text on survey development
Does anyone have any recommendations for an undergraduate-level text on how to develop attitudinal surveys. I'm looking for something that covers the basics from test construction to item analysis but that is not written at the graduate level. Your feedback is appreciated! ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
teaching tests and measurements
Hi everyone: I've heard that only faculty with a minimum of 18 hours of graduate training in Tests and Measurement can actually teach an undergraduate Tests and Measurement class. Does anyone know where this requirement comes from? Is it legitimate? Rod ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: teaching tests and measurements -- A follow-up
Just as a follow-up, I was thinking that perhaps this was an accreditation requirement (for us, that would be SACS), but I'm not sure. ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) From: Hetzel, Rod Sent: Monday, October 18, 2004 8:16 AMTo: 'Teaching in the Psychological Sciences'Subject: teaching tests and measurements Hi everyone: I've heard that only faculty with a minimum of 18 hours of graduate training in Tests and Measurement can actually teach an undergraduate Tests and Measurement class. Does anyone know where this requirement comes from? Is it legitimate? Rod ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Erickson's psychosocial stages
I recall some discussions on this list a while back about the lack of empirical support for Erickson's psychosocial stages. Can someone point me in the direction of articles on this topic? Thanks! ___ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 903-233-3893 (phone) 903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
talking about religion
Is anyone aware of any research looking at people's interest in and receptivity to talking about religious or spiritual topics? A reported contacted me to get my perspective for an article she's writing. She's under the assumption that people are less willing to discuss religion these days. My experience (which undoubtedly is biased) is that people today are more willing to talk about religious and spirituality. It doesn't seem to bemuch of ahot button topic. Anyone know of any researsch in this area? It would be nice to convey some more than anecdotal information. ___ Roderick D. Hetzel, Ph.D. Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001903-233-3893 (phone)903-233-3851 (fax) [EMAIL PROTECTED] (email) --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: reducing cell phone disruptions in the classroom
Ive found a very simple solution to the cell phone problem. The first time a cell phone rings in class, I walk over to the student and ask them to give me the phone so I can answer it. Usually, the student is so shocked that he or she gives me the phone. I then very politely tell the person on the other end of the line that they called during my class, were in the middle of an important class discussion, and I would hate to disrupt the learning for everyone so would he or she mind calling back when class is over. I take a fairly light-hearted approach when I do this, but the message comes across loud and clear that if your cell phone rings in class, then Dr. Hetzel is going to answer it. At most, this only happens once per semester. By doing this Ive avoided having to put threatening words in a syllabus or make ultimatums at the beginning of the semester. ___ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone: 903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] From: Rick Adams [mailto:[EMAIL PROTECTED] Sent: Thursday, August 19, 2004 6:33 AM To: Teaching in the Psychological Sciences Subject: RE: reducing cell phone disruptions in the classroom You're probably being more generous than necessary, actually. There are a number of points to keep in mind when it comes to cell phones (and, by extension, to laptops, PocketPCs, etc.): 1. Students really don't need to receive telephone calls during a class. Did you, when you were a student? If it's an emergency, a call to the college itself will result in someone notifying the student that he or she needs to call. If it isn't an emergency, it can wait until class is over. 2. Cell phones distract other students from learning, disrupt lectures, and create an environment in which events outside the classroom are (to the students) more important than those occurring inside the classroom--precisely the kind of environment none of us wants or needs for our classes. 3. Most calls are (relatively) unimportant. Do you really feel that a call to confirm a dinner date is more important than following a lecture on discrimination? Does your student? If not, then calls have no place in the classroom at all. 4. Cell phones are the tools of cheaters. This is a sad, but true, fact. During quizzes and tests many students will use a cell phone to cheat. How? A number of ways, but the easiest is simply to use the built-in camera to take pictures of the text (or notes) and glance at the screen while answering questions on those subjects during a test. Unless you have a VERY small classroom--or don't use closed book testing--the likelihood is that the student will get away with it. Students are creative when it comes to this kind of activity--a cell phone may be in their lap (and you DON'T want to go around a classroom staring at your student's laps unless you want sexual harassment accusations!), in a book bag open to at the top, or actually lying on the desk. Another, similar, technique is for one student to use a speed dial button to call another and for one of them (or several, in a conference call) to view the work of one of the group (who sends it from the camera in his or her phone) as he or she answers the questions on the exam. If students take turns doing this, it means that only one of the group needs to study for any given test! There are dozens of other reasons allow cell phones in the classroom--but these, alone, are good enough to justify banning them outright. Students who DO want to learn the material will appreciate the fact that they won't be distracted--and those who planned to cheat, or who view the class as required but dull will have the chance to consider dropping the course in favor of something more appropriate--such as applied basket weaving! In my on-ground classes (most of my teaching is now online--hooray!), I explain the disadvantages of cell phones to students and use a very simple policy--cell phones MUST be turned off AND put away during the class, or the student will receive no credit for participation (part of their grade for the class) for that class at all--and any student who has a cell phone (or PocketPC) where he or she can see it during a test or quiz receives a 0.0 for the test. A student expecting a legitimately important call (one who has a sick child, etc.) can inform me before class and an exception will be made (although, during a quiz or test, his or her cell phone MUST remain face down on the desk at all times and during lecture the cell phone must be set to vibrate and be in a pocket or his or her lap). The policy works--and students have even told me they appreciated it as it allowed them to concentrate on the course instead of the conversation of the person sitting next to them! Rick -- Rick Adams Capella
RE: Dirty Lessons
The question remains: are there any systematic data behind these opinions. It's been a while since I read Wingspan, but as I recall it's rather soft. I also would be interesting in knowing what the research says about this particular issue. Are there any empirical studies investigating faculty's perceptions of students, how they rank the importance of their various roles, their level of commitment to their university versus their discipline, etc. I've known professors that care a lot about students and I've known some that see them as an unfortunate intrusion on other more important professional activities. I don't think this is a situation of all professors care about their students versus no professors care about their students. My guess is that most professors care about their students but they have different ways of expressing it and believe certain ways of caring are more appropriate and more professional. I'm reminded of a engineering colleague of mine who doesn't think its his right to talk about personal issues with students or get involved in their personal life, but he will bend over backwards to help his students succeed in engineering classes. Of course, anecdotal data is not too helpful in reaching firm conclusions, but it is good for formulating questions that can be more rigorously evaluated. As a counseling psychologist who follows a scientist-practitioner model, I wonder if anyone has adopted some of the clinical research paradigms to investigate which particular teaching/advising methods are most effective when used by this type of professor working with this type of student dealing with this type of problem in this type of situation. My hunch is that, similar to what we see in the clinical literature, there are certain common factors in effecitve teaching and advising which, if present, create an atmosphere in which learning is optimized, regardless of the particular style of teaching or advising that is used. Anyone know of any research in this area? I'll do a search on this topic when I get back to my office. In the meantime, I'm reminded of an old saying that may or may not be supported by hard data but seems to have relevance to this debate: For everyone complex problem, there is a simple solution, that is invariably wrong. Make it an empirical day, Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Jellyfish polyps participated in my research
As a member of the Americans for Jellyfish Education, Research, and Knowledge (A-JERK), I'm offended by your insensitivity to jellyfish-Americans by calling them subjects and not participants. I recommend immediate sensitivity training. Please start by going to Blockbuster and renting Finding Nemo... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Wuensch, Karl L [mailto:[EMAIL PROTECTED] Sent: Thursday, June 17, 2004 11:58 AM To: Teaching in the Psychological Sciences Subject: Jellyfish polyps participated in my research I don't mind using participant, respondent, or a similar term when my subjects (that is, experimental units) are humans, but I resist referring to rats or jellyfish polyps or mice or computers or trash cans (all of which have served as experimental units in my research) as participants. I continue to refer to these as subjects, and, in statistics class, refer to all experimental units as subjects, (or cases) a convenient, generic term. I have encountered resistance to describing trash cans and computers as subjects, even when they were clearly the experimental unit, statistically speaking. ~~~ Karl L. Wuensch, Department of Psychology, East Carolina University, Greenville NC 27858-4353 Voice: 252-328-4102 Fax: 252-328-6283 [EMAIL PROTECTED] http://core.ecu.edu/psyc/wuenschk/klw.htm -Original Message- From: Patricia Spiegel [mailto:[EMAIL PROTECTED] Sent: Thursday, June 17, 2004 10:17 AM To: Teaching in the Psychological Sciences Subject: Re: Subject, No Participant, Yes! I've not used the term subject for years. Whereas I think it is silly to think of research participants as partners (another term that was under consideration), subject (subjected to) seems unduly feudal. Tricia Keith-Spiegel, PhD - --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
reseach on academic freedom
Hi everyone: I'm thinking about starting a research project in the fall investigating academic freedom. One idea I've been thinking about would be to survey faculty perceptions of academic freedom at their universities. Another possibility has been to conduct a content analysis of academic freedom policy statements from a sample of universities. Not sure if I would limit this to psychology faculty vs. other faculty, state schools vs. faith-based schools, Research I universities vs. others, etc. I'm still in the planning stages at this point, but I have had difficulty locating previous research on academic freedom. Does anyone on this list know of any research (survey or otherwise) that has investigated academic freedom? I'm not coming up with much on PsycInfo. Thanks in advance! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: reseach on academic freedom
Title: Message Thanks Rick! Very interesting that you were giving me official approval for a post on academic freedom! But that's okay. I too have problems at times with bounded rationality! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: Rick Froman [mailto:[EMAIL PROTECTED] Sent: Thursday, May 27, 2004 11:31 AMTo: Teaching in the Psychological SciencesSubject: RE: reseach on academic freedom A note of explanation. I am away from home at a conference and I noticed Rod's note and thought it was a message to Psychteacher which I moderate. It doesn't look anything like the messages I receive for approval but I am evidently so scatterbrained at this point that I sent it back as if I was approving it for Psychteacher. Oops. I believe this is the first time that this has happened. I guess it is just a sign of my bounded rationality (a philosopher at this conference noted that thatis a scientific euphemism evolutionary psychologist use to refer to stupidity).At least everyone can rest assured knowing thatRod's message has been approved for your reading pleasure. Rick Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 [EMAIL PROTECTED] -Original Message- From: Rick Froman Sent: Thu 5/27/2004 11:22 AM To: Teaching in the Psychological Sciences Cc: Subject: RE: reseach on academic freedom ok -Original Message- From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Thu 5/27/2004 8:58 AM To: Teaching in the Psychological Sciences Cc: Subject: reseach on academic freedom Hi everyone:I'm thinking about starting a research project in the fall investigatingacademic freedom. One idea I've been thinking about would be to surveyfaculty perceptions of academic freedom at their universities. Anotherpossibility has been to conduct a content analysis of academic freedompolicy statements from a sample of universities. Not sure if I wouldlimit this to psychology faculty vs. other faculty, state schools vs.faith-based schools, Research I universities vs. others, etc. I'm stillin the planning stages at this point, but I have had difficulty locatingprevious research on academic freedom. Does anyone on this list know ofany research (survey or otherwise) that has investigated academicfreedom? I'm not coming up with much on PsycInfo. Thanks in advance!Rod__Roderick D. Hetzel, Ph.D.Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001Office: Education Center 218Phone: 903-233-3893Fax: 903-233-3851Email: [EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Stanford Prison Exp -- A Teacher's Teaching Moment
I have used the prison study this past week in my intro class and have found it to be very effective for a number of reasons, including (not listed in order of importance): 1. It sparks the interest of my students and engages them in the course. 2. It introduces them to a study that is part of psychology history. 3. It is a way of connecting course material with current events, thus showing the relevancy of psychology. 4. It helps them to practice their critical thinking skills by analyzing the study. 5. It helps them to understand what makes an experiment an experiment. 6. It gives them a chance to better understand the scientific method when I ask them how they could design a more well-controlled experiment. 7. It gives them a chance to understand research ethics and professionalism when we take their newly-designed experiment and discuss whether or not they should be able to conduct their experiment today. I also love discussing the intercessory prayer articles in class. Discussing bad science is a great way to help students learn good science. The prayer studies offer so many good opportunities for helping students differentiate science from pseudoscience and learn critical thinking skills. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Ken Steele [mailto:[EMAIL PROTECTED] Sent: Monday, May 24, 2004 11:21 AM To: Teaching in the Psychological Sciences Subject: Stanford Prison Exp -- A Teacher's Teaching Moment The results of the Stanford Prison Experiment are being widely applied as an explanation of the events at Abu Graihb. Frankly, I see the basis of this application as only a superficial extension of the standard power of the situation argument. Otherwise there are many differences between the two cases. I am not, and have never been, impressed with the Stanford Prison Experiment *as an experiment.* The continued citation of this work seems to violate everything that we try to teach students in research methods classes. The procedure seems replete with the opportunity for subjects to pick up role-playing cues from the experimenters. The dependent measures are very loose and subject to selective attention by the experimenters. There has been no systematic replication and extension of the work by independent researchers. What is the theoretical and practical legacy of this work beyond a power of the situation demonstration? Sure there is a great video and lots of attention-capturing anecdotes for sleepy undergrads. But aren't we trying to teach our students to be wary of basing conclusions using this type of information? I invite psychology instructors to skip the textbook descriptions, to read the original article and decide whether its fame is due to good titillation or to good science. Here is a link to the original article in pdf format: http://www.prisonexp.org/pdf/ijcp1973.pdf Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
critical thinking texts
Anyone here use any of the critical thinking companions in your intro courses? I've browsed through a number of texts but haven't ever officially adopted any of them. Right now I already have the main text and a supplemental text. I would like to include more systematic critical thinking coverage in my classes and was wondering what others' experiences have been with the critical thinking texts for psychology. Any websites that you would recommend? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Freudian mythology
Allen: Do you have any other articles on Freud that you've published? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Allen Esterson [mailto:[EMAIL PROTECTED] Sent: Friday, May 07, 2004 3:06 AM To: Teaching in the Psychological Sciences Subject: Freudian mythology TIPSters who teach courses which include the discussion of Freud and psychoanalysis may be interested in an article on the Butterflies and Wheels website that critically examines a recent BBC radio programme on the subject of hysteria. In the article I dispel a number of common misconceptions (some still found in College psychology texts)about Freud's early psychoanalytic experiences: http://www.butterfliesandwheels.com/articleprint.php?num=57 Also on the same website is an expanded version of the comments I posted on TIPS recently in response to the article in the current issue of Scientific American by the neuroscientist Mark Solms: http://www.butterfliesandwheels.com/articleprint.php?num=58 Allen Esterson Former lecturer, Science Department Southwark College, London [EMAIL PROTECTED] http://www.human-nature.com/esterson/index.html http://www.butterfliesandwheels.com/articleprint.php?num=10 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: IRB's Gone Wild?
Title: Message I'm stumped. How do you know if a new measurement is reliable or valid before actually testing it by collecting data from participants? Lenore Frigo [EMAIL PROTECTED] Or alternatively, how do you knowthat an existing measure is going to produce reliable/valid scores with your particular sample? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
professors who like their students...
Hi folks. Does anyone know of research investigating whether or not professors' personal feelings towards students affects their grades? A student asked me the other day if professors unknowingly raise the grades of students that they like. I was wondering if there were any specific research on this topic. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: professors who like their students...
Title: Message Thanks for the citation! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: Patricia Spiegel [mailto:[EMAIL PROTECTED] Sent: Monday, May 03, 2004 11:45 AMTo: Teaching in the Psychological SciencesSubject: Re: professors who like their students... Yep. a survey we did a long while back(Tabachnick, B., Keith-Spiegel, P. Pope, K. (1991). The ethics of teaching: Attitudes and behaviors of psychologists who teach. American Psychologist, 46, 506-515) revealed that the majority of our large national sample of psychology educators had allowed how much they liked students toinfluence their grades, even though they also realized that this was probably unethical. Tricia Keith-Spiegel - Original Message - From: "Hetzel, Rod" [EMAIL PROTECTED] To: "Teaching in the Psychological Sciences" [EMAIL PROTECTED] Sent: Monday, May 03, 2004 6:35 AM Subject: professors who like their students... Hi folks. Does anyone know of research investigating whether or notprofessors' personal feelings towards students affects their grades? Astudent asked me the other day if professors unknowingly raise thegrades of students that they like. I was wondering if there were anyspecific research on this topic. Rod__Roderick D. Hetzel, Ph.D.Department of PsychologyLeTourneau UniversityPost Office Box 70012100 South Mobberly AvenueLongview, Texas 75607-7001Office: Education Center 218Phone: 903-233-3893Fax: 903-233-3851Email: [EMAIL PROTECTED]---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED]--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: He Talks Too Much
Deborah Tannen has some interesting books in the popular market. You Just Don't Understand is one that comes to mind immediately, but she has some more recent work too. I think helping this person understand the purpose of different types of language would be helpful, and also some of the gender differences in how people communicate (troubles-talk versus solution-talk, cooperation talk versus competition talk, etc.). Perhaps some skills training might also be helpful, such as assertiveness training (to end conversations) or communication training (to deepen or respond to superficial conversations). Another topic is just understanding personality differences, such as the difference between extraversion and introversion. I've heard comments similar to his from some introverts that I know. Why won't you just stop talking and be quiet! :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Laura Valvatne [mailto:[EMAIL PROTECTED] Sent: Tuesday, April 27, 2004 11:10 AM To: Teaching in the Psychological Sciences Subject: He Talks Too Much Hello Tipsters, A 60-year-old male who works for the U.S. Department of Agriculture sent me the following letter. I would appreciate any thoughts you have before I reply. Would you be able to recommend to me some reading material about a couple of topics that I've pondered about for a long time, but haven't come up with any answers. Maybe even a class at the College that would enlighten me. 1- What is it about some folks, both at work and in my personal life, that just plain talk too much. They will even follow me to keep talking, its not lecturing type talk, its just talk about things. Often one topic just drifts in to another. Its usually about their life in some manner, about their kids or their experiences. Is there something I should be doing? Are they looking for some kind of feedback? What in the world causes such things? The folks that I'm referring to seem to have a pretty high view of themselves and their experiences. 2- What causes some folks to be so secretive about things? I realize that there is a view that knowledge is power, and some folks try to use even the simplest piece of information as a means of control, if they think that you might want that information. Why would someone expect an enterprise to be successful if they are at the head of the enterprise and insist upon being secretive about most things? Thank you for your help, Laura Laura Valvatne, Ph.D. Psychology Shasta College 11555 Old Oregon Trail Redding, CA 96049 530-225-4954 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
SPSS-Windows question
Hi everyone:
Here's a stats question for SPSS-Windows:
I want to conduct a one-way ANOVA where the levels in the independent variable have
unequal n's. For a post-hoc test, I can't use a Tukey because of the unequal cell
sizes. Which post-hoc test would be appropriate to use? LSD? Bonferonni?
Thanks!
(rz{emmbnNrzujy ^j9i.
RE: Need help choosing textbook
What do you think of this? It was posted to the TIPS listserve. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED] Sent: Thursday, April 01, 2004 8:19 AM To: Teaching in the Psychological Sciences Subject: Need help choosing textbook Dear colleagues: I'm considering switching to a new textbook of human sexuality. It has a unique approach, however, which makes me hesitant to assign it, so I'd like to ask your opinion first. A description is available at: http://members.aol.com/slevay/righteous.html Please let me know what you think. Stephen _ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 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 ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Need help choosing textbook
Sorry about that! I meant to send this to a colleague of mine who teaches human sexuality. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Hetzel, Rod Sent: Thursday, April 01, 2004 8:33 AM To: Teaching in the Psychological Sciences Subject: RE: Need help choosing textbook What do you think of this? It was posted to the TIPS listserve. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED] Sent: Thursday, April 01, 2004 8:19 AM To: Teaching in the Psychological Sciences Subject: Need help choosing textbook Dear colleagues: I'm considering switching to a new textbook of human sexuality. It has a unique approach, however, which makes me hesitant to assign it, so I'd like to ask your opinion first. A description is available at: http://members.aol.com/slevay/righteous.html Please let me know what you think. Stephen _ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 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 ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Surname and academic/research correlation
I've told people that if my last name were Martin, then I would need to become the Dean of a university so people could call me Dean Martin. And I also met a psychologist once whose last name was Holiday. As you might have guessed, he went by Doc Holiday. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Patricia Spiegel [mailto:[EMAIL PROTECTED] Sent: Monday, March 29, 2004 12:20 PM To: Teaching in the Psychological Sciences Subject: Re: Surname and academic/research correlation And then there are the Dr. Doctors. I know 2 of them. Tricia - Original Message - From: Christopher D. Green [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Monday, March 29, 2004 10:10 AM Subject: Re: Surname and academic/research correlation In a similar vein, my favorite name for a cognitive psychologist was always Martin Braine. -- Christopher D. Green Department of Psychology York University Toronto, Ontario M3J 1P3 Canada office: 416-736-5115 ext. 66164 fax: 416-736-5814 e-mail: [EMAIL PROTECTED] WWW: http://www.yorku.ca/christo/ . Stephen Black wrote: A recent post by Don McBurney to this list cited the text Human Sexuality: A Holistic Approach (2002) by David Putz. I couldn't help but notice the intriguing correspondence between the author's surname and the topic of his book. One wonders if there's a causal relationship here. Note that I refer to the literal, not the metaphoric meaning of the term, as I'm sure Dr. Putz is a respected academic. Another recent example is the report by Henry Bone in the March 18, 2004 issue of The New England Journal of Medicine (last week), with the title Ten years' experience with alendronate for osteoporosis in postmenopausal women. That's right. Henry Bone, M.D., is the head of the Michigan Bone and Mineral Clinic in Detroit and an expert on osteoporosis, a bone disease. Finally, I'd like to mention one of my favourites, David Bird and his 1999 book Bird's Eye View: A Practical Compendium for Bird-Lovers. Dr. Bird is the Director of the Avian Science and Conservation Centre of McGill University. I believe he's an expert on birds of prey. I can hear you asking, What does this have to do with the teaching of psychology? Well, clearly there's an important developmental influence at work here which constrains individuals to their ultimate place in academia and research. Students need to be informed. Those named Livshitz are at particular risk. Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 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 ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Surname and academic/research correlation
I also know a pain specialist by the name of Dr. Payne. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Dennis Goff [mailto:[EMAIL PROTECTED] Sent: Monday, March 29, 2004 12:27 PM To: Teaching in the Psychological Sciences Subject: RE: Surname and academic/research correlation A local dentist that I do not use: Dr. Hurt. Dennis -Original Message- From: Patricia Spiegel [mailto:[EMAIL PROTECTED] Sent: Monday, March 29, 2004 1:20 PM To: Teaching in the Psychological Sciences Subject: Re: Surname and academic/research correlation And then there are the Dr. Doctors. I know 2 of them. Tricia - Original Message - From: Christopher D. Green [EMAIL PROTECTED] To: Teaching in the Psychological Sciences [EMAIL PROTECTED] Sent: Monday, March 29, 2004 10:10 AM Subject: Re: Surname and academic/research correlation In a similar vein, my favorite name for a cognitive psychologist was always Martin Braine. -- Christopher D. Green Department of Psychology York University Toronto, Ontario M3J 1P3 Canada office: 416-736-5115 ext. 66164 fax: 416-736-5814 e-mail: [EMAIL PROTECTED] WWW: http://www.yorku.ca/christo/ . Stephen Black wrote: A recent post by Don McBurney to this list cited the text Human Sexuality: A Holistic Approach (2002) by David Putz. I couldn't help but notice the intriguing correspondence between the author's surname and the topic of his book. One wonders if there's a causal relationship here. Note that I refer to the literal, not the metaphoric meaning of the term, as I'm sure Dr. Putz is a respected academic. Another recent example is the report by Henry Bone in the March 18, 2004 issue of The New England Journal of Medicine (last week), with the title Ten years' experience with alendronate for osteoporosis in postmenopausal women. That's right. Henry Bone, M.D., is the head of the Michigan Bone and Mineral Clinic in Detroit and an expert on osteoporosis, a bone disease. Finally, I'd like to mention one of my favourites, David Bird and his 1999 book Bird's Eye View: A Practical Compendium for Bird-Lovers. Dr. Bird is the Director of the Avian Science and Conservation Centre of McGill University. I believe he's an expert on birds of prey. I can hear you asking, What does this have to do with the teaching of psychology? Well, clearly there's an important developmental influence at work here which constrains individuals to their ultimate place in academia and research. Students need to be informed. Those named Livshitz are at particular risk. Stephen ___ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 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 ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: SPRING BREAK ADVISORY
Didn't you post this same message last year at this time? -Original Message- From: sylvestm [mailto:[EMAIL PROTECTED] Sent: Wed 3/17/2004 12:06 PM To: Teaching in the Psychological Sciences Cc: Subject: SPRING BREAK ADVISORY Tipsters: Please remind your students who are planning to come to Daytona Beach for Spring Break not to attempt to jump from their hotel balconies to the swimming pool. They should also avoid walking on a high wire from one hotel to another .And flashing for beads will not be tolerated. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
student irb approval question
Hi folks. One of my research students asked me last week if a psychologist who was employed as a professor at a university had to seek IRB approval to conduct research that he/she was doing either as a private citizen or in some capacity other than that of a university professor (such as a psychologist in private practice). I told her that it probably depended on the official policies of the university as the issue does not seem to be addressed by the APA ethics code (When institutional approval is required...--but what if the psychologist is not conducting the research as a member of that institution?), but that if a professor was not acting as a member of the university and had not submitted the proposal to the university IRB, then he/she also shouldn't list the university under their institutional affiliation when presenting or publishing their data. Any other thoughts about this? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
help finding a statistic...
I need some data on, ahem, a touchy subject... Anyone know the data on the percentage of men and women who report masturbating on a regular (daily, weekly, monthly, etc.)basis? For some reason, that statistic is not included in the marriage and family text that I'm using. And my students want to know! Thanks to the sexperts who know the answer to this question! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Rob Weisskirch [mailto:[EMAIL PROTECTED] Sent: Thursday, February 26, 2004 11:34 AM To: Teaching in the Psychological Sciences Subject: Tanning beds and seasonal affective disorder TIPSfolk, I was discussing Seasonal Affective Disorder and the relationship to melantonin, serotonin, and sunlight. A student asked if the same effect of full-spectrum lighting could be achieved by going to a tanning salon. I think that tanning salons use lights that block UV rays, but I don't know the relationship of the properties of sunlight that actually prompt melantonin and serotonin production. Can anyone help clarify this? Thanks, Rob Rob Weisskirch, MSW, Ph.D. Human Development Program Department of Liberal Studies, Building 15 100 Campus Center California State University, Monterey Bay Seaside, CA 93955-8001 (831) 582-5079 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Don't Call Me Mister
I once heard a psychologist refer to an M.D. as an advanced bachelor's degree. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Michael J. Renner [mailto:[EMAIL PROTECTED] Sent: Thursday, February 26, 2004 6:10 AM To: Teaching in the Psychological Sciences Subject: Re: Don't Call Me Mister Once I learned that the title Grand High Mocus had already been claimed (by a character in the comic strip Pogo, I believe), I sort of lost interest. The best reply I've heard to the claim sometimes heard that physicians are the only real doctors came from a psychiatrist colleague who worked in a medical school. He said Professors were being called doctors when physicians were still being called barbers. His explanation was that, in the US, the title Dr. was pushed by the AMA early in the 20th century as a credibility-building PR move. There were so many quacks around that they needed the prestige they could borrow from the academic world to re-assert their legitimacy. Does anybody care to share the etimology of the world doctor? Michael Michael J. Renner Dean, College of Arts and Sciences Nazareth College 4245 East Avenue Rochester, NY 14618 Voice: +1.585.389.2391 Fax: +1.585.389.2392 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: humorous website request
Thanks Al! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Al Shoemaker [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 24, 2004 11:29 PM To: Teaching in the Psychological Sciences Subject: Re: humorous website request Rod Hertzel asked: Does anyone have any recommendations for websites that have humorous or uplifting news stories? Here's one I read: www.thisistrue.com Here's their blurb: Get a free subscription to weird news stories delivered once per week. Stories like... A man sued his doctor because he survived his cancer longer than the doctor predicted. Two robbers were in the process of their crime when one changed his mind and arrested the other. A woman had her husband's ashes made into an egg timer when he died so he could still help in the kitchen. Only 68 of 200 Anglican priests polled could name all Ten Commandments, but half said they believed in space aliens. This is True is a weekly syndicated newspaper column by Colorado humorist Randy Cassingham. True reports on bizarre-but-true news items from legitimate newspapers from around the world (never tabloids). Each story ends with commentary by Randy -- a tagline which is humorous, ironic or opinionated. An online pioneer, True has been publishing online weekly since June 1994. You too can have such true stories of human weirdness sent to you once each week by e-mail for free. Allen Shoemaker Calvin College --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
website request
Hey folks. Does anyone have any recommendations for websites that have humorous or uplifting news stories? I teach a large (60+) intro class and am trying to do something at the beginning of each class to grab their attention and personalize things a bit. News stories that are current and timely and that tie in some psychology concept would be great. For example, the other day someone sent me an article about a Mars Hills College student who undressed in the middle of a class when her professor told her that anyone who would disrobe would receive an A. Students thought this was funny and we tied in some psychology concepts related to authority and motivation. It was an entertaining start to the class. Anyone have any suggestions for website that have these kinds of stories? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: website request
Thanks Sue! Great site! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: FRANTZ, SUE [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 24, 2004 12:35 PM To: Teaching in the Psychological Sciences Subject: RE: website request Try this one: http://www.bkbsolutions.com/index.php?module=shortnewsfunc=main Some recent headlines: Shoplifter Caught with Her Trousers Down Cops Use Mannequin for Traffic Control Driver Says He Was Embarrassed, Not Drunk Sue -- Sue Frantz Highline Community College Psychology Des Moines, WA 206.878.3710 x3404 [EMAIL PROTECTED] http://flightline.highline.edu/sfrantz/ -Original Message- From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 24, 2004 10:28 AM To: Teaching in the Psychological Sciences Subject: website request Hey folks. Does anyone have any recommendations for websites that have humorous or uplifting news stories? I teach a large (60+) intro class and am trying to do something at the beginning of each class to grab their attention and personalize things a bit. News stories that are current and timely and that tie in some psychology concept would be great. For example, the other day someone sent me an article about a Mars Hills College student who undressed in the middle of a class when her professor told her that anyone who would disrobe would receive an A. Students thought this was funny and we tied in some psychology concepts related to authority and motivation. It was an entertaining start to the class. Anyone have any suggestions for website that have these kinds of stories? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Don't Call Me Mister
It always seems that it's the students that I don't want to call me by my first name that do and the ones I don't care about, don't. My .02, I feel the same way. Some of my best and favorite students call me Dr. whereas the ones that give me the most headaches call me by my first name. Maybe it's because the ones that really like us (who are also probably the ones that we really like) want to show us respect by calling us Dr. On a related note, how many of you sign your emails with Dr. last name? I sign mine Rod but people still usually write back to me as Dr. Hetzel. For some reason it just feels strange to sign my name as Dr. Hetzel on an email. What do all of you do? Dr. Hetzel :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Don't Call Me Mister
TOS: Great idea! RDH __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Shearon, Tim [mailto:[EMAIL PROTECTED] Sent: Monday, February 23, 2004 3:37 PM To: Teaching in the Psychological Sciences Subject: RE: Don't Call Me Mister Dr Hetzel- :) I don't have a single response to your question either. We tend to get a lot of first in the family college students who don't think there is any difference in Dr. So-and-so and their high school teachers (not to say that some high school teachers aren't also PhDs). Anyway, I tend to ask 1st year and sophomore students to call me Dr Shearon (or at least I strongly imply that). But email is another thing. The lack of formality does make it hard or awkward to sign it Dr and signing Tim removes or at least seems to the request to call me Dr Shearon. So my solution is a bit of a cop-out. I sign emails to those students as, TOS _ Timothy O. Shearon, PhD Albertson College of Idaho 2112 Cleveland Blvd. Caldwell, ID 83605 [EMAIL PROTECTED] teaching: History and systems; Intro to Neuropsychology; Child Development; Physiological Psychology; Psychology and Cinema You said: On a related note, how many of you sign your emails with Dr. last name? I sign mine Rod but people still usually write back to me as Dr. Hetzel. For some reason it just feels strange to sign my name as Dr. Hetzel on an email. What do all of you do? Dr. Hetzel :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
statistics
Does anyone know the percentage of undergraduate students who suffer from clinical depression? Eating disorders? Alcohol problems? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
probability of siblngs
One of our math professors asked me today if I knew what the probability statistics that someone has one sibling, two siblings, three siblings, etc. He is wanting to compare students in the class with national averages. I've tried a google search but have come up empty-handed. Any ideas? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
babies and kneecaps
Is it true that babies are born without kneecaps, and that kneecaps don't appear until the child reaches 2 to 6 years of age? Okay, so now you all know that I don't have any children... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: babies and kneecaps
Title: Message Thanks Nancy. But does that mean they don't have kneecaps at birth and that the actual kneecap develops later? Or does it mean that they have kneecaps at birth but the muscles surrounding the kneecaps are not developed enough for the kneecap to be seen? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Thursday, February 05, 2004 7:36 AMTo: Teaching in the Psychological SciencesSubject: Re: babies and kneecaps Babies are born very bowlegged due mainly to the effects of being squished into a ball in the uterine environment. Infants and toddlers maintain a bit of a bowlegged stance for quite some time. I would hazard a guess that the same muscles that develop and strengthen in order to allow the child to stand relatively straightsometime after 18months or so create the effect of distinct kneecaps. Nancy Melucci Long Beach City College--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Syllabus for I/O course
Title: Message I don't have an I/O syllabus that I could share, but I would be interested in hearing your opinion about Argosy University. I have a former student who is applying to the Master's program in Counseling at Argosy in Chicago. The terminal degree that Argosy offers is a Psy.D. and not a Ph.D., but they didn't strike me as one of the "diploma mill" PsyD programs that are out there. There curriculum at the master's level looked fairly balanced and typical of what most programs offer. Any thoughts on Argosy? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Wednesday, January 21, 2004 10:08 PMTo: Teaching in the Psychological SciencesSubject: Syllabus for I/O course Hello, I am going to be teaching an online Industrial/Organizational Psychology course for Argosy Univeristy later this spring. I have checked OTRP Project Syllabus but no dice. If anyone has a sample syllabus and/or a textbook recommendation for me, I would be deeply appreciative of your help. Have a great weekend everyone. Nancy Melucci Long Beach City College Long Beach CA--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
question about score reliability
Hi folks. I have a question for the more statistically-minded on our list. When developing a survey, does increasing the number of responses on a Likert-type scale typically increase score reliability? For instance, if I use five response options (SA, A, Neither A nor D, D, SD) tend to produce more reliable scores than four response options (SA, A, D, SD)? Thanks for your input! Rod Hetzel [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Human Factors research help
Hi everyone: Thank you for all of the responses to my questions about survey research protocol. I want to share my responses with you and also ask you another question at the end. I'm interested in getting your perspective on some follow-up issues. As I've been talking with individuals about this issue, I've gotten a number of types of responses. Here are the major responses that people have made: 1st type of response: Universities have a responsibility to protect its students from any harm that may come from directly participating in survey research. This, of course, is the reason for the existence of an IRB, but some have suggested that some universities have a final approval process after the IRB (usually conducted by the higher-level administration) to ensure that students are not harmed through direct participation in the research. Most of you who responded to my posts expressed this opinion and stated that IRB approval should be the only approval that is needed to conduct faculty research. 2nd type of response: Universities have a responsibility to monitor the amount of survey research that is being conducted on a campus. It has been argued that students are primarily at college to be students and not to be research subjects. Therefore, the university has to limit the amount of survey research that is conducted so students will be able to complete their primary task of obtaining an education. Third type of response: Universities have a responsibility to protect the image of the university. Thus, they should have final say in whether or not survey research should be conducted. For example, if results from survey research were to be published and if those results would reflect poorly on the university, then the university has a responsibility not to allow that research to be conducted. For instance, let's say the research investigated alcohol use among undergraduates and the sample consisted of students from only one university. Some would say that the university has the right not to allow this kind of research in the event that it reflects poorly on its students (Look at all of those students at ABC College who binge drink!). My thoughts on this whole issue is that the IRB is the offically-sanctioned structure within the university that is responsible for ensuring the welfare of human participants. Moreover, it is not within the purview of the IRB to evaluate whether or not how the research might affect public opinion about the university; it's responsibility is to protect human subjects. Attempts to censure research because of how it may affect the image of the university seems to hurt academic freedom and academic integrity. Here's my question for you: Does a university have the right or responsibility to censure faculty research that they feel reflects poorly on the university? If the research has a sound theoretical and/or empirical basis, and if the research has been shown to protect the welfare of human subjects as indicated by IRB approval, does the administration of a university have the right to censure the research if they feel it reflects poorly on the university or does not project the best possible, accurate, and consistent representation of the university? Do your universities have approval that occurs beyond IRB approval? Thanks in advance! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
survey research protocols
Hi TIPSters: I'm looking for your experiences with survey research protocol. At our university, all faculty who are conducting any kind of research with human subjects need to gain approval from our Institutional Review Board. This is perfectly appropriate, of course, and part of ethical practice in research. The IRB is primarily concerned with the protection of human subjects. I just found out, however, that all *survey* research conducted by faculty also needs to be approved by our Vice President for Executive Affairs and Planning. This is the VP who primarily is responsible for all institutional research and planning. The first step for survey research is approval by the IRB to ensure protection of human subjects and the second step is approval by the Vice President. I was told that the Vice President is concerned mostly with how the survey is structured, the types of questions that are asked, the way the questions are worded, and the sample that the faculty desires to survey. The VP apparently has final authority on these issues and can decide whether or not the survey is an appropriate survey and whether or not to grant the faculty permission to survey the desired sample. For instance, the VP can decide that some questions need to be reworded, eliminated, or added to a survey (regardless, I assume, of how that affects score reliability or validity or even the researcher's hypotheses). Or the VP can decide that the desired sample has already completed too many surveys and can prohibit the researcher from conducting research with the sample. Does anyone else have a similar policy at their university? This seems to raise some academic freedom issues. I'm planning on conducting survey research in the spring with male college students and am concerned about this additional step in the approval process. Any thoughts? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
this strikes my funny bone
I don't want to start off our regular end-of-the-semester dialogue (argument?) about student bloopers, but I've been reading through psychology journals that my students have completed and just came across one entry on memory that really struck my funny bone: I wish I had a photographic memory. The only person I can think of that has that is Arnold from the movie 'Terminator.' He was able to remember everything and anything. Amazing! I wish I had that same kind of ability. I like this student quite a bit and she generally seems to follow what's going on in class. But I would love to know what she was thinking when she was watching Terminator... Since I just shared a funny student story, let me share a funny (embarrasing) professor story. I was holding an optional study session and this person I have never seen before comes in and sits in the back. I didn't recognize him and asked if I could help him. He said he was here to learn more about psychology. I asked him who he was, and he told me he was in my 8:00 class (which has been meeting twice weekly since the end of August). I was so embarrased that I didn't recognize him, but in class he always comes in and sits in the back, usually with a baseball cap lowered over his face, looking like he just rolled out of bed. Last night, at the study session, he was all cleaned up, nicely dressed, shaved, and with no baseball cap. Night and day difference. But I still felt silly. Oh well, I guess that will show up on my class evals... Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Request for an instrument
Hi everyone: I'm looking for a scale that measures adults' perceptions of their attachments to their parents as a child. Someone had recommended the Adult Attachment Interview, but I don't have a copy of it. Does anyone know of any psychometrically-sound instruments like this, preferably ones that I could find online? Thanks! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
one more spss question
Hi folks. Thanks to all of you who answered my previous spss windows question. I have one more question. Does anyone know how to conduct a canonical correlation analysis using spss windows? CCA is essentially a multiple regression with more than one dependent variable. I know how to write the syntax for a CCA, but I'm trying to teach someone how to do it using the windows program. Thanks! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: spss windows question
Title: Message So, do I just calculate the mean for each of the items, and then go back into the data editor and type the appropriate means into the appropriate cells? Or is there a way that SPSS will automatically detect the empty cells and replace them with the appropriate means? Thanks Joe! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: Horton, Joseph J. [mailto:[EMAIL PROTECTED] Sent: Friday, October 31, 2003 3:16 PMTo: Teaching in the Psychological SciencesSubject: RE: spss windows question Rod: You can take the mean of the items rather than the sum. SPSS will give you a mean for the people with missing valuses as well as those who answered all of the items. Joe Joseph J. Horton Ph. D. Faculty Box 2694 Grove City College Grove City, PA 16127 (724) 458-2004 In God we trust, all others must bring data. -Original Message-From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Friday, October 31, 2003 4:11 PMTo: Teaching in the Psychological SciencesSubject: spss windows question Hi folks: I have a *BASIC* spss windows question. I'm using the Compute command to calculate the total scale score of a scale with 40 items. A few of the items have missing values (subjects left them blank). For those subjects that left any of the 40 items blank, the Compute command did not calculate a total scale score. What do I need to do to get the Compute command to calculate scale scores even when there are missing values? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: Kirsten Rewey [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 29, 2003 9:12 AMTo: Teaching in the Psychological SciencesSubject: Re: vita for undergraduates Hi folks: I'm having a problem that is stumping me. A couple of my undergraduate students are applying to graduate schools this year and are trying to put together a vita for the applications. I'm having a hard time remembering exactly what I included on my undergraduate vita. I'm assuming the basics: Name and address Educational information (Major, GPA, graduation date) Work experiences (does this include sales, waiting, and other non-psychology jobs or just those that are relevant for graduate school?) Volunteer experiences Research experiences (including presentations and publications but also final research projects for Methods courses, etc.?) What kinds of information do you advice your students put on theirvitas? Does anyone have any sampletemplates for undergraduate vitas that they are willing to share? On behalf of my students, thanks! Rod Hi Rod - APS's Observer put out an excellent article on putting together a vita written explicitly for students. Unfortunately, my copy is at home and a quick check on the APS site shows that the article isn't available from the website. But maybe another TIPSter has the article and can forward it to Rod? It is: For students: Writing your vita (1989). APS Observer Vol. 2 #3. (No author was listed on the website.) In the meantime I'll check at home and see if I can't take my hardcopy and scan directly to a pdf file for you. Good luck! Kirsten -- ~~Kirsten L. Rewey, Ph.D. |Coordinator of Introduction to | Statistics and Research Methods | "We must become the changeDepartment of Psychology | we want to see in the world."75 E. River Road, N218 Elliott Hall |University of Minnesota | ~Mahatma GandhiMinneapolis, Minnesota 55455 |(612) 625-0501 | |fax: (612) 626-2079 |~~~ --- You are currently subscribed to tips as: [EMAIL
vita for undergraduates
Title: Message Hi folks: I'm having a problem that is stumping me. A couple of my undergraduate students are applying to graduate schools this year and are trying to put together a vita for the applications. I'm having a hard time remembering exactly what I included on my undergraduate vita. I'm assuming the basics: Name and address Educational information (Major, GPA, graduation date) Work experiences (does this include sales, waiting, and other non-psychology jobs or just those that are relevant for graduate school?) Volunteer experiences Research experiences (including presentations and publications but also final research projects for Methods courses, etc.?) What kinds of information do you advice your students put on theirvitas? Does anyone have any sampletemplates for undergraduate vitas that they are willing to share? On behalf of my students, thanks! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: ROBERT [EMAIL PROTECTED]@MATHSCIENCE [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 29, 2003 6:42 AMTo: Teaching in the Psychological SciencesSubject: Intro to Psychopharmacology I will be teaching a new course (new prep for me and new course offered by our department) called "Introduction to Psychopharmacology" next Fall (2004).The course is designed to discuss pharmacological treatments of psychological disorders, as opposed to discussing drugs of abuse which are currently covered in our "Drugs Behavior" course. I would appreciate any suggestions for texts (with pros and cons if possible) as well as suggestions for exercises or good web pages from those of you who have experience teaching such a course. Thanks, Rob Flint --- Robert W. Flint Jr., Ph.D. Assistant Professor of Psychology and Editor-in-Chief of the Journal of Behavioral and Neuroscience Research The College of Saint Rose 432 Western Avenue Albany, NY12203-1490 Phone: 518.458.5379 Email: [EMAIL PROTECTED] Behavioral Neuroscience Home Page: http://academic2.strose.edu/Math_and_Science/flintr/ Journal of Behavioral and Neuroscience Research Home Page: http://academic2.strose.edu/Math_and_Science/flintr/jbnr/--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
sexual addiction
Hi everyone: I'm curious what others on this list think of the sexual addiction model that Patrick Carnes has written about. Carnes seems to be describing a legitimate clinical problem, but as far as I can tell there doesn't seem to be any convincing research to suggest that it is an addictive process. Eli Coleman at the University of Minnesota refers to the same clinical syndrome as compulsive sexual behavior. Coleman's approach seems more consistent with the research currently available and also uses language that is consistent with the DSM classification scheme, but one of the big questions is whether or not compulsive sexual behavior is a separate clinical entitity or is just a symptom of some other type of mental disorder (e.g., paraphilia, hypersexuality of bipolar disorder or BPD, secondary to frontal lobe tumor, etc.). I've seen this kind of problematic sexual behavior in my clinical practice and I have found that the concept of sexual addiction is a popular topic among my undergraduates when we discuss abnormal psychology. Any thoughts on this? Rod Hetzel __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Jim Matiya [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 22, 2003 8:38 PM To: Teaching in the Psychological Sciences Subject: Exporatorium Hi, I need a little. okay Paul Smith according to you I need more than a little, but anyway!! ;) I always use the memory exhibit at the exploratorium (www.exploratorium.edu/memory/ ) the exhibit is described as having the biological, psychological, and cultural aspects of memory. It's an extremely well-done site. BUT, my students always seem to have problem filtering out the info on the psychological and cultural aspects of memory. I simply ask them to write a paragraph summary of each of the aspects. The results are awful. The information is there, I can read it, but it just seems to float through them. I need some teaching tips on how to use this site better. Any ideas? jim Jim Matiya Carl Sandburg High School 131st and LaGrange Road Orland Park, IL 60462 2003 Moffett Memorial (High School Category) Teaching Excellence Award of the Society for the Teaching of Psychology (Division Two of the American Psychological Association Lewis University. Romeoville, IL Moraine Valley Comm. College. Palos Hills, IL Illinois Virtual High School. Cyberspace? [EMAIL PROTECTED] [EMAIL PROTECTED] From: Raymond Rogoway Reply-To: Teaching in the Psychological Sciences To: Teaching in the Psychological Sciences Subject: Re: applying psychology to halloween Date: Wed, 22 Oct 2003 17:44:45 -0700 Candy and fun and for at least this male, the idea of running around disguised gave me a sense of power and anonymity. I could trick and no one knew it was me. Ray Rogoway [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Concerned that messages may bounce because your Hotmail account has exceeded its 2MB storage limit? Get Hotmail Extra Storage! --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: tips digest: October 17, 2003
Yes...are their eyes open or closed... Just kidding! :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Paul Schulman [mailto:[EMAIL PROTECTED] Sent: Monday, October 20, 2003 8:26 AM To: Teaching in the Psychological Sciences Subject: Re: tips digest: October 17, 2003 Hi. I'm planning an in class experiment on caffeine and alertness. Anyone know of a good measure (quick and easy) of alertness? -- Paul H. Schulman Chair and Associate Professor Department of Psychology SUNY Institute of Technology PO Box 3050 Utica NY 13504-3050 phone: (315) 792-7435 fax:(315) 792-7503 email: [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: I need help finding photos (non-teaching related)
Thanks Annette...And this is a dumb question, but how do I find these news service archives? I've tried looking at places like www.cnn.com or www.time.com but it's still pretty hit or miss in terms of finding decent photos. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Tuesday, October 07, 2003 10:32 AM To: Teaching in the Psychological Sciences Subject: Re: I need help finding photos (non-teaching related) Hi Rod: You might try the news service archives; there were some very dramatic pictorial collections publishes online shortly after we went into Iraq that were extremely dramatic. Annette Quoting Hetzel, Rod [EMAIL PROTECTED]: Hey folks. I'm putting together a powerpoint file for a talk I'm giving soon on emotions and coping. I need to find real life photos with real life people going through real life difficult times. I'm not looking for anything staged or posed like you might see in some advertisements. Anyone know of any websites that has this kind of stuff? I'm finding some stuff at images.google.com, but it is pretty much hit and miss. Thanks in advance for this non-teaching request! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Need Help
The results of all of those studies that Annette mentioned point to a very important fact: life is multivariate. Too many people have a univariate mindset. Ideally, you would want the coach to understand that additional factors other than visualization will determine how well players perform. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Beth Benoit [mailto:[EMAIL PROTECTED] Sent: Monday, October 06, 2003 9:34 AM To: Teaching in the Psychological Sciences Subject: Re: Need Help Maybe you should have them watch Karate Kid. Remember how Ralph Machio (the kid) wanted to learn karate, so Pat Morita (the master) had him paint a house and visualize karate stances? And of course, it worked. I'd be willing to bet that many coaches ascribe to the Disney model of sports psychology. Or maybe The Little Engine that Could model. (I think I can, I think I can...) Not to completely drown the whole concept of visualization, but I think its value get very watered down (a little cross metaphor for the fans) by people who think you can reduce complicated processes to Five Easy Steps. Beth Benoit University System of New Hampshire daily and continuous practice seems critical; use of mulitple senses seems critical; use of relaxation prior to the visualization is important; having correct beahviors to visualize and model is important; and so on. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Need Help
Title: Message Hey Riki. Do you have any references on that? I would love to take a look at that literature. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Friday, October 03, 2003 4:27 PMTo: Teaching in the Psychological SciencesSubject: Re: Need HelpIn a message dated 10/3/03 4:55:57 PM Eastern Daylight Time, [EMAIL PROTECTED] writes: These techniques combine principles of operant conditioning andclassical conditioning through imaginal exposure. How does it work? I think primarily through the creation of positiveexpectencies, by increasing confidence and self-efficacy, and byreducing fear and anxiety to managable levels. It gives people agreater sense of control.I agree with the approach discussed by Rod about how to visualize, but I think there is some brain research which demonstrates strengthened motor circuits through imagery, not just through actual movement. So the explanation includes not just learning, motivational, and attitudinal factors but also neuroscience. I can try to track down the references if you need them.Riki Koenigsberg[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
I need help finding photos (non-teaching related)
Hey folks. I'm putting together a powerpoint file for a talk I'm giving soon on emotions and coping. I need to find real life photos with real life people going through real life difficult times. I'm not looking for anything staged or posed like you might see in some advertisements. Anyone know of any websites that has this kind of stuff? I'm finding some stuff at images.google.com, but it is pretty much hit and miss. Thanks in advance for this non-teaching request! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Need Help
Hey Annette. Sports psychology isn't my game (pun intended), but I do know that repeated visualization prior to a performance helps to improve the quality of the performance. I frequently use visual imagery techniques in my clinical practice, particularly with clients experiencing high levels of anxiety. The imagery will differ depending upon the client and the situation, but always involve a few key elements: (a) visualization that involves all five senses, (b) visualization that breaks the performance into antecedents, behavior, and consequences (in typical behavior modification style), and (c) creation of positive expectencies and self-efficacy. I also teach clients to do relaxation training (usually through deep breathing exercises or progresive muscle relaxation) to help them associate their performance with feelings of relaxation. These techniques combine principles of operant conditioning and classical conditioning through imaginal exposure. How does it work? I think primarily through the creation of positive expectencies, by increasing confidence and self-efficacy, and by reducing fear and anxiety to managable levels. It gives people a greater sense of control. But I think the key is practice, practice, practice. I recommend clients do this type of visualization twice daily (usually at least 15-20 minutes each time). Sounds like your coach is wanting a quick-fix approach. I think visualization could help his players but only if they worked at it consistently and diligently (which is not always characteristic of teenagers...). Hope this helps. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Annette Taylor [mailto:[EMAIL PROTECTED] Sent: Friday, October 03, 2003 3:11 PM To: Teaching in the Psychological Sciences Subject: Need Help Hi everyone: I need help again. My son's hockey coach has asked me to put together a little program to give to the players--14 to 16 years old--about the use of visualization to help with their performance. I think he wants a presentation and handout. (He thinks because I teach psychology I KNOW these things!) Anyway, here is his take, on paper, which I DO know is wrong: he believes that if the kids do this just before falling asleep they will continue to make the proper moves in their sleep on an unconscious level. Now this smacks of the subliminal tapes we all know don't work. However, I do know that there is a literature suggesting that studying anyting that is important to remember at bedtime is a good idea because we minimize retroactive interference effects c.f. the studies on learning just before sleep by Jenkins Dallenbach and by Ekstrand. So I will clear that up for him. But as to the visualization part, I am just doing a lit search on my own but if any of you have some practical advice, I'd sure appreciate it. And yes, this CAN be teaching related! Thanks all, I await your sage and sound recommendations. Annette Annette Taylor, Ph. D. Department of Psychology E-mail: [EMAIL PROTECTED] University of San Diego Voice: (619) 260-4006 5998 Alcala Park San Diego, CA 92110 Education is one of the few things a person is willing to pay for and not get. -- W. L. Bryan --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
poster sessions
I'm looking for a handout to give to some of my undergraduate students who are developing a poster presentation. Specifically, I'm looking for guidelines to help them create a poster. Does anyone on the list have anything along these lines that they would be willing to share? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
follow-up on stress scale
Hi everyone: Thanks so much for all of the useful feedback about measuring college student stress. I did have one follow-up question...Someone had sent me a .pdf file with an instrument called the College Student's Stressful Events Checklist. This instrument was taken from Chapter 7 of a book or a chapter called Wellness. If you sent this to me, would you please send me the reference for the text in which the scale appeared? I can't remember who sent this to me, so I'm sending it to the whole list. Thanks! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
question about stress research
Hi TIPSters: A student of mine is interested in doing some research looking at whether commuter students cope differently with general college stress than residential students. She is wanting to use an index of stressful events that is similar to the Holmes and Rahe scale but oriented towards college students (I made a post on this topic last week). However, if she uses this scale, then all she will have will be information on the types of stressors that commuters versus residential students experience. She would be able to compare types of stressors between the two groups in the sample, and she could also compare overall mean scores between the groups, but she wouldn't get a sense of how well they are coping. Does anyone have any recommendations on how this Holmes-and-Rahe-type scale could be used, perhaps in conjunction with another measure, to assess coping? Thanks in advance! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
question about stress research
Hi TIPSters: A student of mine is interested in doing some research looking at whether commuter students cope differently with general college stress than residential students. She is wanting to use an index of stressful events that is similar to the Holmes and Rahe scale but oriented towards college students (I made a post on this topic last week). However, if she uses this scale, then all she will have will be information on the types of stressors that commuters versus residential students experience. She would be able to compare types of stressors between the two groups in the sample, and she could also compare overall mean scores between the groups, but she wouldn't get a sense of how well they are coping. Does anyone have any recommendations on how this Holmes-and-Rahe-type scale could be used, perhaps in conjunction with another measure, to assess coping? Thanks in advance! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
survey of college stressors
Does anyone know of a survey that assesses stressful experiences of college students? I'm looking for something similar to the Holmes and Rahe scale, but that is focused on college students rather than life in general. Alternatively, I'm looking for something that assesses how well students cope with typical college stressors. I found one article by Bojuwoye (2002) that developed a Stressful Experience of First Year Students Questionnaire, but the article doesn't include the survey and I can't seem to get in touch with the author. Any help with this would be very much appreciated! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Sigmund Freud Action Figure
I have an action figure, but I have him out of the box and standing next to my computer. My students love it. Maybe I'll splurge and get a beanie baby too! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Thomas G. Brown [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 17, 2003 7:50 AM To: Teaching in the Psychological Sciences Subject: Re: Sigmund Freud Action Figure I resisted confessing long enough. I too bought a Freud beanie at his London home. BTW, the gift shop at his apartments in Vienna has a wonderful selection of books, but very few doodads. The gift shop in London has lots of doodads, but very few books. Hmmm. A quick Google search will find you the best price on the action figure as well as the Freud finger puppet and the Freud bobble head. Einstein too. Enjoy. -- Thom -- - Thomas G. Brown, Ph.D. Professor of Psychology Distinguished Professor of the College Utica College of Syracuse University 1600 Burrstone Road, Utica, New York, 13502-4892 Voice: 315/792-3187 Fax: 315/792-3248 Homepage: http://websrv.utica.edu/faculty/tbrown/ -- - ³Without a faculty devoted to excellence, a university's buildings would echo with questions unanswered and with answers unquestioned.² Dr. Norman Topping Past-President, USC On 9/17/03 2:21 AM, Shearon, Tim [EMAIL PROTECTED] wrote: Just an observation. Everyone I know who receives these Siggy action figures loves them. More interestingly (Should I say puzzlingly?) is my observation that with the small sample size of n=4 I've seen- EVERY ONE OF THEM hangs on the wall in the original plastic and cardboard display case. Just seems a tiny bit bizzare. Though the list of humorous explanations could fill up a frustrating mid term week on TIPS! :) Tim ___ Timothy O. Shearon, PhD Albertson College of Idaho Dept of Psychology --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Freud and humanity
Thanks for the reference, Cecil. I'm looking forward to reading it. -Original Message- From: Dr. Cecil Hutto [mailto:[EMAIL PROTECTED] Sent: Thu 9/11/2003 10:45 AM To: Teaching in the Psychological Sciences Cc: Subject: Re: Freud and humanity I found The Question of God to be an interesting read. However, I thought the author attempted too often to make implications about Freud's personal life/behaviors that were unnecessary. And I should say that I'm a behaviorist and no great fan of Freud or his theories. Cecil Hetzel, Rod wrote: Hey folks. Someone made a passing reference in one of our recent religion discussions about how Freud believed that people were too inherently self-centered (or something else) to truly turn the other cheek or love others. Can someone point me to some of Freud's writing where he discussed this? I'm hoping our resident Freud scholar can offer some guidance on this! On a related note, does anyone have a review of the next text, The Question of God: C.S. Lewis and Sigmund Freud Debate God, Love, Sex, and the Meaning of Life? It's on my list of must-reads but I haven't gotten around to it yet. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: DeVolder Carol L [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 10, 2003 1:55 PM To: Teaching in the Psychological Sciences Subject: RE: IQ Thanks for a good discussion I'm trying to not commit the same errors I usually make and clog the list with what some might see as irrelevant material Cheers, Jim I've enjoyed all of your discussions of this very much (although I must admit, I felt sort of ignorant in the presence of you scholars). I have a question that is only slightly related to this discussion... There is/was a practice of mortification of sins (or so I've been told), in which the sinner beat the guilt out of himself (OK, I admit, my understanding is vague, please correct me on this, I'd appreciate it). My real question is this: Does anyone know anything about the concept of mortification of memory? It has to do with purging one's self of sinful memories or something like that. I'm presently involved in research on directed forgetting/instructed ignoring and see a historical precursor. Thanks for any help that anyone can give me. Carol --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- Dr. Cecil Hutto, PHONE: 318-342-1347, EMAIL: [EMAIL PROTECTED], ADDRESS: Psychology Department, ULM, Monroe, LA 71209-0260 http://www.ulm.edu/~chutto/hutto --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED
Religion -- is this conversation going anywhere?
I'm all for discussing the psychology of religion on this listserve, but right now our conversation doesn't seem to be going in that direction. People are giving examples of supposedly empirical evidence that supports their position and proves the other side wrong. We can all find examples of how religion has been harmful to humanity and how it has been helpful to humanity. The fact remains that some people have used religion for good and some have used it for bad. The concept of religiosity is far too complex and multidimensional to support the simplistic assertions that are always made on this list when we talk about religion. I mean really, are we going to blame all of WWII on religion while ignoring other psychological factors (e.g, personality traits of key Nazi leaders, groupthink, social influence, etc.) as well as other political, economic, historical, and sociocultural variables? This conversation is going in the same direction as all of our other discussions about religion: the heat of our discussion will continue to rise, we will eventually start making personal accusation and ad hominem attacks, and then we will reach the blowing point. Let me suggest that if we continue this discussion we start focusing on the psychological theory and research of religiosity. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Herb Coleman [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 10, 2003 9:58 AM To: Teaching in the Psychological Sciences Subject: pursuit of power vs. religion It seems to me that all of the examples below can also be interpreted as examples of peoples quest for power. Let's see: The Holocaust--hatred of the Jews (religiously based). Yes, Jews were targeted and their businesses and property confiscated by those who were previously disenfranchised after WWI. Also, Gypsies, homosexuals, intellectuals and anyone who disagreed with the regime was likewise targeted. The killing of Buddhist monks and nuns in Tibet by the Chinese (religiously based). This was done, I believe, by a government that was non religious in order to maintain and cement control of a population. 9-11 (Islamic Fundamentalism). In name only. We know that 15 of the hijackers came from Saudi Arabia where one family rules and controls everything and these men were marginalized. Suicide attackers only come from populations where there is a sense that one will never get a chance to lead or be truly free. If think about a suicide bomber is a last final act of desperation. Mass killings of Christians in the USSR (by Stalin) and in China (by Mao) (religiously based hatred). Also based on a desire to control the population and solidify power. All wars involving Israel (religiously based) Land, and water access can also be seen at the heart of of this conflict. The Iraq/Iran war (Shite versus Sunni Muslim religious war). Once again fighting for the right to control. There are also territorial issues here. These countries are oil producing neighbors. The other issue is that religion can lead to ethnicity's. That is generations of families and kinships. This the Shiites in Iraq can actually be related to the Shiites in Iran. This is why Turkey fear the Kurds gaining power in Northern Iraq. They are afraid they will lose control over the large population of Kurds living in Turkey. Many tribal wars in Africa (based on differing religions). Wrong again. Many of these battles have colonial roots. The Hutus and the Tutsis weren't violent enemies before colonialism . However, as with the Sunnis and Shiites in Iraq when a regime gives power of a minority over a large majority and that power is abused seeds of resentment are sown. Once again we are seeing struggles for power and anger over past wrongs that have very little if anything to do with how the other prays or doesn't pray. But that's just my opinion...or is it? -- Herb Coleman IT Manager, Rio Grande Campus Adjunct Psychology Professor Austin Community College [EMAIL PROTECTED] 512-223-3076 * * Every action has a connected and directed * * pre-action. * * -Herb Coleman after seeing Bowling for Columbine --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: pursuit of power vs. religion
Title: Message I think that was the point... beware of the simplifiers. --Louis-- Is this ironic to anyone else?RJ ---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Freud and humanity
Sorry, professor! I'll try to pay more attention in class! I promise I will! :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 10, 2003 5:32 PM To: Teaching in the Psychological Sciences Subject: Re: Freud and humanity On 10 Sep 2003, Hetzel, Rod wrote: Hey folks. Someone made a passing reference in one of our recent religion discussions about how Freud believed that people were too inherently self-centered (or something else) to truly turn the other cheek or love others. Can someone point me to some of Freud's writing where he discussed this? I'm hoping our resident Freud scholar can offer some guidance on this! Perhaps you're thinking of that great humanitarian Freud's charming observation, I have found little that is 'good' about human beings on the whole. Most of them are trash. No need to summon the resident Freud scholar for that one. Allen Esterson already told us where that quote may be found, namely *Psychoanalysis and Faith: The Letters of Sigmund Freud and Oskar Pfister*, eds. H. Meng and E. Freud, Basic Books, pp. 61-62. Stephen (yet again!) __ Stephen L. Black, Ph.D.tel: (819) 822-9600 ext 2470 Department of Psychology fax: (819) 822-9661 Bishop's University e-mail: [EMAIL PROTECTED] Lennoxville, QC J1M 1Z7 Canada Dept web page at http://www.ubishops.ca/ccc/div/soc/psy TIPS discussion list for psychology teachers at http://www.frostburg.edu/dept/psyc/southerly/tips _ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: IQ
Hah! Well-put, Rick! I agree that psychology of religion would be an interesting thread, although given the history on this list I'm not sure if we (myself included) all are capable of a rational and scholarly dialogue on the issue. But there is always hope! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Rick Adams [mailto:[EMAIL PROTECTED] Sent: Friday, September 05, 2003 10:21 AM To: Teaching in the Psychological Sciences Subject: Re: IQ Hetzel, Rod wrote: Or atheism. Now be nice, Rod, I didn't name a _specific_ religion, did I? I _would_ argue though that religion in one form or another is responsible for a LOT more deaths than atheism (unless you take the point that being an atheist is the cause for a non-atheist to kill someone). Political beliefs which _include_ an atheist perspective (i.e., Stalin's Cult of Personality) may be responsible for a lot of deaths, but blaming atheism for that is like blaming Christianity for Hitler's National Socialism and the deaths it caused. We're really not going to start this discussion again, are we? Actually, what I'd LIKE to see is a discussion of the psychology of religion _in general_, instead of focusing on any one single religion. That is, what are the psychological basis of faith and belief? What would cause an individual who was not raised religious to select one religion over another? What psychological results come from changing religion (radically--as in moving from, for example, Christianity to Wicca--not just moving from one sect to another) as an adult? What are the long term effects of having been inducted into an extremist cult (i.e., the Moonies, Scientology, the Children of God, the Branch Davidians, etc.)? Etc. That could be a discussion that had real merit here--particularly if we tried to avoid pointing fingers or claiming that one particular flavor of religion (ANY religion) was different from the others in those areas (e.g., logically, there should be a similar effect on an individual whether he or she moves from--for example--Islam to Christianity or from Christianity to Islam). Rick -- Rick Adams [EMAIL PROTECTED] [EMAIL PROTECTED] ... and the only measure of your worth and your deeds will be the love you leave behind when you're gone. -Fred Small, J.D., Everything Possible --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
home schooling and development
Hey folks: I have a student who is interested in doing some research investigating the impact of home schooling on social and emotional development. I don't know a whole lot about this area, so we are both in the exploratory stages. I'll be doing a literature search later this week, but I'm curious if anyone on the list has done research in this area or knows of any additional resources. We have a lot of home-schooled students at our university, so we have a pretty good sample of convenience. I've always suspected, just based on anecdotal evidence, that there are some meaningful differences between our home-schooled and non-home-schooled students, but it looks like we'll now have a chance to do something a bit more scientific... Thanks in advance! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: David Epstein [mailto:[EMAIL PROTECTED] Sent: Wednesday, September 03, 2003 1:42 PM To: Teaching in the Psychological Sciences Subject: Re: Serotonin production in the colon On Wed, 3 Sep 2003, Nathalie Cote went: One of my Intro Psych students told me that he found a Web site that says that the gastrointestinal tract is a bigger producer of serotonin than the brain is That's what I've been taught--that 90% of the body's serotonin is in the gut, where it serves functions related to intestinal motility. The student is concerned because he has had his colon removed for medical reasons, so he wants to know if that affects serotonin levels in his brain. No, there's nothing to worry about there. Serotonin doesn't penetrate the blood-brain barrier, so the student's digestive tract can make as much (or as little) serotonin as it likes, and his brain won't know the difference, so to speak. Serotonin in the brain is made in specific clusters of neuron in the brainstem, whose axons form specific pathways with specific (perhaps even opposing) functions in various other brain regions. It's not something that the brain needs to be globally bathed in, like cerebrospinal fluid, and more isn't necessarily better. 1) What do you know about serotonin in the gut? Other than being the same chemical, is it related to serotonin in the brain? How? I think that when nature finds a useful signaling molecule, it uses that molecule wherever it can. So the same molecules tend to turn up in a lot of different places; that doesn't have to mean they're serving the same functions. 2) The Web site above also makes the claim that inadequate levels of serotonin and norepinephrine precursors in the diet ...probably constitute a condition that almost never occurs. is it the case that extended use of SSRIs depletes neurotransmitters? No--at least, it's never been demonstrated. There are studies showing that huge overdoses of SSRIs can damage serotonergic axons in rats. Those studies have no implications for chronic use of therapeutic doses. And is it the case that diet has a measurable effect on neurotransmitter levels in the brain? Generally not, unless you go to unusual lengths, such as fasting, then drinking specially made cocktails of amino acids from which tryptophan is deliberately excluded. --David Epstein [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
counseling paper
I have another request for the list. As part of my Theories and Techniques of Counseling course, students are required to write a paper that integrates the various theoretical perspectives into their own perspective of counseling. I've had limited success with this idea in the past. For those of you who have similar assignments, would any of you be willing to share with me your description of this assignment of the handout you give to your students? I'm curious how others word and structure this assignment. I also would be willing to share with you what I've done. Thanks! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: calling all California tipsters
Gotta love California politics... The Terminator Gallagher Gary Coleman Larry Flynt Sounds like Clinton's cabinet! Happy voting to all you Californians! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Christopher D. Green [mailto:[EMAIL PROTECTED] Sent: Tuesday, August 12, 2003 2:32 PM To: Teaching in the Psychological Sciences Subject: Re: calling all California tipsters sylvestm wrote: Vote for Arnold ...and regret it at your leisure. :-) -- Christopher D. Green Department of Psychology York University Toronto, Ontario, Canada M3J 1P3 e-mail: [EMAIL PROTECTED] phone: 416-736-5115 ext. 66164 fax:416-736-5814 http://www.yorku.ca/christo/ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: undergraduate practicum
Thanks for the response Annette. We currently have an Independent Study that some students use for research projects. We also have a Practicum class, primarily for our students interested in some type of career or graduate school in the helping professions. But, currently our practicum class is offered on an as-needed basis and as a result is taught more as an independent study than a regular course. This ends up meaning that usually we have one student taking it each semester. This system allows students more flexibility in arranging their schedules, but it also means that faculty don't receive any credit and students also don't have any chance for group supervision or instruction. I'm wondering if it would make more sense for us to schedule this class to be taught at regular times. This would mean less flexibility for students, but faculty would then get credit for it and students would have the opportunity to process their experiences as a group (which is very helpful for practicum experiences). __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Wednesday, August 06, 2003 11:18 AM To: Teaching in the Psychological Sciences Subject: Re: undergraduate practicum Hi Rod: Are you referring to a practicum as an internship or something else? Can you clarify for me, please? We have in our department (although I have never been and don't ever anticipate being involved in it) two levels of hands-on courses, primarily for clinically- oriented students. We have a field experience which is lower level and we offer 20 spots per semester. We have an internship with only 10 spots and it is higher level with more intense weekly meetings. Both of these count as 'classes' for the prof who organizes, places and monitors the students. (Some of the non-clinicians have a bit of a hard time with that given that the same placements have been used for the past 20 years so it is just a matter of weekly meetings for one hour per week with the field experience and three for the internship, but there are no assigned readings or 'teaching' in some organized syllabus format.) We also have a course titled Research Experience in which students can enroll but faculty get no credit for 'teaching' in which we can mentor individual students on a 1:1 basis for research they carry out, and an Independent Study which can be research or other things that are appropriate and again the students enroll for units ( and pay for units) but we do not get compensated. I would say that most of us carry an average of 1-2 students per semester in these categories of class. Does this help? Annette Quoting Hetzel, Rod [EMAIL PROTECTED]: Hi everyone: How do you structure undergraduate practicum experiences in your program? Do you offer practicum at a regular time each semester? Or do you offer it on an as-needed basis? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Graduate Research Methods Readings
Annette, Wally, and others: Here are some references that I would recommend for a graduate level research methods or statistics course. The majority of these articles are from one of my former professors, so I should proably acknowledge my bias up front. The articles on score reliability (in particular, reliability generalization) are very timely and informative. Hope these help. Rod Hetzel GENERAL STATISTICS Thompson, B. (2000). Canonical correlation analysis. In L. Grimm P. Yarnold (Eds), Reading and understanding more multivariate statistics (pp. 285-316). Washington, DC: American Psychological Association. Courville, T., Thompson, B. (2001). Use of structure coefficients in published multiple regression articles: beta is not enough. Educational and Psychological Measurement, 61, 229-248. SCORE RELIABILITY Thompson, B. (Ed.). (2002). Score reliability: Contemporary thinking on reliability issues. Newbury Park, CA: Sage. (International Standard Book Number: 0-7619-2626-7) Henson, R.K., Thompson, B. (2002). Characterizing measurement error in scores across studies: Some recommendations for conducting Reliability Generalization (RG) studies. Measurement and Evaluation in Counseling and Development, 35, 113-127. Vacha-Haase, T., Kogan, L.R., Thompson, B. (2000). Sample compositions and variabilities in published studies versus those in test manuals: Validity of score reliability inductions. Educational and Psychological Measurement, 60(4), 509-522. Fan, X., Thompson, B. (2001). Confidence intervals about score reliability coefficients, please: An EPM guidelines editorial. Educational and Psychological Measurement, 61, 517-531. Thompson, B., Vacha-Haase, T. (2000). Psychometrics is datametrics: The test is not reliable. Educational and Psychological Measurement, 60, 174-195. Thompson, B., Snyder, P.A. (1998). Statistical significance and reliability analyses in recent JCD research articles. Journal of Counseling and Development, 76, 436-441. EFFECT SIZES Thompson, B. (2002). What future quantitative social science research could look like: Confidence intervals for effect sizes. Educational Researcher, 31(3), 24-31. Thompson, B. (2002). Statistical, practical, and clinical: How many kinds of significance do counselors need to consider? Journal of Counseling and Development, 80, 64-71. Baugh, F., Thompson, B. (2001). Using effect sizes in social science research: New APA and journal mandates for improved methodology practices. Journal of Research in Education, 11(1), 120-129. Fidler, F., Thompson, B. (2001). Computing correct confidence intervals for ANOVA fixed- and random-effects effect sizes. Educational and Psychological Measurement, 61, 575-604. Thompson, B. (2001). Significance, effect sizes, stepwise methods, and other issues: Strong arguments move the field. Journal of Experimental Education, 70, 80-93. Mittag, K.C., Thompson, B. (2000). A national survey of AERA members' perceptions of statistical significance tests and other statistical issues. Educational Researcher, 29(4), 14-20. [For an article precis, go to article.] STATISTICAL SIGNIFICANCE Vacha-Haase, T., Nilsson, J.E., Reetz, D.R., Lance, T.S., Thompson, B. (2000). Reporting practices and APA editorial policies regarding statistical significance and effect size. Theory Psychology, 10, 413-425. Thompson, B. (1998, April). Five methodology errors in educational research: The pantheon of statistical significance and other faux pas. Invited address presented at the annual meeting of the American Educational Research Association, San Diego. (ERIC Document Reproduction Service No. ED 419 023) Thompson, B. (1999). Journal editorial policies regarding statistical significance tests: Heat is to fire as p is to importance. Educational Psychology Review, 11, 157-169. Thompson, B. (1994). The concept of statistical significance testing. Measurement Update, 4(1), 5-6. (ERIC Document Reproduction Service No. ED 366 654) Thompson, B. (1999). Statistical significance tests, effect size reporting, and the vain pursuit of pseudo-objectivity. Theory Psychology, 9(2), 191-196. Thompson, B., Snyder, P.A. (1997). Statistical significance testing practices in the Journal of Experimental Education. Journal of Experimental Education, 66, 75-83. Thompson, B. (1998). Review of What if there were no significance tests?. Educational and Psychological Measurement, 58, 332-344. Thompson, B. (1997). Editorial policies regarding statistical significance tests: Further comments. Educational Researcher, 26(5), 29-32. Thompson, B. (1996). AERA editorial policies regarding statistical significance testing: Three suggested reforms. Educational Researcher, 25(2), 26-30. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218
RE: calling all California tipsters
Larry is what California needs. Only way to get a handle on the budget is to have a governor who is a skin Flynt. He would be perfect. We all know that all politicians are hustlers anyways... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: George Will's Washinton Post Column.
It is much easier to place people in in-groups and out-groups if we can dichotomize them. After all, how do we know who to hate if we can't pigeon-hole them into overly-simplistic categories? Political and religious ideologies are great examples of complex realities that are too often simplified into dichotomies. It's much easier to complain about those bleeding heart Democrats or those hateful fundamentalists rather than considering the possibility the many shades of gray in the ideological spectrum. I had a methodology professor who used to complain all the time about researchers who take interval- or ratio-scaled data (e.g., age) and turn them into categorical data (e.g., young versus old) for their analysis. In the process, they end up washing-out important distinctions. I suppose we also wash out important distinctions when we do this with variables such as political or religious ideologies. Why do we do this? Is it some variant on stereotyping? Helping us to deal with information overload by simplying the issues? Any social psychologists want to chime in on this question? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Rick Froman [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 2:57 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. I am not a political scientist but I have friends who are political scientists and I just wonder if anyone else has had the not-so-brilliant thought that the whole left-wing/right-wing dichotomy in political science is way too oversimplified? I just had such a thought today when I read someone referring to privacy as a liberal issue. It may be but there are a lot of right-wing groups that don't want the government involved in their business either. There are many problems with a simple left/right dichotomy and I can't believe political scientists haven't figured this out yet. If they have, they are keeping it a secret from the rest of us (including the psychologists who study political motivations). To start with, there are, of course, economic conservatives and liberals and social conservatives and liberals so, at least, there are two axes with four quadrants: the two well-known ones, Libertarians (who are basically social liberals and economic conservatives) and a fourth group of social conservatives and economic liberals (which, if they actually exist, seem to be about as numerous as Kohlberg's Stage 6 reasoners). To consider fascists or communists to be either extremely to the left or to the right of the American political spectrum is ludicrous. They seem to be pretty closely related (at least in their real life manifestations) to one another. I think there may be almost as many dimensions to political thought as there are political issues. To tie in another thread, I think such a one-dimensional dichotomy is even less likely to shine light on a person's motivations than the gender dichotomy or racial distinctions. Rick Dr. Rick Froman Associate Professor of Psychology John Brown University Siloam Springs, AR 72761 (479) 524-7295 e-mail: [EMAIL PROTECTED] web: http://www.jbu.edu/academics/sbs/rfroman.asp -Original Message- From: Aubyn Fulton [mailto:[EMAIL PROTECTED] Sent: Monday, August 11, 2003 1:46 PM To: Teaching in the Psychological Sciences Subject: RE: George Will's Washinton Post Column. Louis_Schmier wrote: Any of you tipsters read George Will in the Washington Post this morning? I suggest you do. I won't tell you what he says. I've got my take on it. I'd like to hear yours. PAUL K. BRANDON wrote. The Psych Bull article that Will is referring to is a meta-analysis, with all the limitations of its breed. Since it's based on a wide variety of verbal reports of what individuals apparently mostly politicians) say that they would do or say in a specified situation, it is of limited value. And Will of course has selectively abstracted parts of the report that suit his politics. All in all, I'm more disappointed in Psych Bull in publishing the article in the first place. Aubyn writes. Aside from sharing his staunch conservative opposition to the Designated Hitter (a position all right thinking baseball fans adopt) I long ago stopped taking Mr. Will seriously, but I don't begrudge him responding to, and even being a little insulted by, the thesis put forward by Jost and others (including Frank Sulloway) that political conservatives are more likely to be rigid than liberals. Will is essentially an entertainer these days, so I also don't really
undergraduate practicum
Hi everyone: How do you structure undergraduate practicum experiences in your program? Do you offer practicum at a regular time each semester? Or do you offer it on an as-needed basis? Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: recommend book on reconciling religion/science/academia?
Traci: Here are some texts that your student may find interesting. Most of them are written to a clinical psychology audience, but they offer some useful perspectives on the integration of psychology and Christianity. Incidentally, the Myers in the first reference is Dave Myers, who has written the popular texts for introductory psychology courses. Rod Myers, D. G., Jeeves, M. A. (2003). Psychology through the eyes of faith. New York: HarperCollins. Jones, S. L., Johnson, E. L. (2000). Psychology and christianity. Chicago: Intervarsity Press. McMinn, M. R., Phillips, T. R. (2001). Care for the soul: Exploring the intersection of theology and psychology. Chicago: Intervarsity Press. Jones, S. L., Yarhouse, M. A. (2000). Homosexuality: The use of scientific research in the church's moral debate. Chicago: Intervarsity Press. Butman, R. E., Jones, S. L. (1991). Modern psychotherapies: A comprehensive christian appraisal. Chicago: Intervarsity Press. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] -Original Message- From: Horton, Joseph J. [mailto:[EMAIL PROTECTED] Sent: Monday, July 14, 2003 9:26 AM To: Teaching in the Psychological Sciences Subject: RE: recommend book on reconciling religion/science/academia? I would recommend that your student take a look at works by John Haught and Nancy Murphy. Haught is a Catholic theologian who argues that God has revealed himself through evolution. Another good author is Nancy Murphy. She is at Fuller Seminary and writes about theology, science, and ethics. Murphy is certainly a more liberal theologian that one would find in Southern Baptist circles. She spoke on our campus last semester arguing that people have no souls. While I may disagree with Murphy on some issues, in no way would I want to debate her! Hoping the worms stay in the can, Joe Joseph J. Horton Ph. D. Faculty Box 2694 Grove City College Grove City, PA 16127 (724) 458-2004 In God we trust, all others must bring data. -Original Message- From: Traci Giuliano [mailto:[EMAIL PROTECTED] Sent: Monday, July 14, 2003 10:15 AM To: Teaching in the Psychological Sciences Subject: recommend book on reconciling religion/science/academia? I hope I don't open up a can of worms here :-), but I was wondering if any of you could recommend a book (or two or three) for a student who is struggling with reconciling her traditional religious upbringing (in this case, Southern Baptist) with her newly evolving attitudes on topics such as feminism, tolerance of homosexuality, science, academia, etc. I think she would ideally like to find some kind of a middle ground here, some way to remain spiritual but also be true to her new attitudes. Thanks in advance! Cheers, Traci -- \\|||// ( o o ) -o00-(_)-00o-- Traci A. Giuliano Associate Professor of Psychology Southwestern University Georgetown, TX 78627 [EMAIL PROTECTED] (512) 863-1596;fax (512) 863-1846 http://www.southwestern.edu/~giuliant --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
pornography in men and women
Title: Message Does anyone have any recent statistics on pornography use on college campuses? I'm also looking for information on differences in pornography use between men and women. Are men more likely to use visually-oriented pornography (pictures and videos) than women? Are women more likely than men to have problems with affairs andonline internet romances? A student today made the assertion that men have more problems with pictures and videos for sexual gratification but women were more susceptible to developing relationships for emotional gratification. I'm curious about any research on this topic... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel -Original Message-From: Dan Segrist [mailto:[EMAIL PROTECTED] Sent: Tuesday, April 01, 2003 8:38 AMTo: Teaching in the Psychological SciencesSubject: Re: First person accounts of disorders Sue--a couple of suggestions. You could try: http://www.nami.org. That's the National Alliance for the Mentally Ill. They may have some resources for you Also, in the "Authoratitve Guide to Self-Help Resources in Mental Healt h" (Norcross, Santrock, Campbell, Smith, Sommer Zuckerman) web sites are provided that give "biographical and autobiographical vignettes" for each disorder (e.g., mood disorders, schizophrenia, etc.). I've found this book t o be an incredible resource. Hope this helps! Dan Segrist, Ph.D.Assistant Professor of PsychologySouthwestern Illinois CollegeGranite City Campus4950 Maryville RoadGranite Ci ty, IL 62040(618) 931-0600, ext. 6694[EMAIL PROTECTED] gt; [EMAIL PROTECTED] 03/31/03 06:31PM Hi all,I'm loo king for short (length of a magazine article) first person accounts of psychologi cal disorders. I'd like to have a selection of articles for my Abnormal Psychology students to read. They have the textbook and case studies f rom the clinician's viewpoint. I'd like to add a 'personal voices' perspec tive as well. Any suggestions?--Sue Frantz Highline Commun ity College Psychology Des Moi nes, WA206.878.3710 x3404 [EMAIL PROTECTED] http://flightline.highline.ed u/sfrantz/---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: socially desirable response sets
Thanks Jim! __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: jim clark [mailto:[EMAIL PROTECTED] Sent: Monday, March 31, 2003 11:09 PM To: Teaching in the Psychological Sciences Subject: Re: socially desirable response sets Hi On Mon, 31 Mar 2003, Hetzel, Rod wrote: I was under the impression that the Marlowe-Crowne Social Desirability Scale was a good scale to use in research studies to assess response bias, but I came across this article earlier today suggesting a lack of empirical support for this measure. Has anyone here had any experience with this scale? Are there any other scales out there for assessing socially desirable response sets? Thanks in advance. Check out the work of Paulhus at U of British Columbia. Socially Desirable Responding Paulhus, D.L. (1984). Two-component models of socially desirable responding. Journal of Personality and Social Psychology, 46, 598-609. Paulhus, D.L. (1991). Measurement and control of response bias. In J.P. Robinson, P.R. Shaver, L.S. Wrightsman (Eds.), Measures of personality and social psychological attitudes (pp.17-59). New York: Academic Press. Paulhus, D.L. (1998). The Balanced Inventory of Desirable Responding: BIDR Version 7. Toronto/Buffalo: Multi-Health Systems. Paulhus, D.L. (2002). Socially desirable responding: The evolution of a construct. In H. Braun, D.N. Jackson, D.E. Wiley (Eds.), The role of constructs in psychological and educational measurement (pp. 67-88). Hillsdale, NJ: Erlbaum. Best wishes Jim == == James M. Clark(204) 786-9757 Department of Psychology (204) 774-4134 Fax University of Winnipeg4L05D Winnipeg, Manitoba R3B 2E9 [EMAIL PROTECTED] CANADA http://www.uwinnipeg.ca/~clark --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: deja vu and dreams
Jim stated: I have the feeling this has all been discussed before ;) Rod replied: Hmmm, that's funny. You may have a sense of déjà vu, Jim, but I have a sense of Vuja De...the feeling that none of this has ever happened before. Rod p.s. Get it? This email was read twice? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: deja vu and dreams
Jim stated: I have the feeling this has all been discussed before ;) Rod replied: Hmmm, that's funny. You may have a sense of déjà vu, Jim, but I have a sense of Vuja De...the feeling that none of this has ever happened before. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: deja vu and dreams
Actually, it's an old George Carlin joke. Off of his album entitled AM/PM if I remember correctly. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Shearon, Tim [mailto:[EMAIL PROTECTED] Sent: Monday, March 31, 2003 11:08 AM To: Teaching in the Psychological Sciences Subject: RE: deja vu and dreams Jim- Wouldn't vuja De be the feeling that none of this has OR ever could happen? :) Tim ** Timothy O. Shearon, Ph.D. Department of Psychology (Chairperson) Albertson College of Idaho Caldwell, Idaho ph- 208-459-5840 teaching interests: neuropsychology, history of psychology, developmental (topical), intro -Original Message- From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Monday, March 31, 2003 9:44 AM To: Teaching in the Psychological Sciences Subject: RE: deja vu and dreams Jim stated: I have the feeling this has all been discussed before ;) Rod replied: Hmmm, that's funny. You may have a sense of déjà vu, Jim, but I have a sense of Vuja De...the feeling that none of this has ever happened before. Rod p.s. Get it? This email was read twice? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
socially desirable response sets
Hi everyone: I was under the impression that the Marlowe-Crowne Social Desirability Scale was a good scale to use in research studies to assess response bias, but I came across this article earlier today suggesting a lack of empirical support for this measure. Has anyone here had any experience with this scale? Are there any other scales out there for assessing socially desirable response sets? Thanks in advance. Rod Source: Journal of Personality Assessment, Oct2002, Vol. 79 Issue 2, p286, 20p, 3 charts Author(s): Barger, Steven D. Abstract:The Marlowe-Crowne Social Desirability scale (Crowne Marlowe, 1960) is widely used to assess and control for response bias in self-report research. Several abbreviated versions of the Marlowe-Crowne scale have been proposed and adopted in psychology and medicine. In this article I evaluate the adequacy of 9 short forms using confirmatory factor analysis across 2 samples (combined N = 867). There was some evidence for the adequacy of different short forms, but model adequacy was not consistent across samples. Supplementary analyses revealed a multidimensional structure to the full Marlowe-Crowne scale and indicated that the apparent adequacy of model fit for some short forms might be a statistical artifact. Using the Marlowe-Crowne scale or its various short forms as a control for response bias is discouraged on empirical and conceptual grounds.[ winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
course titles
Title: Message Hi folks: I have a rather specific question forthose of you who work in departments that offer courses in Theories of Counseling. What is the official title of your course? Also, do you have courses that teach basic counseling skills? If so, what is the title of that course? We have a course entitled "Theories and Techniques of Counseling" that covers more theories than techniques. We're considering developing another courses that teaches microskills and active listening skills, but also provides more detailed coverage of specific counseling interventions (cognitive restructuring, etc.). Thanks for your responses on this topic. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
(Still) nothing to do with psychology
I would like to publically affirm Annette's request to the listserve. Regardless of our own political positions, there are husbands, wives, sons, daughters, family members, and friends that are heading into danger. Our enlisted men and women--and the family and friends that remain behind--need our love and support during this time. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Annette Taylor, Ph. D. [mailto:[EMAIL PROTECTED] Sent: Monday, March 17, 2003 12:19 PM To: Teaching in the Psychological Sciences Subject: Nothing to do with psychology I have a son in the Army--heading to Korea, but that can change in a moment's notice. So I ask all tipsters, as war is imminent, to please support our troops and set aside political agendas when considering the soldiers, marines, navy and air force personnel, as well as other support troops. I just ask that we pray for and/or keep in our thoughts the sons and fathers and husbands, daughters, wives and mothers. Our loved ones are there for all of us. Annette ps and now I am turning off my ABC news flashes before I totally fall apart in my office Annette Kujawski Taylor, Ph. D. Department of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
psychology award
Title: Message Hi: Our department is in the process of developing an annual award for the outstanding psychology student. Have any of you developed this kind of award? Would you be willing to share your criteria with me? I appreciate your help with this! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office:EducationCenter 218 Phone:903-233-3893 Fax: 903-233-3851 Email: [EMAIL PROTECTED] Homepage:http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Description of academic work
Hi everyone: Does anyone have any descriptions of A-, B-, C-, D-, and F-level work? I'm looking for something to post as a resource for some of my students to help clarify expectations and provide more of a framework for them. I know the CLEP study recently put together some descriptors, but that is obvioulsy protected material. I'm also looking for more than just descriptors of content mastery, but also variables such as attendance, preparation, attitude, effort, etc. For instance, what distinquishes an A student from a C student from an F student in terms of preparation? Or participation in class? Or attitude towards learning? Any help would be much appreciated! Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: William B. Scott [mailto:[EMAIL PROTECTED] Sent: Friday, February 28, 2003 10:28 AM To: Teaching in the Psychological Sciences Subject: Re: Fred Rogers I think there's something genetic here: Fred Rogers: I like you for just being you. Will Rogers: I never met a [person] I didn't like Carl Rogers: unconditional positive regard Too bad they're now all gone. Regards, Bill Scott p.s. Roy Rogers' real name was Leonard Slye. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Student question about cognition
Seligman found that people with depression make inaccurate attributions about the causes of events in their life. The other cognitive theorists said that depressed people do cognitive distortions. If that is true, how do you make sense of the social psychological research showing that mildly depressed people make more accurate judgements and evaluations about their lives? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Negative reinforcement vs. punishment
Hopefully, the responses you've received will continue your posting (Positive reinforcement). If they're really bad, you might stay away (punishment). Have you noticed that by making all of these reinforcement/punishment posts we have removed the aversive religion and student blooper posts? How's that for negative reinforcement? Of course, if you like to argue about religion then I guess it would be negative punishment and you would stop posting on reinforcement... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: student request
I have found that many students--particularly first-year-students--aren't aware that college requires more independent work. I would guess that many students have had high school teachers that would do this sort of work for them and don't know that more is expected of them in college. The specific situation you mentioned is really just one variation on a theme. I have had students asked me to prepare very detailed study guides, takes notes on chapters for them, give them copies of my lecture/discussion notes so they don't have to take notes in class, etc. When I have to educate students about these kinds of things, I try to do it with no personal agenda--no heat or parental-like anger--but just a calm explanation as to what is acceptable and why it is acceptable. I try to adopt an Oh, they must not get it. I'll need to explain it attitude, assuming their behavior is based on naivete rather than illwill. This is sometimes difficult to do, though. I had a student last week who was drawing unflattering pictures of me in class on the paperwork that he was supposed to turn in at the end of the class session. When I asked for the class to submit this paperwork, he bust out laughing and showed his drawing to the rest of the students at the table, who also then started laughing. He then took his paper back and began furiously erasing his artwork. I made an appointment to meet with him later that afternoon and explained how his behavior came across as disruptive and disrespectful. He understood the disruptive part, but he didn't think he was being disrespectful. I asked him what he had been erasing and he told me he was erasing a picture of the class sleeping. I asked him, Don't you consider it disrespectful to be drawing a picture of your professor lecturing while the rest of the class is sleeping? but he told me that I should be grateful because his sketching during class allowed him to stay awake in the first place. Sigh...Part of me thinks that this is the sort of thing that she be taken care of in high school and shouldn't be seen among juniors and seniors. At any rate, in handling these types of situations, I have found that the more punitive I come across, the less likely my students are to internalize the message and the less likely they will be to grow from the experience. Just my 2 cents. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Lenore Frigo [mailto:[EMAIL PROTECTED] Sent: Tuesday, February 25, 2003 11:44 AM To: Teaching in the Psychological Sciences Subject: student request A student just send me this email in regard to preparing vocabulary terms for a test tomorrow. The odd thing is that all of these terms are listed in the subject index at the end of the book. Do you think this student is lazy or just does not know how to operate a textbook? Is it my obligation to look up these page numbers for the student? I would appreciate any of your quick replies. Thanks, Lenore Frigo [EMAIL PROTECTED] Dr. Frigo: Here's the vocabulary words off the list that I couldn't find, or must have just skipped over in the book. For chapter four, contrast effects, opponent process theory, perceptual set. Chapter five, nominal fallacy, role playing of hypnosis, psychoactive. Chapter six, BF Skinner, primary/secondary reinforcers, behavior modification. If you could tell me the page they're on, or just the general definition, that would be great. Thank you so much. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: z-score woes
and forth depending on which measure is used. For example, raw score: Pat wins; percentage score: Chris wins; difference score: Pat wins; Z-score, which I explain is the fairest way to compare scores from two distributions: Chris wins the bet (Chris did better relative to the rest of the scores in her class's distribution) and doesn't have to wash dishes for a week! For a pictorial representation, I demonstrate by drawing two normal distributions (with differing variability) centred one under the other, indicating the two means and where one standard deviation lies in each distribution, i.e., under the point of inflection. Then I ask students to estimate how far along the respective X axis each of the two raw scores would be found. If we've talked about percentile scores, I'll expalin how Z scores can be transformed into percentile scores. The same example can be used when comparing one person's scores from two different tests (e.g., first and second midterm exams), to check on improvement realtive to the rest of the class. Also takes into account the difficulty (mean) and variability (standard deviation) of each of the two midterms (distributions with different properties). As with many of the examples and demos I've collected over the years, I can't recall where I found this demonstration (textbook, instructor's manual, TIPS, or if I made it up). With a student such as Rod's who doesn't see the need to include standard deviations in a calculation, I'd draw out two distributions one over the other with the same mean but with different spreads, and show how it is easier to get a higher raw score on the distribution with the greater spread. Perhaps Rod's student is having difficulty understanding why it's not cheating to convert to Z scores because the examples of running and swimming speeds are too dissimilar (minutes versus seconds). Have you tried an example of running speed when comparing say four-year olds (slower speeds, less variability) to the same kids when they're 8 years old (faster speeds and greater variability) to show that, even though he runs faster now and is 5 seconds faster than the average at each age, Person X might be a slower runner _relative to other kids_ as an 8 y.o. compared to when he was a 4 y.o.? -Max On Mon, 24 Feb 2003, Hetzel, Rod wrote: Hi everyone: I need your help with something. I have a student who just does not understand z-scores. I have met with him for at least two hours outside of class and he still doesn't understand the concept. In particular, he doesn't seem to understand why you need to include standard deviation in the calculation of z-scores. Why can't you just compare the raw scores? is his frequent question. I explained to him in various ways that the z-score is a transformed score that can take scores from two different distributions and put them on a common metric, that it gives you a summary statistic that tells you an individual's score in relation to the mean and standard deviation, that it provides a way to compare scores from two different distributions, etc. Here is the example that my student keeps coming back to: Jack and Jill are intense competitors, but they never competed against each other. Jack specialized in long-distance running and Jill was an excellent sprint swimmer. As you can see from the distributions in each table, each was best in their event. Take the analysis one step farther and use z-scores to determine who is the more outstanding competitor. LONG-DISTANCE RUNNING Jack: 37 min Bob: 39 min Joe: 40 min Ron: 42 min SPRING SWIMMING Jill: 24 sec Sue: 26 sec Peg: 27 sec Ann: 28 sec Here are the relevant statistics: RUNNING MEAN: 39.5 RUNNING SD: 1.803 JACK'S ZSCORE: -1.39 SWIMMING MEAN: 26.25 SWIMMING SD: 1.479 JILL'S ZSCORE: -1.52 When I have met with the student, he has not understood how Jill is the more outstanding competitor. He makes the comment that Jack is obviously the better competitor because Jack scored an entire 3 minutes faster than the next finisher whereas Jill scored only 2 seconds faster than her runner-up. Why do you have to even look at the other scores in the distribution to tell that Jack is the better competitor? He finished a full three minutes ahead of his competitors and Jill just barely finished ahead of her competitors. I have drawn some diagrams of normal distributions to show how Jill's score on the distribution is further away from the mean and closer to the tail, but my student thinks that I am somehow changing the scores and cheating the system when I transform the raw scores to z
z-score woes
Hi everyone: I need your help with something. I have a student who just does not understand z-scores. I have met with him for at least two hours outside of class and he still doesn't understand the concept. In particular, he doesn't seem to understand why you need to include standard deviation in the calculation of z-scores. Why can't you just compare the raw scores? is his frequent question. I explained to him in various ways that the z-score is a transformed score that can take scores from two different distributions and put them on a common metric, that it gives you a summary statistic that tells you an individual's score in relation to the mean and standard deviation, that it provides a way to compare scores from two different distributions, etc. Here is the example that my student keeps coming back to: Jack and Jill are intense competitors, but they never competed against each other. Jack specialized in long-distance running and Jill was an excellent sprint swimmer. As you can see from the distributions in each table, each was best in their event. Take the analysis one step farther and use z-scores to determine who is the more outstanding competitor. LONG-DISTANCE RUNNING Jack: 37 min Bob: 39 min Joe: 40 min Ron: 42 min SPRING SWIMMING Jill: 24 sec Sue: 26 sec Peg: 27 sec Ann: 28 sec Here are the relevant statistics: RUNNING MEAN: 39.5 RUNNING SD: 1.803 JACK'S ZSCORE: -1.39 SWIMMING MEAN: 26.25 SWIMMING SD: 1.479 JILL'S ZSCORE: -1.52 When I have met with the student, he has not understood how Jill is the more outstanding competitor. He makes the comment that Jack is obviously the better competitor because Jack scored an entire 3 minutes faster than the next finisher whereas Jill scored only 2 seconds faster than her runner-up. Why do you have to even look at the other scores in the distribution to tell that Jack is the better competitor? He finished a full three minutes ahead of his competitors and Jill just barely finished ahead of her competitors. I have drawn some diagrams of normal distributions to show how Jill's score on the distribution is further away from the mean and closer to the tail, but my student thinks that I am somehow changing the scores and cheating the system when I transform the raw scores to z-scores. Even after I show him how the position of the score remains unchanged, he cannot grasp in this case how Jill is the more outstanding competitor. I've tried switching examples with him (e.g., distributions of test scores, changing C temperature to F temperature, etc.), but nothing seems to be sinking in. He has a fairly high level of anxiety about statistics but tends to cover it up with humor and sarcasm. He took statistics with another professor last semester and told me that all statistics is a bunch of bull that serves no useful purpose other than obscuring the painfully-obvious truth. So, I have two questions for all of you out there in TIPS land... 1. Given what I've told you about the student's struggles with z-scores, does anyone have any specific ideas on how to present this information to him? I think I'm in a rut with him and need a fresh way to explain this. 2. Would anyone be willing to share with me any z-score examples that you use for your own assignments and exams? I am running out of new examples to use with this student and was hoping that perhaps you would be willing to share some of your own examples. This would give my student some more opportunities to calculate z-scores 3. How do you work with students who just don't seem to get statistics? Everyone else in the class seems to understand z-scores well, but I'm struggling a bit in trying to reach this student. I find that I am hardly ever at a loss for words when teaching clinical courses, but I'm reaching my limit with this student. This is certainly not my area of expertise, so I'm hoping that some of you stats-people can help out with this! Thanks for your assistance with this problem! Rod --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Student Blooper....
If you were to start a thread on professor bloopers, there would probably be too many to choose from. And the professors would probably be too self-absorbed to even recognize the blooper! :) __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Jim Dougan [mailto:[EMAIL PROTECTED] Sent: Friday, February 21, 2003 2:52 PM To: Teaching in the Psychological Sciences Subject: Re: Student Blooper Louis, If you remember, I started a thread a few years ago called professor bloopers just to point out we should poke fun at ourselves too A little bit of fun isn't belittling if it goes both ways - and I would be happy to start the professor blooper thread again. I just thought this particular blooper was very very funny - probably because I was very tired at the time and I saw it on two different exams over a short period -- Jim At 03:26 PM 2/21/2003 -0500, you wrote: So, Jim, rising to the bait, why did you share this blooper belittling students. Make it a good day. --Louis-- Louis Schmierwww.therandomthoughts.com Department of History www.halcyon.com/arborhts/louis.html Valdosta State University Valdosta, Georgia 31698/~\/\ /\ (229-333-5947) /^\/ \ / /~ \ /~\__/\ / \__/ \/ / /\ /~ \ /\/\-/ /^\___\__\___/__/___/^\ -_~ / If you want to climb mountains, \ /^\ _ _ / don't practice on mole hills -\ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: sleep and dreaming course
I have used Insomnia: Psychological Assessment and Management by Charles Morin (1993, Guilford Press, ISBN 1-57230-120-1) with clients. It is essentially a treatment manual designed to help clinicians, but it may be useful depending on the way you are structuring your class. You might want to check out the table of contents and reviews at amazon.com at http://www.amazon.com/exec/obidos/tg/detail/-/1572301201/qid=1045676144/ sr=1-3/ref=sr_1_3/102-2024875-8320133?v=glances=books. Hope this helps. __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: Marte Fallshore [mailto:[EMAIL PROTECTED]] Sent: Wednesday, February 19, 2003 11:24 AM To: Teaching in the Psychological Sciences Subject: sleep and dreaming course Tipsters: Does anybody out there teach a sleep and dreaming course? I will be teaching one next year, and I cannot find a current textbook. What are those of you teaching such a course using? I can come up with lots of class projects and such, but don't really want to use only journal articles, as it is a 300 level class. If you wanted to send a sample syllabus, that would be appreciated, too. Any help would be appreciated, Marte Fallshore Department of Psychology Central Washington University Ellensburg, WA --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Test item difficulty
Hi everyone: Here's a scenario for your consideration. I gave a multiple-choice quiz today with ten items. Each item has four response options, so the optimum difficulty level for any item would be about .625. For one question, most of the class got the question wrong and the actual item difficulty was .08. Does this mean that item itself was a difficult item (which would be a test construction issue and suggest that the item should be discarded from the test), or does it mean that the students were not prepared to answer the question (which would suggest either inadequate instruction by the professor or inadequate preparation by the students)? I'm looking at this because the question, in my estimation, was a simple question. Here it is: A student confronts his psychology professor and says, You assigned Chapters 7 through 10, but nearly all of the items came from Chapter 7. How can you evaluate whether we know anything about the other material we were supposed to read? The student is challenging the test on the basis of: A. Face validity B. Content validity C. Criterion validity D. Construct validity This to me seems like a straightforward question. Students chose equally from the three distractors. The topic was covered substantially in class through lecture and activities. The book also provides very easy coverage of this topic. I'm trying to decide why this question posed such a challenge to the students. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Test item difficulty
Thanks for all your responses on the item difficulty post. John, can you tell me a little more about the OpScan program? Sounds interesting... __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: John W. Nichols, M.A. [mailto:[EMAIL PROTECTED]] Sent: Friday, February 14, 2003 12:41 PM To: Teaching in the Psychological Sciences Subject: Re: Test item difficulty It is certainly a difficult item for the students in the class. Your difficulty measure clearly shows that to be the case. That however, does not necessarily mean that there is a test construction problem or that the item should be eliminated. It could simply be a difficult item that few students studied well enough to do more than guess at. Without a discrimination measure, it cannot be determined who answered the question correctly. Was it the best prepared student(s) who answered it correctly? Was it the poorly prepared student(s) who knew that one thing, or just guessed correctly? In my judgment, at least some high difficulty/high discrimination items should make up part of the exam or quiz. If it is a high difficulty/low discrimination item, I would try to rework it or toss it. Lucky me! I use an OpScan program that makes it very easy to measure both. I doubt that there are any statistical measures that will discriminate between inadequate instruction and inadequate preparation, but my years of experience have provided a lot more cases of inadequate preparation by the student than inadequate instruction by the prof. I used a series of similar questions on my exams until most Intro authors quit covering more than one or two types of validity and reliability. My own Intro students usually wound up with around a .45 or .50 difficulty value and discrimination level of around .70 or better. In other words, those who knew the rest of the material very well usually knew that item, too. Those who did not, did not. Hetzel, Rod wrote: Hi everyone: Here's a scenario for your consideration. I gave a multiple-choice quiz today with ten items. Each item has four response options, so the optimum difficulty level for any item would be about .625. For one question, most of the class got the question wrong and the actual item difficulty was .08. Does this mean that item itself was a difficult item (which would be a test construction issue and suggest that the item should be discarded from the test), or does it mean that the students were not prepared to answer the question (which would suggest either inadequate instruction by the professor or inadequate preparation by the students)? I'm looking at this because the question, in my estimation, was a simple question. Here it is: A student confronts his psychology professor and says, You assigned Chapters 7 through 10, but nearly all of the items came from Chapter 7. How can you evaluate whether we know anything about the other material we were supposed to read? The student is challenging the test on the basis of: A. Face validity B. Content validity C. Criterion validity D. Construct validity This to me seems like a straightforward question. Students chose equally from the three distractors. The topic was covered substantially in class through lecture and activities. The book also provides very easy coverage of this topic. I'm trying to decide why this question posed such a challenge to the students. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] -- --== ô¿ô ==-- Sometimes you just have to try something, and see what happens. John W. Nichols, M.A. Assistant Professor of Psychology Tulsa Community College 909 S. Boston Ave., Tulsa, OK 74119 (918) 595-7134 Home: http://www.tulsa.oklahoma.net/~jnichols MegaPsych: http://www.tulsa.oklahoma.net/~jnichols/megapsych.html --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe
theories of counseling text
Hi everyone: I'm thinking about selecting a new text for my undergraduate Theories and Techniques of Counseling course. So far, I have always used Corey's text, Theory and Practice of Counseling and Psychotherapy. For the most part I like this text, but my students have routinely disliked it. Until recently I have never considered switching texts, probably because I grew up on Corey throughout my graduate training. All of our psychology majors are required to take this course, many of whom will go on to graduate study in psychology or counseling. But because I teach at a school with a religious affiliation, I also routinely have students who take this particular course so they can be more equipped in some of their volunteer ministry activities. They understand that this course does not prepare them to be counselors, but they are still hoping to learn something that will be useful for their various roles. So, I've finally decided to more seriously consider some other texts. I'm looking for a text that provides a good overview of the theories but also addresses the application of techniques as well as some of the practical aspects of the field (developing a therapeutic alliance, ethical issues, working with special populations, etc.). I've been thinking about switching to Kottler's, Introduction to Therapeutic Counseling - Voices from the Field. My questions for you: 1. Have any of you used the Kottler text before? 2. Do you have recommendations for other texts? 3. When teaching theories of counseling at the undergraduate level, do you feel it is important to have a skills component that teaches basic active listening skills? Or is a course on theories and associated techniques adequate? When using the Corey text, I found that we didn't have enough time in the semester to cover the majority of the theories AND teach basic active listening skills. 4. When teaching theories of counseling at the undergraduate level, is it more educational for students to go into the detailed specifics of each of the major theories (Freudian, Jungian, Adlerian, Gestalt, Existential, Person-Centered, Behavioral, CBT, Reality, TA, Systems, Feminist) or to discuss general counseling approaches (Insight-Oriented, Action-Oriented, Systems-Oriented)? This approach might not go into as much detail as the former approach, but it would provide a broader conceptual framework for understanding the various types of counseling approaches. Perhaps this approach could be supplemented with a project that requires a student to study one particular approach in more detail. I look forward to the dialogue on this issue. Rod __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Nu-cu-ler
I'm getting very flustrated with this thread. I think the best idear is for us to just relax and have a drink. I have a queupon for a coler, if anyone is interested... -Original Message- From: Dr. Bob Wildblood [mailto:[EMAIL PROTECTED]] Sent: Sat 2/8/2003 12:12 PM To: Teaching in the Psychological Sciences Cc: Subject: Re: Nu-cu-ler An let us not forget former President Jimmy Carter who was Nu ce ler trained naval officer. Bob Wildblood. PhD Lecturer in Psychology Indiana University Kokomo [EMAIL PROTECTED] David Hogberg wrote: Just FWIW, Paul, Melvin Laird, Sec'y of Defense under Nixon(?) also said it your way. He was also from Wisconsin as I recall. DKH David K. Hogberg, PhD Professor of Psychology, Emeritus Albion College, Albion MI 49224 [EMAIL PROTECTED] 517/629-4834 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Nu-cu-ler
I guess we just have a president for whom pronunciation is not very important. This directly contrasts with our previous president who was meticulous not about the pronunciation of words, but by the meaning of words. After all, who else other than Mr. Hillary Clinton would have argued about what the meaning of the word is is... -Original Message- From: Paul Brandon [mailto:[EMAIL PROTECTED]] Sent: Sat 2/8/2003 1:57 PM To: Teaching in the Psychological Sciences Cc: Teaching in the Psychological Sciences Subject: Re: Nu-cu-ler At 11:02 AM -0500 2/8/03, Beth Benoit wrote: I know this may be a stretch to relate to psychology, but I'll try... Our President drives me absolutely crazy with his continual, embarrassing mispronunciation of nuclear. There has been much mentioning of it in the press, so it seems hardly likely that he's not aware of it. I believe that it started with Eisenhower. My husband insists it's a speech defect, which sounds unlikely to me. Who can pronounce clean, Listen carefully -- in most cases you'll hear cuh lee an. but can't pronounce nuclear? I'm more concerned with the accuracy of his purported facts than the accuracy of his pronunciation. -- * PAUL K. BRANDON [EMAIL PROTECTED] * * Psychology Dept Minnesota State University, Mankato * * 23 Armstrong Hall, Mankato, MN 56001 ph 507-389-6217 * *http://www.mankato.msus.edu/dept/psych/welcome.html* --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
sports psychology training
I have a student interested who is interested in pursuing a career as a sports psychologist. What is the typical graduate training for students interested in this area? Are there specific masters or doctoral programs focusing in sports psychology? Or are there simply sports psychology concentrations in clinical psychology programs? Rod winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
handling a student problem
Hi again: Let me share a story with you and then ask a question. In my previous post I mentioned a student (a psychology major and one of my advisees) who told me that she found one of my classes last semester to be boring and monotonous. This is the same student who approached me this semester before one of my classes and said: Dr. Hetzel, I just wanted to tell you that I have a test next period in another class and that I'm going to be studying for this test during your class today. Her plan was to attend my class, but have her books and notes out for her other class so she could study for the test. There are only about ten students in this class and we all sit around one big table. I told her that I understood her anxiety about her upcoming test, but would consider her behavior to be rude and disruptive to the rest of the class. She still studied for her test, but tried to be discrete about it. About two weeks later she came to me and told me that she was going to do the same thing in my class again, but this time she was going to review her notes for a speech she had to give later in the day. She told me that she was a kinesthetic learner and that she doesn't get a whole lot out of attending any of her classes but that she learned best when she was multi-tasking. I again told her that it was inappropriate to engage in that kind of behavior in the classroom. She continued to prepare for her speech during my class. Well, I was meeting with this student yesterday in my office and she was commending herself for being brutally honest with people, which she saw as an admirable personality trait. She gave as an example the two examples that I mentioned above. I told her that being honest was indeed an admirable trait, but that she should also consider how she comes across to others and whether or not she is sending the message that she intends to send. I told her again that I had considered her behavior in those two situations to be rude and disrespectful and asked her if that was what she had intended to communicate to me. She completely surprised me by bursting into tears and telling me that noone had ever mentioned that to her. We talked about this a bit more. At the time, all of this was being discussed within the broader context of graduate school applications and professionalism. My experience has been that this type of behavior is absolutely unacceptable in graduate school. It should also be unacceptable in undergraduate education (particularly smaller, upper-level classes). How would all of you handle situations in which a student comes up to and tells you that he or she is going to be working on other assignments during your class session. What do you do when students don't make this announcement to you, but they just come to your class and start working on assignments for another class. They never teach you how to handle this stuff in grad school... Rod [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
psychological testing
I'm looking for some resources for teaching students how to write psychological reports. I'm not neccesarily looking for a text for a class, but even some online material would be appropriate. I have a student in my tests and measurement class who is interested in learning more about how psychologists write up the results of personality and intellectual assessment. Thanks! Rod Hetzel [EMAIL PROTECTED] ¢æ«yË«éí+.nÇ+·¶b¦Æ¬j·!÷ :.˱Êâmë Ö©äzf¢Ú%y«Þ¶*lçÎôY§,ºwë¢Ë[º¸ v
RE: letters of recommendation and 'belief' in evolution
And I was just thinking that we hadn't had any religious wars on TIPS for a while! :) -Original Message- From: Miguel Roig [mailto:[EMAIL PROTECTED]] Sent: Wed 2/5/2003 3:33 PM To: Teaching in the Psychological Sciences Cc: Subject: letters of recommendation and 'belief' in evolution Tipsters, given that the subject of evolution and creationism has been discussed at length in this forum, I thought you might be interested in the following article from Tuesday's NY Times. Here are the first few lines of the article. LUBBOCK, Tex., Feb. 2 — A biology professor who insists that his students accept the tenets of human evolution has found himself the subject of Justice Department scrutiny. Prompted by a complaint from the Liberty Legal Institute, a group of Christian lawyers, the department is investigating whether Michael L. Dini, an associate professor of biology at Texas Tech University here, discriminated against students on the basis of religion when he posted a demand on his Web site that students wanting a letter of recommendation for postgraduate studies truthfully and forthrightly affirm a scientific answer to the question of how the human species originated. For the rest of the article go to: http://www.nytimes.com/2003/02/03/education/03PROF.html I've been thinking about this case quite a bit and, frankly, I find it difficult to reconcile the professor's right to not write a letter of recommendation and the apparent discriminatory nature of his policy. Miguel ___ Miguel Roig, Ph.D. Associate Professor of Psychology Notre Dame Division of St. John's College St. John's University 300 Howard Avenue Staten Island, New York 10301 Voice: (718) 390-4513 Fax: (718) 390-4347 E-mail: [EMAIL PROTECTED] Http://facpub.stjohns.edu/~roigm ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
variety with instructional format
Hi folks: How much variety do you all have in your classroom instructional techniques? The other day I had a 2 students tell me that they found one of my previous classes boring and monotonous because I used the same instructional format throughout the semester (why these students felt the need to tell me this is perhaps another thread altogether). It was a theories of counseling class. We spent about three class sessions for each of the major theories. The first class session was generally a lecture and large group discussion on the particular counseling theory and techniques. The second class session was usually devoted to watching a video demonstrating the counseling theory (usually stopping the video at several points to discuss how the theory and techniques were being applied). The third class session was usually devoted to a more in-depth study of some aspect of the theory. This third class session usually revolved around small group activities and discussions followed by large group processing of the small group experiences. I've been wondering about the validity of this student's criticism and deciding what, if anything, I should do about structuring my classes. I realized that most of my classes have a fairly consistent structure. My large intro classes usually involve lectures with powerpoint assistance with activities and demonstrations interspersed. But there are very few small group discussions when I teach large intro classes. I'm teaching an upper-level child psychology course right now with 6 students that consists almost exclusively of small group interactions. My abnormal psychology class usually consists of lecture, discussion, and watching a video for each disorder. In other words, depending on the nature and size of the class, I find that there is usually one particular type of instructional format. My questions for you: Do you have variety in your instructional formats or do you follow a particular instructional format for each class throughout the semester. I can see that having some flexibility can keep student interest, but I can also see that not having a consistent format or structure could create confusion or anxiety for other students. My perspective is that some instructional formats are more conducive to particular classes. What does the research show about this? Rod winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
DID movies
Which movie offers the best depiction of Dissociative Identity Disorder? Which offers the most realistic? Are they the same movie? What would you choose for an undergraduate psychology course? Sybil? Three Faces of Eve? K-Pax? __ Roderick D. Hetzel, Ph.D. Department of Psychology LeTourneau University Post Office Box 7001 2100 South Mobberly Avenue Longview, Texas 75607-7001 Office: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel -Original Message- From: sylvestm [mailto:[EMAIL PROTECTED]] Sent: Thursday, January 30, 2003 9:10 AM To: Teaching in the Psychological Sciences Subject: co-teach do any of you co-teach a class where you are responsible for specific chapters and the other teacher other chapters? How should the course grade be allocated? I once co-taught but I preferred to take the first half of the semester and let the other dude teach the second half. I do not think that the students liked that format. Comments invited. Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
web resources for high school students
I'm meeting with a senior in high school next week to discuss psychology as a college major and as a career. Does anyone know of any good web resources that would provide useful information about psychology to high school students? winmail.dat--- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
