Louw [EMAIL PROTECTED]: I would appreciate it to hear what the situation in other countries is concerning the academic value/status of co-authorship vs sole authorship. Especially: to what extent is it taken into account when it comes to promotion, awards and appointments? Thanks. Dap Louw Chair: Dept of Psychology University of the Free State Bloemfontein South Africa _ University of the Free State: This message and its contents are subject to a disclaimer. Please refer to http://www.uovs.ac.za/disclaimer for full details. Universiteit van die Vrystaat: Hierdie boodskap en sy inhoud is aan 'n vrywaringsklousule onderhewig. Volledige besonderhede is by http://www.uovs.ac.za/vrywaring beskikbaar. _ --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Cognitive Psych Text
The new Goldstein book is also good for undergrads. Annette Quoting Marc Carter [EMAIL PROTECTED]: For lower-division, survey sorts of classes, I'd go with Reed or Medin (or Medin and Ross, if it's still out there). They're not too complex and have good coverage. m --- Whatever power the United States Constitution envisions for the Executive in its exchanges with other nations or with enemy organizations in times of conflict, it most assuredly envisions a role for all three branches when individual liberties are at stake. --- July 20,2006 US District Court for Northern California -Original Message- From: Jean-Marc Perreault [mailto:[EMAIL PROTECTED] Sent: Wednesday, November 01, 2006 1:08 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Cognitive Psych Text I have just been told to find an intro to Cognitive Psych text for an instructor who will be joining us for next term. He is currently in Asia, and since textbooks must be ordered sooner than later, this task fell on my lap. I have never taught Cognitive, so I am hoping you can direct me to a good source geared for 2nd year students. A text that comes with good instructor resources would be ideal! Let me know your thoughts! And thanks for saving me the hassle of having to order review copies and all that jazz Cheers to all! Jean-Marc --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mo de=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: your cells at work
Yes, except I'd like to know more about exactly what I am watching. is there a way to find out? Annette Quoting William Scott [EMAIL PROTECTED]: Your cells at work. Amazing video. http://aimediaserver.com/studiodaily/videoplayer/?src=harvard/harvard.swfwidth=640height=520 or http://tinyurl.com/qjjrx Bill Scott --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: your cells at work
Steven: where did you get the info from? can you share the source so the rest of us can go there? Annette Quoting Steven Specht [EMAIL PROTECTED]: It is NOT enhanced electron microscopy. Some of the animation is showing reading of RNA, some is showing production of proteins, some shows movement of proteins/other molecule down what is perhaps a microtubule. I will use it in my psychobiology class simply to get students thinking of more dynamic and interactive models than the static and box-like models typically shown. It's certainly nicely produced. -S On Oct 26, 2006, at 2:06 PM, Christopher D. Green wrote: It certainly is impressive-looking, but there's no text with it, so I'm not sure what I'm looking at. How much of this is (enhanced) electromicroscopy and how much of it is animation? Any idea? Is there a description somewhere of just what cellular functionas we're looking at? Chris Green William Scott wrote: Your cells at work. Amazing video. http://aimediaserver.com/studiodaily/videoplayer/?src=harvard/harvard.swfwidth=640height=520 or http://tinyurl.com/qjjrx Bill Scott --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Steven M. Specht, Ph.D. Associate Professor of Psychology Utica College Utica, NY 13502 (315) 792-3171 Mice may be called large or small, and so may elephants, and it is quite understandable when someone says it was a large mouse that ran up the trunk of a small elephant (S. S. Stevens, 1958) --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Looking good all over
I think it could run on cable! Annette Quoting [EMAIL PROTECTED]: A brave new frontier in advertising: Hairy and the optical inch. First Viagra, now this. I must admit I hesitated before deciding to post this, and not only because it's marginally psychology-related. Still, I thought it was too unusual to keep to myself, amd it's funny to boot. If it offends anyone, I apologize, and I'll never do it again. This url http://tinyurl.com/ymwtzq takes you to the Amazon site, and make sure your popup-blocker is turned off or you won't see it. It's for real, although I initially questioned whether a major established company could show an advert like this. Apparently they can, at least on the Intenet. But I think they'll hold off running it on TV. Enjoy, I hope. Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] I like my TV time!
Well, at the risk of ad hominem attacks and serious derision: I like my TV time and honestly believe that I would be much less well informed without it. I like my 60 minutes and Mystery! every Sunday night. I like my Survivor on Thursdays. In fact, Thursday nights are great! Survivor, CSI and ER, while going back and forth to whatever sports show is in favor: hockey, baseball, football, in that order--oh, and Olympics in first place when applicable. I can't even begin to imagine ironing for a couple of hours without my DVR'd episodes of One Life to Live! Saturdays and Sundays spent watching formula 1, boxing, hockey, football with my husband are our best times together. We talk to each other plenty during that time! AND I get all my papers graded! I don't have to miss South Park, Iron Chef, unwrapped, Colbert, Larry King or Anderson Cooper 360 for some more lofty goals. I get to enjoy all of them in full delight! So, for some people it's great to not have TV, but don't anyone ever try to take mine away!! 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] explanations? information?
I know we have talked about this in the past--the message below was sent to me by a student and I have seen it before as being attributed to a Harvard study. Does anyone know any more about the underlying 'facts' of this supposed study. After all, it does work! I'd like to bring it up in the chapter on language in both intro and cognition that we are just getting to as I am sure other students have seen it. One student asked me if it represents a type of Gestalt principle of organization. I'm not sure to the extent that this goes a bit beyond perception. Any better info among tipsters? = I cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I was rdanieg. The phaonmneal pweor of the hmuan mnid, aoccdrnig to a rscheearch by GOOFYAUCTIONS.COM, it dseno't mtaetr in waht oerdr the ltteres in a wrod are, the olny iproamtnt tihng is taht the frsit and lsat ltteer are in the rghit pclae. The rset can be a taotl mses and you can sitll raed it whotuit a pboerlm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe. Azanmig huh? yaeh and I awlyas tghuhot slpeling was ipmorantt! if you can raed tihs rpsoet it. = 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: explanations? information?
thanks Paul! What a wonderful plug for student research, and for publication in a journal such as psi chi, in addition to some answers! Annette Quoting Paul Smith [EMAIL PROTECTED]: There is also a recent article in the Psi Chi Journal of Undergraduate Research (Summer 2006, Volume 11, Issue #2). Here's the Abstract: == Can You Raed This Srcmabeld Msesgae? Testing a Mass E-mail Assertion by Jennifer Stover, Tiffany Dismuke, Christie Nelson, and Jon E. Grahe - Monmouth College This research examined the effects of reading a passage when the letters in words were scrambled. It was conducted as a class project in response to an anonymous mass e-mail that claimed there was no effect on reading as long as the first and last letters of a word were properly placed (i.e., palced). The hypotheses of this experiment were that the scrambling of letters in words would: (a) increase latency, (b) increase frustration, (c) decrease comfort, and (d) reduce comprehension (perceived and actual). Participants read 1 of 4 paragraphs that varied in length and whether they were scrambled, then completed a short survey. The findings suggested that scrambling a word influenced reading latency, frustration, and comfort with the message, but not comprehension. Theoretical implications of these findings were discussed. == Paul Smith Alverno College Milwaukee --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: 40 things not to say to the prof
this might be too late; I'm on the west coast 5, 9, 11, 14, 23, 30, 35 and: Does this count as one of my 3 posts for the day? 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability)
I just googled it and after several frustrating attempt found this link that worked great! http://www.npr.org/templates/story/story.php?storyId=5434687 Annette Quoting Jim Matiya [EMAIL PROTECTED]: Annette, Thanks, now I am curious but not yellow! Now I want to try these ringtones. Where do I find them? Jim Jim Matiya North Central College and Moraine Valley Community College [EMAIL PROTECTED] New webpage: http://online.morainevalley.edu/WebSupported/JimMatiya/ 2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching of Psychology (Division Two of the American Psychological Association) High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net Need Inverted Goggles or Displacement Goggles? I got 'em! Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ Subject: [tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability) Date: Thu, 19 Oct 2006 08:45:01 -0500 From: [EMAIL PROTECTED] To: tips@acsun.frostburg.edu --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability)
My 18-year old son who is a freshman is sitting in my office eating lunch right now and I played them for him. Only the mp3 file caused him to SCREAM at me to turn it off; I did not hear any of them. They all opened automatically in real player automatically so that was equalized---although maybe some of the would work better with other players. Annette Quoting Jim Matiya [EMAIL PROTECTED]: Hey Sue, Did you send the right ring tones? I couldn't hear a thing ;)Jim Jim Matiya North Central College and Moraine Valley Community College [EMAIL PROTECTED] New webpage: http://online.morainevalley.edu/WebSupported/JimMatiya/ 2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching of Psychology (Division Two of the American Psychological Association) High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ Subject: [tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability)Date: Thu, 19 Oct 2006 11:13:03 -0700From: [EMAIL PROTECTED]: tips@acsun.frostburg.edu Here's a wav file: http://www.jetcityorange.com/toys/17KHz.wav And here's an MP3 version from the NY Times: http://graphics.nytimes.com/packages/audio/nyregion/20060610_RINGTONE.mp3 --Sue Frantz Highline Community College PsychologyDes Moines, WA206.878.3710 x3404 [EMAIL PROTECTED]://flightline.highline.edu/sfrantz/ -- Office of Teaching Resources in PsychologyAssistant Director, Project Syllabushttp://www.lemoyne.edu/OTRP/projectsyllabus.html From: Jim Matiya [mailto:[EMAIL PROTECTED] Sent: Thursday, October 19, 2006 10:56 AMTo: Teaching in the Psychological Sciences (TIPS)Subject: [tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability) Annette,Thanks, now I am curious but not yellow! Now I want to try these ringtones. Where do I find them? Jim Jim Matiya North Central College and Moraine Valley Community College [EMAIL PROTECTED] New webpage: http://online.morainevalley.edu/WebSupported/JimMatiya/ 2003 Moffett Memorial Teaching Excellence Award of the Society for the Teaching of Psychology (Division Two of the American Psychological Association) High School Psychology and Advanced Psychology Graphic Organizers, Pacing Guides, and Daily Lesson Plans archived at www.Teaching-Point.net Need Inverted Goggles or Displacement Goggles? I got 'em! Using David Myers' texts for AP Psychology? Go to http://bcs.worthpublishers.com/cppsych/ Subject: [tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability) Date: Thu, 19 Oct 2006 08:45:01 -0500 From: [EMAIL PROTECTED] To: tips@acsun.frostburg.edu ---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Hearing ringtones (was:: 18-20 kHz and its marketability)
For what it's worth, I tried playing the mosquito ring tone to the students and they all went nuts covering up their ears. I could not hear it. I even turned my hearing aids WAY up high and could not hear it! My hearing loss is fairly severe for low and midrange tones. Supposedly my high tones are intact, so I'm not sure I understand the inability to hear this tone. Annette Quoting [EMAIL PROTECTED]: This one didn't make it to TIPS presumably because it was briefly down at the time. Maybe I'll get lucky this time. Anyway, I don't think anyone else replied, and we don't want Lucy to think she's been ignored. - On 16 Oct 2006 at 14:25, Lucy Zinkiewicz wrote: I clicked on an internet ad advertising this ringtone, discovered that I (at the wise old age of 39) can hear it, it was painful.snip Any thoughts why I might still be able to perceive the tone? Well, off the top of my head, the usual hypothesis for high-frequency hearing loss as we age (and we do, we do) is that it's not an inevitable consequence of aging. Instead, it's thought to be a result of the cumulative damage caused by a lifetime of exposure to noise, especially in an urban environment ( e.g. from subway screeching, street traffic, jet aircraft, ipods, movies, rock bands, blenders, chain saws, lawnmowers, and that's just for starters). It's claimed that those living in non-industrialized, far quieter places, such as in the jungle (near the village, the peaceful village) have excellent hearing into old age. This may apply also out on the tundra and the icesheet, or at least it did. I understand that hearing loss among the Inuit is now of concern since they traded in their harpoons for rifles (see www.teachersdomain.org/resources/tdc02/sci/life/reg/inuithear/index.html So, Lucy, perhaps you can hear those ringtones because you lived a life unusually kind to your ears. Or perhaps you're much younger than you think you are. Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] One more coma question
Inquiring minds among my students this year! A student is asking me if there are different levels of depth of coma because a friend of hers who was in a car accident is now listing in a 'deep fog'. As I surfed a few websites I found no distinctions on depth of coma. Anyone out there with good knowledge? 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Q re HM
I cross-posted this to psychteach but expect an earlier answer here. I have heard that HM has learned to play golf but has no conscious awareness of it. Is this a true anecdote or what Susan Clancy calls an Irish Fact--something that should be but isn't. Does anyone on the list know? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] another sleep Q
A students emailed me to remind of the other sleep question I could not answer in class last week: when we take a nap, which sleep stages do we usually go through? Is REM common for naps? And do we go through more than one cycle? thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] dream question
We were talking about dreams to day and a student asked if we dream while in a coma. I thought the answer would depend on the reason for and depth of the coma but don't have a definitive answer so told her I would check around. Does anyone on tips know for sure? Also, do people in a coma show the same progression through 'sleep stages' over the 24-hour period, as would a normally waking then sleeping person? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Ig Nobel
What seems to be even more surprising to me is that the prizes for literature are going to psychologists! Annette Quoting Robin Abrahams [EMAIL PROTECTED]: As a former winner himself, David is not exactly unbiased! He and his student Vicki Silvers Geir won the literature prize in 2002: Vicki Silvers Gier and David S. Kreiner of Central Missouri State University, for their colorful report The Effects of Pre-Existing Inappropriate Highlighting on Reading Comprehension. [ PUBLISHED IN: Reading Research and Instruction, vol. 36, no. 3, 1997, pp. 217-23.] I've always had a soft spot for the literature prizes, and this year's was an excellent one: LITERATURE: Daniel Oppenheimer of Princeton University for his report Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly. REFERENCE: Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly, Daniel M. Oppenheimer, Applied Cognitive Psychology, vol. 20, no. 2, March 2006, pp. 139-56. --- David Kreiner [EMAIL PROTECTED] wrote: And the inventor won the prestigious Ig Nobel Peace Prize. From www.improbable.com : PEACE: Howard Stapleton of Merthyr Tydfil, Wales, for inventing an electromechanical teenager repellant -- a device that makes annoying noise designed to be audible to teenagers but not to adults; and for later using that same technology to make telephone ringtones that are audible to teenagers but not to their teachers. REFERENCE: http://www.compoundsecurity.co.uk David Kreiner Professor of Psychology and Associate Dean of The Graduate School University of Central Missouri [EMAIL PROTECTED] FRANTZ, SUE [EMAIL PROTECTED] 10/12/2006 10:02 PM I'm sure some of you have already heard of this, but it was news to me. Today in class I was talking about hearing and hearing loss in the upper frequencies. And a couple of my students said, Oh, like the mosquito ringtone. They were passing comments, and I didn't want to get into it, so I left it until I got back to my office to investigate. In short, a theater in England was having problems with the large number of youth gathering in their square. Compound Security (http://www.compoundsecurity.co.uk/) supplied them with a high-pitched tone (18-20 kHz) to pipe into the square. It worked. The kids dispersed. And since it was too high for most adults to hear, it didn't bother their patrons. For the BBC radio program that discusses it, go here: http://www.bbc.co.uk/wiltshire/content/articles/2006/04/04/mosquito_soun d_wave_feature.shtml In the radio program, they have a recording from the square playing in the background, but according to my evening students, you can't hear the high-pitched tone. Apparently that MP3 cut off the higher frequencies. But at the bottom of the page, there's an MP3 of just the recording from the square where it can be heard -- if you're young enough. I'm not. All I hear is the hum of traffic and people in the background. But my younger evening students were plugging their ears, and my older students were left looking at each other. (I think this MP3 peaks at about 17 kHz if I was reading the classroom's audio software correctly.) The descriptions students gave were interesting -- like a cricket, like dying birds. In the news program they say that people over 25 can't hear it, but of course there's much variability. One of my nearly-30 students said he could hear it. And now the kicker. It's available as a ringtone (in the US: http://www.fork.com/, in the UK: http://www.mozzyworld.com/). Reportedly, students are now using it to hear the arrival of text messages in class because their older teachers can't hear it. -- Sue Frantz Highline Community College PsychologyDes Moines, WA 206.878.3710 x3404[EMAIL PROTECTED] http://flightline.highline.edu/sfrantz/ -- Office of Teaching Resources in Psychology Assistant Director, Project Syllabus http://www.lemoyne.edu/OTRP/projectsyllabus.html --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english !DSPAM:1452,452f01ff88571227018335! --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to:
[tips] Re: Ig Nobel
Quoting Robin Abrahams [EMAIL PROTECTED]: It's not at all deserving of ridicule. The Igs are awarded to achievements that first make people laugh, and then make them think. Whether the research/invention/accomplishment is good or bad doesn't enter into the equation. Personally, I think the Silvers Kriener piece is a fun study, and particularly interesting when it's shown that inappropriate highlighting affects comprehension even when the readers are informed that the highlighting is random, and they should ignore it. The Oppenheimer study (this year's winner) is more complex, and simply brilliant. Check it out if you can. --- Jim Dougan [EMAIL PROTECTED] wrote: At 09:33 AM 10/13/2006, you wrote: What seems to be even more surprising to me is that the prizes for literature are going to psychologists! Annette Wow - I guess I just don't get why this is deserving of ridicule (even if it is friendly ridicule). All of us have probably had the experience of reading a used book someone else has underlined. Sometimes that earlier reader has underlined strange things that don't seem relevant. I don't know about the rest of you, but I find that pretty distracting. Just how distracting is it? I don't know - but it certainly seems worthy of study. -- Jim Quoting Robin Abrahams [EMAIL PROTECTED]: As a former winner himself, David is not exactly unbiased! He and his student Vicki Silvers Geir won the literature prize in 2002: Vicki Silvers Gier and David S. Kreiner of Central Missouri State University, for their colorful report The Effects of Pre-Existing Inappropriate Highlighting on Reading Comprehension. [ PUBLISHED IN: Reading Research and Instruction, vol. 36, no. 3, 1997, pp. 217-23.] I've always had a soft spot for the literature prizes, and this year's was an excellent one: LITERATURE: Daniel Oppenheimer of Princeton University for his report Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly. REFERENCE: Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly, Daniel M. Oppenheimer, Applied Cognitive Psychology, vol. 20, no. 2, March 2006, pp. 139-56. --- David Kreiner [EMAIL PROTECTED] wrote: And the inventor won the prestigious Ig Nobel Peace Prize. From www.improbable.com : PEACE: Howard Stapleton of Merthyr Tydfil, Wales, for inventing an electromechanical teenager repellant -- a device that makes annoying noise designed to be audible to teenagers but not to adults; and for later using that same technology to make telephone ringtones that are audible to teenagers but not to their teachers. REFERENCE: http://www.compoundsecurity.co.uk David Kreiner Professor of Psychology and Associate Dean of The Graduate School University of Central Missouri [EMAIL PROTECTED] FRANTZ, SUE [EMAIL PROTECTED] 10/12/2006 10:02 PM I'm sure some of you have already heard of this, but it was news to me. Today in class I was talking about hearing and hearing loss in the upper frequencies. And a couple of my students said, Oh, like the mosquito ringtone. They were passing comments, and I didn't want to get into it, so I left it until I got back to my office to investigate. In short, a theater in England was having problems with the large number of youth gathering in their square. Compound Security (http://www.compoundsecurity.co.uk/) supplied them with a high-pitched tone (18-20 kHz) to pipe into the square. It worked. The kids dispersed. And since it was too high for most adults to hear, it didn't bother their patrons. For the BBC radio program that discusses it, go here: http://www.bbc.co.uk/wiltshire/content/articles/2006/04/04/mosquito_soun d_wave_feature.shtml In the radio program, they have a recording from the square playing in the background, but according to my evening students, you can't hear the high-pitched tone. Apparently that MP3 cut off the higher frequencies. But at the bottom of the page, there's an MP3 of just the recording from the square where it can be heard -- if you're young enough. I'm not. All I hear is the hum of traffic and people in the background. But my younger evening students were plugging their ears, and my older students were left looking at each other. (I think this MP3 peaks at about 17 kHz if I was reading the classroom's audio software correctly.) The descriptions students gave were interesting -- like a cricket, like dying birds. In the news program they say that people over 25 can't hear it, but of course there's much variability. One of my nearly-30 students said he could hear it. And now the kicker. It's available as a ringtone (in the US: http://www.fork.com/, in the UK: http://www.mozzyworld.com/). Reportedly, students are now using it to hear the arrival of text messages in class because their older teachers can't hear it. -- Sue Frantz Highline Community College Psychology
[tips] Re: Ig Nobel
Darn, my server sent off the reply before I typed anything and tips will count it as a used up reply for the day! I wanted to know how my name got attached to this discussion. I never said anything at all about ridicule or quality of the papers. I simply said I found it surprising, perhaps impressive, that psychologists were being awared prizes in literature, and I want to clarify that! Annette Quoting Robin Abrahams [EMAIL PROTECTED]: It's not at all deserving of ridicule. The Igs are awarded to achievements that first make people laugh, and then make them think. Whether the research/invention/accomplishment is good or bad doesn't enter into the equation. Personally, I think the Silvers Kriener piece is a fun study, and particularly interesting when it's shown that inappropriate highlighting affects comprehension even when the readers are informed that the highlighting is random, and they should ignore it. The Oppenheimer study (this year's winner) is more complex, and simply brilliant. Check it out if you can. --- Jim Dougan [EMAIL PROTECTED] wrote: At 09:33 AM 10/13/2006, you wrote: What seems to be even more surprising to me is that the prizes for literature are going to psychologists! Annette Wow - I guess I just don't get why this is deserving of ridicule (even if it is friendly ridicule). All of us have probably had the experience of reading a used book someone else has underlined. Sometimes that earlier reader has underlined strange things that don't seem relevant. I don't know about the rest of you, but I find that pretty distracting. Just how distracting is it? I don't know - but it certainly seems worthy of study. -- Jim Quoting Robin Abrahams [EMAIL PROTECTED]: As a former winner himself, David is not exactly unbiased! He and his student Vicki Silvers Geir won the literature prize in 2002: Vicki Silvers Gier and David S. Kreiner of Central Missouri State University, for their colorful report The Effects of Pre-Existing Inappropriate Highlighting on Reading Comprehension. [ PUBLISHED IN: Reading Research and Instruction, vol. 36, no. 3, 1997, pp. 217-23.] I've always had a soft spot for the literature prizes, and this year's was an excellent one: LITERATURE: Daniel Oppenheimer of Princeton University for his report Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly. REFERENCE: Consequences of Erudite Vernacular Utilized Irrespective of Necessity: Problems with Using Long Words Needlessly, Daniel M. Oppenheimer, Applied Cognitive Psychology, vol. 20, no. 2, March 2006, pp. 139-56. --- David Kreiner [EMAIL PROTECTED] wrote: And the inventor won the prestigious Ig Nobel Peace Prize. From www.improbable.com : PEACE: Howard Stapleton of Merthyr Tydfil, Wales, for inventing an electromechanical teenager repellant -- a device that makes annoying noise designed to be audible to teenagers but not to adults; and for later using that same technology to make telephone ringtones that are audible to teenagers but not to their teachers. REFERENCE: http://www.compoundsecurity.co.uk David Kreiner Professor of Psychology and Associate Dean of The Graduate School University of Central Missouri [EMAIL PROTECTED] FRANTZ, SUE [EMAIL PROTECTED] 10/12/2006 10:02 PM I'm sure some of you have already heard of this, but it was news to me. Today in class I was talking about hearing and hearing loss in the upper frequencies. And a couple of my students said, Oh, like the mosquito ringtone. They were passing comments, and I didn't want to get into it, so I left it until I got back to my office to investigate. In short, a theater in England was having problems with the large number of youth gathering in their square. Compound Security (http://www.compoundsecurity.co.uk/) supplied them with a high-pitched tone (18-20 kHz) to pipe into the square. It worked. The kids dispersed. And since it was too high for most adults to hear, it didn't bother their patrons. For the BBC radio program that discusses it, go here: http://www.bbc.co.uk/wiltshire/content/articles/2006/04/04/mosquito_soun d_wave_feature.shtml In the radio program, they have a recording from the square playing in the background, but according to my evening students, you can't hear the high-pitched tone. Apparently that MP3 cut off the higher frequencies. But at the bottom of the page, there's an MP3 of just the recording from the square where it can be heard -- if you're young enough. I'm not. All I hear is the hum of traffic and people in the background. But my younger evening students were plugging their ears, and my older students were left looking at each other. (I think this MP3 peaks at about 17 kHz if I was reading the classroom's audio software correctly.) The descriptions students gave were interesting -- like a cricket, like dying birds. In the news program they say that people over 25 can't hear it, but of course there's
[tips] Re: vision Q (pinhole camera issue)
Might we now be looking at another aspect of teaching/learning in psychology that appears in textbooks but is confusing, muddled, not keeping up with the times as new and better information accumulates, and generally is only partly correct. Examples: tongue maps, misattributed quotations, and now information the proximal image on the retina? Is it worth pursuing for a definitive answer and making it more publicly known? Annette Quoting Ken Steele [EMAIL PROTECTED]: Allen Esterson wrote: On Mon, 9 Oct 2006 Ken Steel[e] wrote: In light of the discussion about the relative contribution of the lens and the size of the opening to the inversion of the retinal image, it is interesting to note that both Goldstein (2007; Fig 2.8) and Wolfe et al. (2006; Fig. 2.2) show the image being inverted inside the lens (pinhole fashion) rather than at the focal point behind the lens. I have to say that I haven't the faintest idea what this means! Can Ken (or anyone with access to these diagrams) explain this more clearly. The image is formed on the retina, so how can an image be inverted inside the lens? The image doesn't exist until it is formed on the retina. To recapitulate the thread in brief form, Annette Taylor asked why the image on the retina is inverted. Mike Scoles and I replied that one reason for the inversion is the small opening of the pupil. We pointed to a lenless device, the camera obscura or pinhole camera. Marc Carter and Allen Esterson disagreed and said that the retinal inversion was due to the refractive properties of the cornea and lens. One way to separate the relative contribution of these two methods of producing inversion is to ask where the light rays cross paths in the inversion process. The light rays cross paths at the opening in a pinhole camera but behind the lens in a refractive system. So I went looking for diagrams that might show the location where the rays cross. The perception textbooks by Goldstein and Wolfe et al. show the light rays crossing at the pupil-- more like a pinhole camera. We all know that textbook diagrams are often not correct but I thought it was worthy of note. Ken PS - The easiest test of this issue would be to build a camera obscura the size of an eyeball and see if the image is inverted. --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: vision Q
Thanks Allen. In retrospect, on reading all of these answers I realize that I knew the answer but had failed to 'remember' the details of what I had learned many years ago in my own classesover time it had just sort of congealed into a global memory and I was have a hard time coming up with the precise information to clarify the obvious student misconceptions. I'm going to show this website in class today--and still talk about the camera oscura as an interesting phenomenon but not one that demonstrates refraction. Annette Quoting Allen Esterson [EMAIL PROTECTED]: N.B. The diagrams on the webpage I cited at http://www.glenbrook.k12.il.us/GBSSCI/PHYS/CLASS/refrn/u14l5da.html are simplified, and do not show the double refraction at the lens. The double refraction is shown in the third diagram (labelled convex lens) at: http://hsc.csu.edu.au/biology/options/communication/2951/CommPart3.html Lots of fascinating diagrams and pictures showing all sorts of things (how a rainbow is formed, formation of mirages, etc), and, scrolling down a long way, the formation of images by a convex lens, at http://sol.sci.uop.edu/~jfalward/physics17/chapter12/chapter12.html This web page even touches on the particle/wave duality of light, with a photograph of the physicists who attended the Solvay conference in 1911 (with a caption giving Einsteins celebrated 1905 quantum formula relating the energy of a light quantum to the frequency of the light wave). Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org/ --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: cell phones. . . .
I didn't respond because it was so unlike my real life that I can't relate; I didn't even consider the possibilitiy of it being staged...my cell phone policy, I think, came from Louis of all people: donuts for everyone :) Yum! AND, it does hit them in the pocket book--donuts are not as 'cheap' as they used to be. Plus the inconvenience. For our students who live on campus and don't have a car (this would be most of our freshmen) it's a royal difficulty to get to the donut shop closest to campus. Annette Quoting [EMAIL PROTECTED]: Hi Miguel (and others?), I have not a clue whether or not the video is authentic, but a cruise through some of the blogs in reaction to the piece are interesting. Respondents seem to believe it is real. I have copied one comment below that reflects a growing concern I have over the erosion of respect. This statement is from a student perspective; packed with hate (can't even spell professor correctly - geez). There is the issue, of course, of respect for the education process. .. . then reciprocal respect between profs and students. .. reciprocal respect between profs and admin. . . . think I'll turn on some Aretha this morning to soothe the soul! . R-E-S-P-E-C-T Find out what it means to me R-E-S-P-E-C-T Take care, TCB Oh (sock it to me, sock it to me, sock it to me, sock it to me) A little respect (sock it to me, sock it to me, sock it to me, sock it to me) Whoa, babe (just a little bit) A little respect (just a little bit) I get tired (just a little bit) Keep on tryin' (just a little bit) You're runnin' out of foolin' (just a little bit) And I ain't lyin' (just a little bit) (re, re, re, re) 'spect When you come home (re, re, re ,re) Or you might walk in (respect, just a little bit) And find out I'm gone (just a little bit) I got to have (just a little bit) A little respect (just a little bit) _http://semajblogeater.blogspot.com/2006/09/angry-professor-vs-cell-phone.html _ (http://semajblogeater.blogspot.com/2006/09/angry-professor-vs-cell-phone.html) Anonymous said... You know...guess what. That student is paying that freaks salary. That ass hole owes that guy a cell phone. These freaking Proffesor's think they are GOD. Well guess what, they are NOTHING. If I am going to pay $15,000 a semester for this guy to teach me its NOT his right to touch me or anything I own. I pay this assholes salary for God's sake! _Thursday, October 05, 2006 10:01:38 PM_ (http://semajblogeater.blogspot.com/2006/09/angry-professor-vs-cell-phone.html#116010009889437337) (http://www.blogger.com/delete-comment.g?blogID=10767841postID=116010009889437337) _http://www.blackplanet.com/home/entertainment/video.html?video_id=152830_ (http://www.blackplanet.com/home/entertainment/video.html?video_id=152830) Best, Sandra In a message dated 10/8/2006 8:52:00 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I'm surprised that there has not been any further discussion of this video. Is it because there is a sense that this was a staged event? Miguel -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Thursday, October 05, 2006 10:46 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] cell phones. . . . Interesting technique: ;) _http://us.video.aol.com/video.index.adp?mode=1pmmsid=1720293_ (http://us.video.aol.com/video.index.adp?mode=1pmmsid=1720293) ** Sandra M. Nagel, Ph.D. Associate Professor, Psychology Saginaw Valley State University 166 Brown Hall 7400 Bay Road University Center, MI 48710 http://www.svsu.edu/~smnagel/research/ Office: (989) 964-4635 Fax: (989) 790-7656 E-Mail: [EMAIL PROTECTED] *** --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=englis h --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=englis h ** Sandra M. Nagel, Ph.D. Associate Professor, Psychology Saginaw Valley State University 166 Brown Hall 7400 Bay Road University Center, MI 48710 http://www.svsu.edu/~smnagel/research/ Office: (989) 964-4635 Fax: (989) 790-7656 E-Mail: [EMAIL PROTECTED] *** --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] vision Q
I am teaching about vision and I know we teach the proximal image--the one on the retina, is upside down relative to the distal image--the thing out there. Interestingly I've never thought about how this happens but my students evidently have because I am getting all kinds of interesting explanations of the pathway information takes from out there to our conscious interpretation of it! Including all kinds of creative 'steps' in the process of vision of how waves of the fluid in the eye flip the image! I need to get some more precise, better information to transmit to students. Does anyone know for sure how it happens that the image is supposedly 'flipped'? Is it even correct to teach it this way? What is the evidence that the image is actually upside down on the retina? Should I change how I teach this? Is there an element of lenses and optics that I am missing? Do we know this happens in the eye? I guess upon a deeper contemplation I realize my deeper knowledge is lacking here! Students are great at showing us our limitations :) 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: vision Q
thanks to everyone for their quick answers. I will try to construct this shoe box before class tomorrow and if I can make it work at home will definitely illustrate it in class. I also came across the York site that Blaine mentioned and will go over that for a while in class tomorrow. We are going over the first exam, and of course, exams are the best place to learn what it is that student's misunderstood in general--and if there are many who came to strange conclusions (such as waves in the vitreous!) then I assume I did not present the material adequately for their inquiring minds. Anyway, great time to go over those aspects. OTOH a good number got it right anyway :) Annette Quoting Michael Scoles [EMAIL PROTECTED]: There is nothing special about the eye that produces the upside-down-and-backwards retinal image. Light travels in a straight line when it enters the eye through a small hole (the pupil). When light from the top of the object travels through the pupil it will end up in the lower portion of the retina. Similarly for bottom/upper, right/left, left/right.. If the class is small enought to allow a few minutes for students to walk by a demo, a pinhole camera can be easily constructed. Take a small box (a shoebox works well) and cut a hole in one end. Cover the hole with aluminum foil and put a very small hole in it with a pin or a sharp pencil point. A small light source that has distinctive features (like a candle flame) is positioned outside the box, a few inches away from the hole. With the top of the box open and the room lights off, it is easy to see a clear, although dim, upside down image of the flame on the inside wall of the box, opposite the foil. But, that's not all! After everyone has had a chance to see this, make the hole in the foil larger (the diameter of a pencil). Now the image in the box will be brighter, but will not be well-defined. It will simply look like a spot of light, rather than an upside-down candle flame. This illustrates one example of the trade-off between sensitivity and acuity in the visual system. (Two others are the degree of convergence in the periphery vs. the fovea, and the cross-species comparisons of the choroid layer.) When there is plenty of light available, the pupil is constricted and the pinhole camera works well. When less light is available, the pupil widens. More light gets in, but the image is more blurred, resulting in poorer acuity. I haven't kept up with digital camera technology and whether the relationship beteen f-stops and depth of field can be used to reinforce the point with students interested in photography, but it used to work. Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 Annette Taylor, Ph. D. [EMAIL PROTECTED] 10/08/06 10:27 AM I am teaching about vision and I know we teach the proximal image--the one on the retina, is upside down relative to the distal image--the thing out there. Interestingly I've never thought about how this happens but my students evidently have because I am getting all kinds of interesting explanations of the pathway information takes from out there to our conscious interpretation of it! Including all kinds of creative 'steps' in the process of vision of how waves of the fluid in the eye flip the image! I need to get some more precise, better information to transmit to students. Does anyone know for sure how it happens that the image is supposedly 'flipped'? Is it even correct to teach it this way? What is the evidence that the image is actually upside down on the retina? Should I change how I teach this? Is there an element of lenses and optics that I am missing? Do we know this happens in the eye? I guess upon a deeper contemplation I realize my deeper knowledge is lacking here! Students are great at showing us our limitations :) 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: HBE tape
Thanks Stephen. I think I have found another source :) I will know by tonight. If the new source doesn't work then I will just have to patiently wait :) Annette Quoting [EMAIL PROTECTED]: On 3 Oct 2006 at 19:42, Annette Taylor, Ph. D. wrote: I can't remember who was sending me the HBE tape from Canada! I only saved the names of all the subsequent requestors. However, for everyone's information and knowledge, I have yet to receive the tape :( Uh, Annette, it was me. Geez, there aren't so many of us Canucks on the list. Are Canadians so forgettable? Anyway, as I announced in an e-mail to you on September 15th, I really did send it out that day, honest. I wrapped it up, labeled it with the address you sent me, added a return address, trotted down to Canada Post, plunked down 7 bucks or so, and waved it good-bye. I'm sorry to hear it didn't make it, and unfortunately, I don't have a back-up. There's perhaps a faint hope that it was held up at the border and may still show up. Perhaps it attracted the attention of Homeland Security, who suspected it contained dangerously subversive material, such as support for gay marriage or against global warming. Maybe they'll send it on after they finish watching it. Sorry, gotta go. There's a guy in a red uniform on horseback at my door. He wants to ask me some questions. Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: HBE tape
I can't remember who was sending me the HBE tape from Canada! I only saved the names of all the subsequent requestors. However, for everyone's information and knowledge, I have yet to receive the tape :( So if the original provider could let me know backchannel when it was sent--maybe it got lost in the mails and I need another copy--I will get busy sending it on. For the rest who are waiting.patience is a virtue and all that good stuff. After all these years I finally got a ocpy of Prisoners of Silence :) It was worth waiting for. If someone else has a copy of HBE and wants to send it on to me, I can also proceed from there. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] selective attention video
Drat! I can't find where I saved the link to the selective attention video--the one with the basketball players and the gorilla. Does anyone have that link handy? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: selective attention video
Thanks. There it is. Annette Quoting Dennis Goff [EMAIL PROTECTED]: Annette, Try this one http://viscog.beckman.uiuc.edu/djs_lab/demos.html Daniel Simons website at the Universtiy of Illinois. It has the gorilla and several more. Dennis -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Sun 10/1/2006 2:58 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] selective attention video Drat! I can't find where I saved the link to the selective attention video--the one with the basketball players and the gorilla. Does anyone have that link handy? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] ripping movie clips
Does anyone know how to rip a single track from a DVD for later embedding in a power point slide? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Spellings Releases Plan for Higher Ed
But please note that if there is one area of study that NCLB has flagrantly sacrificied for reading and writing, it is geography--along with most of the sciences and social sciences. In particular scientific thinking is completely neglected. I go back to my original stance. Is this what we really want? Clearly a half dozen years of NCLB has not improved our incoming freshmen's knowledge of writing or math. I agree that there is a problem, NCLB and anything even vaguely akin to is in higher education is NOT the answer, IMHO. It creates a climate for politicizing curricula (and I mean internal politics as well as global), for creating an environment conducing to creative assessments that do nothing more than pay lip service and churn out appropriate numbers via 'damned lies' and leads to unethical behavior on the parts of desperate individuals who are doing their best but cannot meet the artificial standards. (I ran out of posts to defend my position yesterday) Annette Quoting Christopher D. Green [EMAIL PROTECTED]: Allen Esterson wrote: England and Italy were the only really sure bets. France and Spain were at around 50%. Everything else was much lower... Chris, Some clarification please. When you say that England was identified on the map of Europe, do you actually mean that Britain (i.e., England, Wales and Scotland) was 'identified' as England? -:) A thousand pardons. I accepted England in place of what should have been UK (and, as I recall, most wrote England instead of UK). Did most of the students exclude Ireland from England? Although the border of northern Ireland was included (and should have tipped them off), few seemed to take any notice of this and few labelled the island of ¨ire at all, north or south. From this, I could not reliably tell whether they knew that the Republic of Ireland is a separate country but didn't know its name, or whether they believed Ireland to be part of (what they typically called) England. It was several years ago and I don't have exact numbers Best, Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-5115 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo = --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: IRB-type question: Recruiting current students
I do this because I am doing research on the efficacy of selective pedagogies. So it's important that I have the students in my classes exposed directly to what I am doing. And, I want them to be able to get credit for the experience, since they are participating in research. So I don't think it's a dual relationship because I would want them to be my participants any way you look at it and they migh as well as part of their research credit this way. Our irb has no problem with this. Annette Quoting Ken Steele [EMAIL PROTECTED]: I am curious how tips folks would react to the following situation. We have a typical subject pool available from our introductory psych course. However, a faculty member wants to recruit only current students in classes taught by that faculty member. The reasons for this procedure remain ambiguous. My view is that this seems akin to a dual relationship situation and should be avoided. But I am unclear whether this would be an actual violation of ethical guidelines such that an IRB would not approve the procedure. What do you think? Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Spellings Releases Plan for Higher Ed
I'm just tossing out a couple of sentences, granted out of context, but I believe they need no context, to ask the question: do we really want this in higher ed? Expanding the ?effective principles? of No Child Left Behind to high schools... (the quotation marks inside the quotation are originally there) Building a national framework that provides ?the same kind of *privacy-protected* student-level data we already have for K through 12 students,? (I added the emphasis for privacy-protected as a I question this deeply) After a discussion of potential increases in need-based student aid, his [Bush's] 2007 budget request called for keeping the size of the maximum grant flat (hmm, there's evidence of a committment!) Quoting a statement made by Education Secretary Margaret Spellings ?good for them as they get more customers... (here with go again with 'students' are 'customers'--how this language changes the face of education is not mentioned) And, of course, there are no specific details of how this outcomes assessment is to be carried out, either (a) allowing government to legislate it ???--we know how well they understand the higher ed enterprise; or (b) allowing individual schools to come up with their own schemes--well, if there are lies, damned lies and statistics, then I guess we are home free! Annette Quoting Richard Hake [EMAIL PROTECTED]: Education Secretary Margaret Spellings plans a many faceted campaign to carry out the recommendations of her Commission on the Future of Higher Education, including providing matching funds to colleges and states that collect and publicly report how well their students learn, building a privacy protected database of college students' academic records, and streamlining the process of applying for federal student aid. Those are among a small number of specific efforts that Spellings will announce in a speech today in which she will endorse the panel's work and challenge college leaders, policy makers and the public to help improve an American higher education system that she describes as slipping. The full article is available on the Inside Higher Ed Web site, at http://insidehighered.com/news/2006/09/26/spellings. For background on the Spellings Commission, you can find all of IHE's extensive coverage of the panel and its work at http://insidehighered.com/news/focus/commission --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: IRB-type question: Recruiting current students
Quoting Shearon, Tim [EMAIL PROTECTED]: Annette- I'd have no problem with what you describe here either. You seem to be very open about what you are doing and why. Am I correct in assuming you are notifying the student's up front so they can have the choice to continue or not? Yes, students are told on the very fist day of class what I am doing, why I am doing it and that they can decide at any time throughout the semester to (a) complete the consent form, or (b) withdraw their consent along the way--there is no negative consequence. We also do associated activities in the classroom. For example I am interested in how learning strategies are related to critical thinking skills so they complete the MCKeachie learning strategies questionnaire (MSLQ), (which I later regress onto normalized gain scores for content items in a pretest questionnaire given on the first day of class) and they get their scores back on the MSLQ and we talk in class about the varieties of strategies and which ones seem to correlate better with critical thinking and with performance-in-class measures. We also talk about the critical thinking test (I use the Halpern Critical Thinking Assessment) which has 5 subscales and again we discuss in some depth in my intro course the elements of critical that are reflected in the subscales. They always know their scores, so they know what they can work on, if they chose to--even if the scores have no norms--and we talk about norms when we talk about psych testing in the abnormal chapter. We also talk about confidentiality versus anonymity in terms of research ethics. There are all kinds of great teaching moments that come out of the project, and not all students give consent. I get about 85% on average who give consent. I've never asked anyone why they don't, because I feel personally like that would be crossing some line I shouldn't, although I am curious There is no pressure and most students are relieved to have at least a good chunk of their research participation requirement satisfied along with assignments they would be doing in class anyway :) I'm not sure that all of this isn't entangled somehow, but then again, I don't know how I could do the research without using the data generated by students in my classes. Also, the ability to have teaching moments from this tends to excite the students about the research and many of them follow up in the next semester or two asking how their year compared to previous years? and did I have the group data analyzed yet? and is there a report someplace they can read yet? etc. I see the teaching moments as a 'benefit' that might offset 'costs'. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] number of applications
Just a quickie for tipsters: We have two searches going (cognitive and I/O). Our number of applicants is WAY, WAY WAY down--just a handful for each opening. Is this a trend anywhere else for these areas? 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] HBE tape
Sorry to all who have been asking me for the HBE tape--we are in the first full week of classes and the university in its wisdom waited until last week to move our entire department from one building to another. We knew the move was coming all summer long but you cannot truly imagine the disorganization I have now! As soon as I get the tape from Stephen, which he says is in the mail, I will copy it to CD and will send it on, as both the tape and the CD to the next person. I have compiled a list of all requests, and will include it with the tape, so that person A can make a copy and send it to person B, who can copy and send to C and so on. I can't remember the order but there are at least 6 names on the list so be patient. No telling how long the copying will take each person. I will have to wait until I make the copies to see if the CD looks OK. If it does I may just send that on, as more durable and mailable. Annette Quoting Gene Walker [EMAIL PROTECTED]: Annette: I am very interested in the Human Behaviour tape. Can you send me a copy? I would be very willing to take the next request. If you can provide me with a copy, send it to C. E. Walker, 1133 Bank Side Circle Edmond, OK 73003. Best Wishes. C. Eugene Walker, Ph.D., University of Oklahoma. Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: HBE tape
Whoa! I'm not the person on sabbatical, it is one of the people who requested a copy that is on sabbatical. I wish it was me! I feel like I've stepped into the children's game of telephone, or a Bartlett experiment on serial repetition! Yes, you and the others are all there on the list. Annette Quoting Shearon, Tim [EMAIL PROTECTED]: Annette- If you are on sabbatical, do you have time for even one copy?! :) But your willingness and effort are certainly to be appreciated. Tim ___ Timothy O. Shearon, PhD Professor and Chair Department of Psychology Albertson College of Idaho Caldwell, ID 83605 email: [EMAIL PROTECTED] teaching: intro to neuropsychology; psychopharmacology; general; history and systems -Original Message- From: William Scott [mailto:[EMAIL PROTECTED] Sent: Sat 9/16/2006 12:14 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: HBE tape Hi Annette, Could you put me at the end of the list, too. Thanks. Bill Scott 204 Oxford Rd. Greenville, NC 27858 (I'm on Sabattical leave here. I probably have time to make more than one copy!) Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: what would you do...
As a former IRB chair I would say this is a completely unnecessary procedure. I pity the board members who will have to read all the additional proposals. And what if they don't like it? I would also grumble...grumble Annette Quoting Gerald Peterson [EMAIL PROTECTED]: Speaking of some questionable IRB policies...Ours is working on a policy manual (not yet adopted) that would require IRB approval at my institution if I was second or third author, but did not run subjects here. I have no problem with such review if I am using subjects locally as part of a larger study, but if I am working on write-up, or method/stats help, and the study has already been approved at the first author's institution (where it is implemented), I fail to see why I must also have it reviewed by my IRB. I am wondering if others have such/similar IRB policies? If I use my office computer to help with data analysis and contribute as second or third or fourth author, does that make my university an IRB player? I think the policy will ultimately reflect good sense, but right now I grumble, grumble...Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: TV alert: Human Behaviour Experiments
See sig line below for the address and yes, I'll take on the copying and sending to the next requestor. Annette Quoting [EMAIL PROTECTED]: On 13 Sep 2006 at 10:59, Annette Taylor, Ph. D. wrote: And would one of those individuals lucky enough to be in canada agree to tape this program and make it available to us lucky enough to be in the us (I guess) for our private viewing pleasure? Thanks to a potentially kind neighbor up north (brrr) Ah, I just knew I was going to get this kind of grief after posting my note. I've now seen the programme, and it's pretty good, although (as these things always are) somewhat expensive of class time if intended for an in-class showing. One nice touch. Zimbardo recalls how Milgram thanked him for carrying out the prison experiment, because at last there was someone else to share the heat for carrying out such an unethical study. My copy includes the main event, plus an hour of discussion with military and non-military authorities, including the woman who was in charge of Abu Ghraib at the time of the prisoner tortures. She was, not unexpectedly, rather defensive. The discussion is probably of more interest to Canadians. At no extra charge my taping also includes two news breaks of the tragedy unfolding at Dawson College in Montreal, a grim reminder that we should be less smug about our supposedly non- violent Canadian culture. Tell you what, Annette. If you really want it, I'll send it over to you, and you can send it on to the first person who asks you for it, and so on. That way you get to share the grief. Just tell me where to send it. Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: TV alert: Human Behaviour Experiments
My plan was to put it on CD or DVDshould last longer :) Annette Quoting Christopher D. Green [EMAIL PROTECTED]: [EMAIL PROTECTED] wrote: Tell you what, Annette. If you really want it, I'll send it over to you, and you can send it on to the first person who asks you for it, and so on. That way you get to share the grief. Just tell me where to send it. I nice thought, but you'll find, I think, that videotapes of videotapes of videotapes rapidly deteriorate in quality. Withing about five or seven such copies they will become unviewable. Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-5115 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo = --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: TV alert: Human Behaviour Experiments
And would one of those individuals lucky enough to be in canada agree to tape this program and make it available to us lucky enough to be in the us (I guess) for our private viewing pleasure? Thanks to a potentially kind neighbor up north (brrr) Annette Quoting [EMAIL PROTECTED]: For those lucky enough to have access to the Canadian People's TV (the CBC), a documentary on Zimbardo's prison, Milgram's obedience, and Latane's bystander experiment, with a nod to Abu Ghraib, will be shown tonight (CBC Newsworld, The Big Picture with Avi Lewis, 10:00 pm EDT). See http://www.cbc.ca/bigpicture/ Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: On-line readings for various psychology courses?
Hi Miguel: I am using Nancy Mellucci's Psychology the Easy Way from Barron's books, for $15 this semester. It is short but extremely accurate IMHO. I am also using readings. You can find them on the usd main website http://www.sandiego.edu Click on Libraries. Click on Copley Library. Click on e-res (electronic reserves). It will prompt you for something to identify the course, From the drop down menu click on instructor's name and type Taylor. The password is 'introduction' once you find my page. Some of the readings are specific to some research I am doing on misconceptions but still, they fit the course topics. Annette Quoting Miguel Roig [EMAIL PROTECTED]: Gary's post brought to mind the feelings of alarm and disappointment that I felt last week upon discovering that the prices of textbooks that I have adopted for the Fall have, once again, gone up significantly. In the case of the stat book I use (i.e., Jaccard and Becker's), the price is now up to $133 for the same edition that initially sold for under $100. By any chance, has anyone collected URLs for freely available and reliable on-line readings that might provide decent coverage for introductory psychology and other traditional psychology courses? Miguel -Original Message- From: Gerald Peterson [mailto:[EMAIL PROTECTED] Sent: Monday, August 07, 2006 10:43 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] new psych resource--wikipedia? Here is the main page of the new psych wiki. I wonder what kind of influence it will have. Will you be using in your classes? Michael S. should put together something on eurocentric psych. It offers different ways of viewing psychology. The aims for an integrative resource are fine, but... well, let's take a look. Gary http://psychology.wikia.com/wiki/Main_Page Gerald L. (Gary) Peterson, Ph.D. Professor, Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=engl ish --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Oh MY!
I only meant to send my password to Miguel for the eres readings. Well, enjoy all! Ay Caramba! I hope I'm not in big trouble making those readings quite so widely available ;) 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Marriage as a cure for domestic violence
The problem with psychology being such a large field and with me, getting older, is that it is really hard to keep up with every nit picky detail of what is right. So I learned this week that brains develop well into the late teens, and are not mostly finished by puberty, and at least for women, the modal age of onset can be quite a bit later than for men. Thanks to all. OTOH I think it's still quite easy, given all the nuances for people to use the information that fits their hypothesis and discard or disregard the rest. Annette Quoting Aubyn Fulton [EMAIL PROTECTED]: Annette wrote... Many of the links had really questionnable information, such as suggesting that smoking pot at age 18 predicts a diagnosis of schizophrenia in one's 30's! I am not an expert but have read in many diverse sources that schizophrenia is generally diagnosed quite a bit earlier than that--generally in the early 20's at the latest. So this was a bit puzzling. Aubyn writes... I think the emphasis used to be that schizophrenia usually onset in the late teens to early 20s. That seems to be more true for men though. Currently, DSM-IV-TR reports that The modal age of onset for men is between 18 and 25 years, and that for women is between 25 and the mid-30s (p. 307). I am not an expert on the data supporting the reefer madness hypothesis, I wonder if the pathway from marijuana to schizophrenia is related to the pathway from marijuana to jazz music? Aubyn Fulton, Ph.D. Professor of Psychology Chair, Department of Psychology Social Work Pacific Union College Angwin, CA 94508 Office: 707-965-6536 Email: [EMAIL PROTECTED] * --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Marriage as a cure for domestic violence
I saved the link to the article yesterday because I wanted to search for the scientific publication. It was not quite obvious so I decided to google it. I was astounded by the very large amount of information that supports a link between marijuana smoking and schizophrenia. Many of the links had really questionnable information, such as suggesting that smoking pot at age 18 predicts a diagnosis of schizophrenia in one's 30's! I am not an expert but have read in many diverse sources that schizophrenia is generally diagnosed quite a bit earlier than that--generally in the early 20's at the latest. So this was a bit puzzling. Also, I read comments that smoking pot during late adolescence is particularly dangerous to those predisposed to schizophrenia because adolescence is the time of greatest brain cell growth. Wow, I was surpised again as this also skirts the facts as I have always known them. I thought MOST brain maturation was complete around the time of puberty. 18 would be a late puberty! So either my facts are skewed or the authors of these papers are pushing the envelope to fish for explanations. Anyway, still in all, the amount of separate publications in popular media is quite large, and seems to be based on a rather fair amount of separate publications in scientific journals. Anyone with real knowledge in these areas? A little enlightenment would be good--and I have already considered the politics (i.e., wanting evidence to support anti-pot legislation). Annette Quoting Rick Stevens [EMAIL PROTECTED]: [EMAIL PROTECTED] wrote: And they're at it again, cause jumping from correlations. This time it seems to be that cannibis causes schizophrenia. See http://tinyurl.com/fbue5 Is it possible that a 'vulnerable person' who has not been diagnosed with schizophrenia is already having some symptoms and that these symptoms cause the person to be more likely to use cannabis? Schizophrenia is known for making people feel unhappy and cannabis is known for making people feel happy. Also, physiology isn't my strong point. Are there physiological reasons to think that cannabis use would cause a vulnerable person to succumb to schizophrenia when this person would not otherwise have had problems? Having a physiological mechanism might provide support for the interpretation that cannabis causes schizophrenia. -- -- Rick Stevens -- Psychology Department -- University of Louisiana at Monroe -- [EMAIL PROTECTED] --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: my brain is fried
This was an exercise on the Integrator software that came with texts adopted through Wadsworth/ITP. I still have several CDs in my office and will try to get it to run on Thursday, when I am next in my office. Annette Dear Tipsters, I need some help (in many ways). I used to have a list of common sense sayings in Psychology--some were true, some false--I'm sure I got them from an instructor's manual. But I have long since misplaced them and I'm too tired to conjure them up on my own. They were things like Absence makes the heart grow fonder and its counterpart (which for the life of me I can't recall). Dones anyone have a list of those sayings (or even one or two) that I can use? I would really appreciate any suggestions. Thanks in advance for your help, Carol DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University Davenport, Iowa 52803 phone: 563-333-6482 e-mail: [EMAIL PROTECTED] Annette Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] question about spam--NOT teaching related
Well, this is not teaching related but it is email related I seem to get quite a few junk messages in my email that bewilder me as to their purpose. Unlike the obvious sex-related messages, these contain long rants about nothing at all--seemingly almost schizophrenic rants in that the topics change within a sentence and there is no continuity or obvious message. Now, if I had only had one of these, I wouldn't think much of it. But I am gifted with several of these a day. It's really not obvious what a reply would produce. Nor do they seem to ask for a reply. Anyone know what these are all about? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Social psych in-class exercises?
Although I'm not a social psychologist, I pretend to be one for one week each semester in intro psych ;) From that experience I have borrowed doing a replication of the Asch impression formation study from c. 1946. It is a great replication because it not only illustrates some social psych concepts on impression formation but also allows students to carry out a modified replication substituting some of the adjectives that over time have changed their connotative meaning, or that are no longer in use. Alternatively we leave some of them in to see whether we will get the same results now as 60 years ago. That's my only idea for social because I am limited to that one week per semester of wearing the social psychologist hat. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: TIPSters-- I'm going to be teaching a section of experimental social psychology at my alma mater this fall. Can anyone recommend good in-class experimental exercises? I'm hoping to focus the class on social cognition. I'd like to start looking at person perception, then move on to prejudice and the methodological difficulties of studying it, then move into what I like to call human interaction with interactive non-humans--how we relate to animals, media, and technology. Thoughts? References? Anyone? Thanks in advance-- Robin Notices at the bottom of this e-mail do not reflect the opinions of the sender. I do not yahoo that I am aware of. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: plagiarism certificate?
I just checked this out and in theory it looks really great. But how do you know that students don't cheat in doing the tutorial and test? Annette Quoting Paul Smith [EMAIL PROTECTED]: http://www.indiana.edu/~istd/ I use it as well. Paul Smith Alverno College Milwaukee On 8/16/06, Traci Giuliano [EMAIL PROTECTED] wrote: For several years, I've had my students read the excellent site on avoiding plagiarism from Indiana University (http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml). It used to have a plagiarism test that students could take until they completed it successfully, and then they could print a confirmation certificate (I used to have them turn it in). I can't seem to find it on their newly revamped web page. Does anyone know about this or something like it? thanks! Traci --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] field trip/scavenger hunt
I am taking a group of incoming freshmen to the science museum in town during orientation week. I have never had to do this before in this context of having a small, mixed interest group (all potential majors--not necessarily psychology majors) of freshmen. I'm having a hard time divorcing myself from a focus on psychology because there are so many sensation/perception type exhibits. I went to see the exhibits today because I thought I would structure it as a scavenger hunt, but am not sure how to put it all together. I have some ideas but would like to see if the collective wisdom of tips can help me. Any ideas? Thanks 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Debarment FYI
Thanks Marie, these are great for the ethics chapter! I'd also like someone to explain to me the use of the term 'debar' in this context. I know the dictionary definition but it seems an odd use for a profession that has no licensing involved. Annette Quoting Marie Helweg-Larsen [EMAIL PROTECTED]: Do any of you know anything further about these two cases? They would be good cases in classes covering research ethics but it is frustrating to teach such cases without more details than provided here. Also, I would like to know what other penalties occurred (not being able to review or submit grants for 3 years doesn't seem terribly harsh!) Marie Begin forwarded message: The Department of Health and Human Services (HHS) debarred two researchers for falsifying or fabricating data. Amy Beth Goldring, a former graduate student in the University of California Los Angeles Department of Psychology was found to have doctored statistical results for up to nine pilot studies between 2000-2002 on the impact of vulnerability on decision making. The studies were used as a basis for her doctoral thesis research and were included in a manuscript submitted to Psychological Science, a grant application to the National Institute of Mental Health, and a pre-doctoral training grant. Goldring already has been debarred by another agency for three years; the latest finding prohibits her from serving in any advisory capacity or as a consultant with the Public Health Service. Goldring's two penalty periods will run concurrently with the final day being Jan. 18, 2009. An investigation by the University of Wisconsin-Madison (UWM) and additional analysis by the Office of Research Integrity found that April Swe fabricated data on 39 questionnaires of sibling human subjects associated with an autism study. The research was supported by NIH's National Institute on Aging. Swe will be debarred until Jan. 16, 2009, and is ineligible for, or involvement as, a principal in grants and cooperative agreements of the federal government and from contracting or subcontracting with any federal agency. Swe also is prohibited from serving in any advisory capacity or as a consultant with PHS. Links to notices: http://grants.nih.gov/grants/guide/notice-files/NOT-OD-06-038.html[1] and http://grants.nih.gov/grants/guide/notice-files/NOT-OD-06-039.html[2] -- End of Forwarded Message -- * Marie Helweg-Larsen, Ph.D. Associate Professor of Psychology Dickinson College, P.O. Box 1773 Carlisle, PA 17013 Office: (717) 245-1562, Fax: (717) 245-1971 Webpage: www.dickinson.edu/~helwegm * --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Links: -- [1] http://grants.nih.gov/grants/guide/notice-files/NOT-OD-06-038.html [2] http://grants.nih.gov/grants/guide/notice-files/NOT-OD-06-039.html Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Theatrical irony: Study published in Pediatrics Today
I still haven't seen anyone mention the reverse direction: that youth interested in sex are listening to music that matches their interest! Annette Quoting [EMAIL PROTECTED]: On Mon, 7 Aug 2006, I went: The study is on-line at http://pediatrics.aappublications.org/cgi/reprint/118/2/e430 and I think it's available to all. It carries the standard disclaimer buried in the Discussion, to wit: Our results suggest that the relationship between exposure and behavior may be causal in nature... however, our correlational data do not allow us to make causal inferences with certainty. And David Epstein goes: I noticed that, and then I noticed that the text string causa (as in causal or causation) appears nowhere else in the paper. True, they're somewhat subtle about it, but they do find other ways of implying the c-word, including: These findings contribute to the emerging body of evidence of the role of a variety of media in the sexual socialization of youth and These lyrics are likely to promote acceptance of women as sexual objects and men as pursuers of sexual conquest. and most significantly: Reducing the amount of degrading sexual content in popular music, or reducing young people's exposure to music with this type of content, could delay initiation of intercourse and related activities. This suggestion, which is also featured in their abstract, requires acceptance of the conclusion that listening to degrading lyrics causes adoolescents to have more sex. That is, if taking away their degrading music can reduce teen-age bonking, then a priori, the bonking must have been caused by the music in the first place. Bottom line: There are more ways of saying causal than are dreamt of in your philosophy, Horatio. Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Alcohol EDU: was: Theatrical irony: Study published in Pediatrics Today
Anmd, on a related thread: does anyone's university use alcohol edu? We require all incoming freshmen to pass it; the students think it's lame and I agree; the scenarios are so contrived it's comical. Annette Quoting Michael Scoles [EMAIL PROTECTED]: I received the following e-mail today, which seems to be related to this thread. In order to educate the freshman population about sexual assault/rape, and to satisfy a grant, I would like to present to your class (es) information about the media's portrayal of women. The program is a good one developed by the Arkansas Commission on Child Abuse, Rape and Domestic Violence and is titled Media, Women and Violence. The intent is to educate and teach the students to be critical thinkers. Concerns about the media's portrayal of women have been raised on this list, and I assume that the basis for these concerns is that treating women like sex objects, rather than humans, can lead to (read, cause) violence towards women. Today, we have been exposed to some critical thinking about the connection between sexual lyrics in music and early sexual activity. Do you think this is the type of critical thinking that would be encouraged in the program that is offered? As an extreme example, we know that sex offenders collect pornography so, clearly, pornography must encourage sexual offenses. Right??? BTW, NBC didn't go back to Elvis on tonight's news, but they did harken back to the good-old-days, when Mick was singing, Let's Spend the Night Together. Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] anyone have some info on this?
With great fanfare our university has informed us that we now have a certified trainer of the Franklin Covey Institute's 7 Habits of Highly Effective People on campus! Anyone know anything about this institute? 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Mel Gibson
I was in an alcohol study once, BAL .08. I was R-A-V-I-N-G drunk! Unable to walk, double vision, giggling hysterically whenever the blood pressure cuff came on... Annette Quoting DeVolder Carol L [EMAIL PROTECTED]: I'm struck by the fact the Mr. Gibson made those comments with a BAL of .12. Not that I'm a heavy drinker, but really that's not what I would consider raving drunk. But I realize that alcohol affects different people differently. Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] mailto:[EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm From: Marc Carter [mailto:[EMAIL PROTECTED] Sent: Fri 8/4/2006 2:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson Nice comment, Rick. I like to think that I'm not more me when I cannot speak coherently, cannot walk with any fluency, and am prone to sporadic outbursts of things that apparently I alone find witty. Of course, I've ever done any of those things. I'm just sayin'. Good weekends, All. m --- Mauchly's Test of Sphericity: Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. --- SPSS From: Rick Froman [mailto:[EMAIL PROTECTED] Sent: Friday, August 04, 2006 1:41 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson Are humans more or less their true selves when they are suppressing the function of their frontal cortex? I think it is true to say that inebriation will bring you closer to how you would act if you had been born with the brain structure of an animal. I don't believe, despite the abundance of quotes otherwise, that it reveals your true self unless you believe that a person's true self is found in their lower brain functions. And I don't mean any of this to defend Mel Gibson's statements. They may or may not be indicative of his true feelings. I just don't believe that getting drunk is the royal road to an accurate understanding of the true self. And, although I am tempted to ask for empirical evidence beyond the quotes given below, I am not sure this is an empirical question. It seems to have more to do with your assumptions about human nature and the meaning of the true self, if there is such a thing (radical behaviorism, for one, would question the very concept of the self). Rick Dr. Rick Froman Psychology Department Box 3055 x7295 [EMAIL PROTECTED] Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. From: Michael Scoles [mailto:[EMAIL PROTECTED] Sent: Friday, August 04, 2006 10:07 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson I know the truth is in between the 1st and 40th drink. --Tori Amos Truth comes out in wine. --Pliny the Elder What the sober man has in his heart, the drunken man has on his lips. --Danish proverb Wine gives a man nothing... it only puts in motion what had been locked up in frost. --Samuel Johnson The chief reason for drinking is the desire to behave in a certain way, and to be able to blame it on alcohol. --Mignon McLaughlin Champagne, if you are seeking the truth, is better than a lie detector. It encourages a man to be expansive, even reckless, while lie detectors are only a challenge to tell lies successfully. --Graham Greene The inventor of wine is not called the Releaser on account of the license it gives to the tongue, but because it frees the mind from bondage to cares. --Seneca There is something awe-inspiring in one who has lost all inhibitions. --F. Scott Fitzgerald If you want to know a man, get him drunk and he'll tip his hand. If I like a man when I'm sober, I kin hardly keep from kissing him when I'm drunk. This goes both ways. If I don't like a man when I'm sober, I don't want him in the same town when I'm drunk. --Charles Russell Drink, in reality doth not reverse nature, or create passions in men which did not exist in them before. It takes away the guard of reason, and consequently forces us to produce those symptoms which many, when sober, have art to conceal. Henry Fielding In a world where there is a law against people ever showing their emotions, or ever releasing themselves from the greyness of
[tips] Re: Mel Gibson
My comment was simply a statement that you can't go by BAL to determine how drunk someone is. Annette Quoting Robin Abrahams [EMAIL PROTECTED]: And ranting about how the Jews are behind all our wars? Somehow I don't think so. Annette Taylor, Ph. D. [EMAIL PROTECTED] wrote: I was in an alcohol study once, BAL .08. I was R-A-V-I-N-G drunk! Unable to walk, double vision, giggling hysterically whenever the blood pressure cuff came on... Annette Quoting DeVolder Carol L : I'm struck by the fact the Mr. Gibson made those comments with a BAL of .12. Not that I'm a heavy drinker, but really that's not what I would consider raving drunk. But I realize that alcohol affects different people differently. Carol Carol L. DeVolder, Ph.D. Professor of Psychology Chair, Department of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 Phone: 563-333-6482 e-mail: [EMAIL PROTECTED] web: http://web.sau.edu/psychology/psychfaculty/cdevolder.htm From: Marc Carter [mailto:[EMAIL PROTECTED] Sent: Fri 8/4/2006 2:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson Nice comment, Rick. I like to think that I'm not more me when I cannot speak coherently, cannot walk with any fluency, and am prone to sporadic outbursts of things that apparently I alone find witty. Of course, I've ever done any of those things. I'm just sayin'. Good weekends, All. m --- Mauchly's Test of Sphericity: Tests the null hypothesis that the error covariance matrix of the orthonormalized transformed dependent variables is proportional to an identity matrix. --- SPSS From: Rick Froman [mailto:[EMAIL PROTECTED] Sent: Friday, August 04, 2006 1:41 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson Are humans more or less their true selves when they are suppressing the function of their frontal cortex? I think it is true to say that inebriation will bring you closer to how you would act if you had been born with the brain structure of an animal. I don't believe, despite the abundance of quotes otherwise, that it reveals your true self unless you believe that a person's true self is found in their lower brain functions. And I don't mean any of this to defend Mel Gibson's statements. They may or may not be indicative of his true feelings. I just don't believe that getting drunk is the royal road to an accurate understanding of the true self. And, although I am tempted to ask for empirical evidence beyond the quotes given below, I am not sure this is an empirical question. It seems to have more to do with your assumptions about human nature and the meaning of the true self, if there is such a thing (radical behaviorism, for one, would question the very concept of the self). Rick Dr. Rick Froman Psychology Department Box 3055 x7295 [EMAIL PROTECTED] Proverbs 14:15 A simple man believes anything, but a prudent man gives thought to his steps. From: Michael Scoles [mailto:[EMAIL PROTECTED] Sent: Friday, August 04, 2006 10:07 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Re: Mel Gibson I know the truth is in between the 1st and 40th drink. --Tori Amos Truth comes out in wine. --Pliny the Elder What the sober man has in his heart, the drunken man has on his lips. --Danish proverb Wine gives a man nothing... it only puts in motion what had been locked up in frost. --Samuel Johnson The chief reason for drinking is the desire to behave in a certain way, and to be able to blame it on alcohol. --Mignon McLaughlin Champagne, if you are seeking the truth, is better than a lie detector. It encourages a man to be expansive, even reckless, while lie detectors are only a challenge to tell lies successfully. --Graham Greene The inventor of wine is not called the Releaser on account of the license it gives to the tongue, but because it frees the mind from bondage to cares. --Seneca There is something awe-inspiring in one who has lost all inhibitions. --F. Scott Fitzgerald If you want to know a man, get him drunk and he'll tip his hand. If I like a man when I'm sober, I kin hardly keep from kissing him when I'm drunk. This goes both ways. If I don't like a man when I'm sober, I don't want him in the same town when I'm drunk. --Charles Russell Drink, in reality doth not reverse nature, or create passions in men which did not exist in them before. It takes away the guard of reason, and consequently forces us to produce those symptoms which many, when sober, have art to conceal. Henry Fielding In a world where there is a law against people ever showing their emotions, or ever releasing themselves from the greyness of their days, a drink is not a social tool. It is a thing you need in order to live. --Jimmy
[tips] Re: History of psychotherapy article
Of course this was also at a time when psychotherapists were called 'alienists' and psychologists were, well, psychologists. I'd like to hear the history of how the appellation 'alienist' came about. Annette Quoting Christopher D. Green [EMAIL PROTECTED]: I just ran across this interesting article on the history of the term psychotherapy. History of the Human Sciences is a European journal which can sometimes be a little difficult for Americans to come by. If you do not have it in your local library, but would like a copy, I would be willing to send you the .pdf off-list. Shamdasani, Sonu. (2005). 'Psychotherapy': the invention of a word. History of the Human Sciences, 1, 1-22. Abstract This paper traces the manner in which the word 'psychotherapy' was invented and how it became taken up and disseminated in the English-, French- and German-speaking medical worlds at the end of the 19th century. It explores how it was used as an appellation for a variety of practices, and then increasingly became perceived as a distinct entity in its own right. Finally it shows how the fate of the word 'psychotherapy' enables Freud's invention of 'psychoanalysis' to be located. Regards, -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada [EMAIL PROTECTED] http://www.yorku.ca/christo/ phone: 416-736-5115 ext. 66164 fax: 416-736-5814 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] temperature perception redux
I thought I sent this to the list yesterday but have not had a response--in fact had no mail in mailbox this morning--very unusual. So I am resending it in hopes of getting an answer: I am embarassed to say that I have forgotten how the unusual perception of temperature works--I know that if you grab a hot pipe and a cold pipe at the same time they will seem opposite to what they are. And I know somehow this relates back to adaptation and sensitization of receptors but I have forgotten the exact mechanism. I ask because I had an odd experience this past weekend. I was in Las Vegas where it was 108 degrees after the sun was down behind the hotel we were at. I decided since the sun was no longer shining on the pool and sunburn was not anissue, it was time for me to hit the water. As I entered the pool, the water felt cool, and I submerged myself. I then sat on a ledge in the pool so that I was out of the water from about chest up. Well here is the unusual perception: the part of my body out of the water, where it was 108 degrees and no wind felt cold, and the part of my body in the water felt comfortably warm--which it probably was! But I had to keep dunking the top part of myself to 'warm up'! I must have persisted at this for one hour, I was so enthralled with the experience. So, of course I tried to draw on all my accessible knowledge to figure out the unusual feeling but found myself drawing a blank. I think I might be able to parlay this into a great teaching moment if I can remember the exact mechanism. I suspect the heat receptors in the top part of my body, that had been exposed to the extreme heat all day, were quite fatigued but it's still not clear to me. So I call on smart tipsters to explain. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] temperature perception
I am embarassed to say that I have forgotten how the unusual perception of temperature works--I know that if you grab a hot pipe and a cold pipe at the same time they will seem opposite to what they are. And I know somehow this relates back to adaptation and sensitization of receptors but I have forgotten the exact mechanism. I ask because I had an odd experience this past weekend. I was in Las Vegas where it was 108 degrees after the sun was down behind the hotel we were at. I decided since the sun was no longer shining on the pool and sunburn was not anissue, it was time for me to hit the water. As I entered the pool, the water felt cool, and I submerged myself. I then sat on a ledge in the pool so that I was out of the water from about chest up. Well here is the unusual perception: the part of my body out of the water, where it was 108 degrees and no wind felt cold, and the part of my body in the water felt comfortably warm--which it probably was! But I had to keep dunking the top part of myself to 'warm up'! I must have persisted at this for one hour, I was so enthralled with the experience. So, of course I tried to draw on all my accessible knowledge to figure out the unusual feeling but found myself drawing a blank. I think I might be able to parlay this into a great teaching moment if I can remember the exact mechanism. I suspect the heat receptors in the top part of my body, that had been exposed to the extreme heat all day, were quite fatigued but it's still not clear to me. So I call on smart tipsters to explain. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Deities R Us - tangental
Ok--same song for religion--catholic upbringing, found it boring, well, that some of the things I was expected to take on faith were a bit far-fetched, so gave it up. Haven't really gone back to it for many of the reasons Nancy mentioned. BUT did raise my kids with catholicism BECAUSE one thing I have to say for being a catholic, and in catholic high school in the late 1960's when the ecumenical movement was in full swing, was that I was allowed to think for myself. It seemed less dogmatic, less condemning of other religions, etc. In fact, although I was taught as a small child that all non-catholics were going to hell for eternity, my children were no longer taught that. I have noticed that very many of the people I know who ultimately took up more fundamental religions were raised with no religion. In a crisis, they sought faith in the more strongly prosyletizing organizations. I supposed if ever my children have a crisis of faith I would rather they be comfortable with a religion that tacitly accepts individual thinking more so than many other religions do. So that was my supersitious maybe reasoning for raising my children with some basics in catholicism. I would be very upset if they became believing without ever questioning. Annette \Quoting Miguel Roig [EMAIL PROTECTED]: Nancy wrote: I've been amused by how many of my formerly non-religious friends decided to get religion again when they had children. I can't get my head around the idea that you can't raise a child to be a decent person without religion. I too have heard that it's important to raise children under some sort of formal religion and, like Nancy, I am skeptical of this notion. I wonder if any one in TIPSland is aware of any empirical evidence that suggests a benefit (e.g., moral development) of raising children under some sort of religious umbrella. Miguel (whose experiences with religion somewhat mirror Nancy's, except that I kept some 'eclectic' [?] spiritual beliefs). --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Why our students seem so dense
Ok. I just heard this one on a TV special this week, but unfortunately I can't remember what the special was exactly about :( Old-timers' disease! Anyway, here it is: if you took all the neurons in your body and stretched them out end to end you would circle the earth at the equator. I had to wonder which planet earth they were talking about! It sounded so inane I remember changing the channel and that was the end watching whatever show that was, which is probably why I have forgotten it. Annette Quoting David Hogberg [EMAIL PROTECTED]: I'd sure like to hear more examples of what's evolving (sorry) into common knowledge. Keep 'em coming! Thanks.DKH David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] home phone: 517/629-4834 [EMAIL PROTECTED] 07/17/06 2:14 PM How about the fact that the Great Wall of China is the only manmade object visible from space? When you hear that one, just ask why then an interstate highway (which is several times wider) cannot be seen. Stops them cold. don Donald McBurney Paul Smith wrote: I recently came across a group taught that the human brain uses enough energy to power a small city. Not a one of them questioned the claim for a moment. Sounds good, must be true, I guess. (My crude guestimate says it's more like about a half a watt-hour per day, so it'd have to be a REALLY small city, I think) Paul Smith Alverno College Milwaukee On 7/17/06, Michael Scoles [EMAIL PROTECTED] wrote: I just walked by a classroom used to train future teachers. These classrooms can be identified readily by the large number of posters on the wall. A poster near the door proclaimed, There are 10 trillion nerve cells in the brain! A Penn Teller Bullsh*t episode addresses the problems people have with large numbers. They suggest a counting method that might work here. Let's just say that the brain has a -load of neurons. Obviously, going beyond that level of precision would confuse future teachers. Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Great man interviewed without syntactical structure
Thanks Stephen--this makes for a bit of levity in an otherwise tedious lecture :) Annette Quoting [EMAIL PROTECTED]: My anonymous colleague, Deep Web Surfer, has come up with another gem. It's at http://tinyurl.com/jjbbt Personally, I find both of the individuals in this video tiresome, but for different reasons. Still, I can't watch this and similar interviews without wondering how he gets them to participate in their own mockery in the first place. DWS suggests that the great man may have thought he was going to be interviewed by the cousin. Could be. Still, there's an impressive lack of reaction from the victim to a rather creative word-play by the interviewer. Does this demonstrate stuffed shirt, or what? Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-mail: [EMAIL PROTECTED] 2600 College St. Sherbrooke QC J1M 0C8 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://faculty.frostburg.edu/psyc/southerly/tips/index.htm --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: replicable perception experiments
Quoting [EMAIL PROTECTED]: I beleive the practice to actually collecting data and reporting findings will be valuable for them, even if the findings are already well known. ~Dave Ah! but so often the studies don't come out as predicted from the classic papers and that in itself provides wonderful teaching moments. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Facilitated communication?
Michael Sylvester wrote: It would seem to me that even the false appearance of communication is communication. Michael! Please read the entries at www.skepdic.com about facilitated communication; the grest danger of communication that is not coming from the original communicator is that the facilitator's communication can convey false information, such as false information of abuse, which has been documented to have tragic consequences. That is why false communication is NOT desirable. In an ideal world it might be nice, but this is NOT an ideal world. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: IQ and Gifted children
My questions are: - do you know of specific researches on the topic of gifted teens? - Is a 125 IQ that extraordinary in high school students? Also depends on when she was first tested and assigned her 'number'. The younger the child, the less reliable over the long term the assessment. You mentioned the WISC was used. I don't think that 125 is all that extraordinary but have no statistics to back that up, except if one uses the logic that 100 is the mean and 125 is, as was previously pointed out, about 1.6SD above the mean...but even by high school age some of the students at the lower end of the scale are no longer present in the classroom so perhaps the mean for those in high school is slightly shifted up. Then perhaps 125 is only 1 sd above the mean...and the effect of that can be hard to determine. I side with the motivational issues brought up based on the weakest form of evidence: personal experiences of family members who were gifted but not disciplined. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Facilitated Communication ?
Bill! I guess you don't fully read and digest and store away someplace in the netherlands of your memory, all TiPS discussions ;) We had a rather interesting discussion about this when Syracuse hired as it's dean of the school of education Douglas Biklen, a proponent of FC. Should be in the archives. Wikipedia has a nice summary of the current state of affairs. Annette ps: then again, my memory has been really failing me lately, c.f., the discussion of Anne Murray versus Helen Reddy; so maybe the FC discussion was on PsychTeach Quoting Bill Southerly [EMAIL PROTECTED]: Does the scientific opinion continue to be that facilitated communication does not work? APA adopted a policy statement in August 1994 stating this and I find nothing new that suggests that APA's opinion has changed on this. I didn't find any statements by APS. The reason I ask is that I just received a statement that an expert on facilitated communication was going to be running a workshop at Frostburg as part of an special education class and I am concerned that this approach may be presented as a valid approach to be used in the local communities. I have not kept up with this literature so I thought I would ask to see if anyone has and can point me to the present view of such an approach. Thanks, Bill Bill Southerly Department of Psychology Frostburg State University Frostburg, MD 21532 301-687-4778 [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: On Answering Fundamental Questions in Psychology...
Which is exactly why I said, wait a minute *boys* And of course, only men had chimed in, up to that point, about the obviousness of the findings :) Annette ps: BTW it's a bit of misconception to say the sun rises in the eastit actually rises in the southeast, east and northeast... ;) Quoting Mike Palij [EMAIL PROTECTED]: On Fri, 23 Jun 2006 19:25:32 -0700, Annette Taylor, Ph. D. Well, now, wait a minute boys...isn't it true that not everything that seems like a 'duh' finding ends up as we expect. snip... As you point out, there are probably aspects of this phenomenon that are subtle and not immediately obvious even though most men will admit to feeling that the result is compellingly and overwhelmingly clear. ...snip... Well, though most men would claim that this finding has a probability approaching that of seeing the sun rise in the east, I can understand how a woman might maintain some skepticism about it. Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: On Answering Fundamental Questions in Psychology...
Well, now, wait a minute boys...isn't it true that not everything that seems like a 'duh' finding ends up as we expect. Seems like there is value in the exercise of documenting with evidence ;) Annette Quoting Scott Lilienfeld [EMAIL PROTECTED]: Or as Leon Festinger called it, bubba psychology - the psychology that your grandmother could have told you. ...Scott - Original Message - From: Jeffry Ricker To: Teaching in the Psychological Sciences (TIPS) Sent: Friday, June 23, 2006 3:12 PM Subject: [tips] Re: On Answering Fundamental Questions in Psychology... On Jun 23, 2006, at 10:53 AM, Mike Palij wrote: I was just wondering about this the other day http://www.webmd.com/content/article/123/115123.htm This report needs to be filed under, News From the Science of 'Duh!' Feelin' mighty cynical today, Jeff Jeffry P. Ricker, Ph.D. Chair Division of Social Behavioral Sciences Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office Room #: SB-128 Office Phone #: (480) 423-6213 Division Fax #: (480) 423-6298 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: validating credentials
From our university's website addressing the latest FERPA policy: FERPA allows institutions to identify certain types information called directory information that may be disclosed without student consent. USD has designated the following information as directory information and will release this information upon request, unless the student has submitted a Request to Restrict Directory Information [pdf 40 KB] form to the appropriate Registrar: student's name USD e-mail address major field of study dates of attendance participation in officially recognized activities and sports degrees, honors, and awards received Thus, it would seem that calling and asking about a degree is considered directory information and can be disclosed. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: summer listening list
I AM WOMAN! Anne Murray Canadian Quoting [EMAIL PROTECTED]: Although my music collection is very diverse,I have decided to revisit some Canadian folk and rock artists: Ian and Sylvia(Four strong winds) Oscar Peterson (Jazz) Bruce Cockburn Phish BTO (Bachman-Turner-Overdrive) Buffie Ste.Marie Gordon Lightfoot Celine Dion Shania Twain (Country-Any man of mine) Guy Lombardo (Enjoy yourself) other Canadian recommendations?Is Joni Mitchell Canadian? Michael Sylvester,PhD,DJ. Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: summer listening list
Does a bear sit in the woods? that's not the way we always said that saying! Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Summer reading list?
Do you have a favorite genre? I'm very familiar with the mystery genre if you want some suggestions ;) Annette ps: I just finished the latest of the Irene Adler novels by Carole Nelson Douglas. But you really need to read them in order Quoting Deb Briihl [EMAIL PROTECTED]: Hooray! I thought I was the only one :). My reading this summer will be to find a new author (I've kind of read out all of the personal favorites). At 10:03 AM 6/20/2006 -0400, you wrote: In the spirit of total honesty I will admit to planning a summer that is devoid of any kind of academic or intellectually stimulating reading. I am going to read Elle, Lucky, Fitness and People Magazine and that's about it. Nancy Melucci Long Beach City College CA Resident Philistine --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Inside Higher Ed :: Watson's Syndrome
This was a great wake up call for me. Demanding classes followed by AP readings, followed by organizing a teaching workshop and voila, I have also successfully put off writing. Even as a senior person, I still find myself trapped in the neverending literature review. There is always something more to consider...this actually has shown me that I am stuck there right now on a major project and need to move on. It's much 'easier' to keep reading than start writing! It's easy to find other, important things to do. So now I know what to do with the next 2 weeks. Write, write, write and stop all that foolish reading, reading, reading. Annette Quoting Christopher D. Green [EMAIL PROTECTED]: How many people do *you* know with Watson's syndrome? (which is, essentially, the inability of junior academics to complete writing projects). See the linked column below. http://insidehighered.com/workplace/2006/06/19/gelles -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-5115 ex. 66164 [EMAIL PROTECTED] http://www.yorku.ca/christo = --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] RE: Summer reading list?
Quoting Christopher D. Green [EMAIL PROTECTED]: Freakonomics (I know, I should have read Steven Levitt's book last year when everyone else was). Speaking of FreakonomicsHas anyone heard much about alleged lawsuits against Levitt suggesting that his evidence for cheating by teachers in the Chicago public schools is grossly exagerated and inaccurate? I have heard this said in conversations with people but cannot find anything to substantiate that. 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] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Great stats video!
OK, so I can't get away from teaching of psych ;( Enjoy. This was sent to me by someone at the teaching workshop yesterday. It's great even if you don't teach stats. Stats must relate to every clss in psych. === Title: statz rappers http://video.google.com/videoplay?docid=489221653835413043q=statz+rapperspr=goog-sl Description: I'm a college student, one of my psychology classes at the University of Oregon is taught by a rather interesting GTF, one section of the class is a refresher of statistical methodology, he thought a rap video would be interesting, watch for statistical references, and it's quite funny. === Annette Kujawski Taylor, Ph. D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 [EMAIL PROTECTED] This message was sent using IMP, the Internet Messaging Program. --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
