[tips] Position Announcement
For anyone who may be interested: Visiting Assistant Professor of Psychology. Hampden-Sydney College, a private liberal arts college for men with a commitment to excellence in undergraduate education, invites applications for a three-year, non-tenure-track appointment beginning August 2007 (subject to final approval). Candidates should have the Ph.D. by the time of their appointment and be prepared to teach courses in research methods, motivation, learning (with a laboratory component), as well as introductory psychology and special topics related to the candidates areas of interest. The course load for this position is seven per year, with enrollments of about 12 for the upper-level courses and about 30 for the introductory sections. Candidates are also expected to be active scholars who will engage in research that involves undergraduate students. Hampden-Sydney College, a selective college founded in 1775, is located in south-central Virginia and has an enrollment of approximately 1100 students. Please send letter of interest, curriculum vitae, graduate transcripts, sample of written work, indications of teaching competence, and three letters of recommendation to Daniel G. Mossler, Chairman, Psychology Search Committee, Hampden-Sydney College, Hampden-Sydney, VA 23943. (Contact information: telephone--434.223.6330; FAX--434.223.6347; [EMAIL PROTECTED]; web--www.hsc.edu/academics/psychology/). The review of applications will begin on February 1, 2007, and will continue until the position is filled. AA/EEO Robert T. Herdegen III Elliott Professor of Psychology Associate Dean of the Faculty Hampden-Sydney College Hampden-Sydney, VA 23943 434.223.6118 --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
RE: New England/SAT scores
Of course, you might want to take a look at the relationship between state and rate of participation and average score on the ACT: http://www.act.org/news/data/05/states.html Quickly eyeballing the scores seems to indicate an inverse relationship between participation rate and average score here, too. And I *know* that you'll find an inverse relationship between rate of participation in SAT and ACT. I'll leave it to someone else to crunch the numbers Bob Herdegen Hampden-Sydney College -Original Message- From: G. Marc Turner [mailto:[EMAIL PROTECTED] Sent: Tuesday, March 28, 2006 5:22 PM To: Teaching in the Psychological Sciences Subject: RE: New England/SAT scores Just for kicks, and to avoid doing things I should be working on... quick correlation in Excel of participation rate to GREV+GREM = -.88 for 2005 data... - Marc At 02:01 PM 3/28/2006, you wrote: Actually. New England is NOT at the top. Mississippi is quite high, however. Really? Yes, SAT scores vary as a function of the 'participation rate' - what % of HS students take the test. New York has the highest participation rate (92%) and SAT averages of 497 and 511 (V, M) in 2005. Mississippi averages 564 and 554 (V, M) with a 4% participation rate. North Dakota, also at 4% averages 590 605. See all the data: http://www.collegeboard.com/prod_downloads/about/news_info/cbsenior/yr2005 /table3-mean-SAT-reasoning-test.pdfhttp://www.collegeboard.com/prod_downloa ds/about/news_info/cbsenior/yr2005/table3-mean-SAT-reasoning-test.pdf - John W. Kulig Professor of Psychology Director, Psychology Honors Plymouth State University Plymouth NH 03264 - -- From: Michael Scoles [mailto:[EMAIL PROTECTED] Sent: Tuesday, March 28, 2006 2:22 PM To: Teaching in the Psychological Sciences Subject: Re: New England/SAT scores I think there are some colleges and universities in that region of the country. More highly educated parents? A greater value . N placed on education? Just guesses. Michael T. Scoles, Ph.D. Associate Professor of Psychology Counseling University of Central Arkansas Conway, AR 72035 [EMAIL PROTECTED] 3/28/2006 12:35:10 PM Test scores froim New England are persistenly high.Why? a)teachers teach the test and since the tests are made there they may have a premonition as to what will be on the test b)they eat lots of fish and hence acetylcholine levels are high c) what else is there to do in NE except to study? d) all of the above e)none of the above other?please explain. Michael Sylvester,PhD Daytona Beach,Florida Sent via FalconMail e-mail system at falconmail.dbcc.edu --- 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] = G. Marc Turner, PhD, MEd, Network+, MCP Lecturer Technology Coordinator Department of Psychology Texas State University-San Marcos San Marcos, TX 78666 phone: (512)245-2526 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: A bird for all seasons
Perfect, I thought! Terrific gifts for all the kiddies, and a wonderful way to punch up that rather dreary old program of operant research with rats and pigeons. But then imagine my profound disappointment when I discovered this: http://www.snopes.com/critters/farce/penguins.htm My hopes have been dashed against the jagged rocks of lousy family values, of speciesism, and of Christmas-shopping-procrastination! Curse you, Stephen! Bob Herdegen ** Robert T. Herdegen III Associate Dean of the Faculty Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 [EMAIL PROTECTED] ** -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] Sent: Tuesday, December 20, 2005 1:21 PM To: Teaching in the Psychological Sciences Subject: A bird for all seasons Are you bored with operant key-peck research with same old, same old _columba livia_? Do people accuse you of racism because you only use white pigeons in your experiments? Then try a new bird, one which is both black and white, and leave those racist charges behind. Alternatively, do you want to study an avian species with family values above reproach, a noble and inspiring species endorsed by leading conservatives? And lastly, are you looking for a last-minute Christmas gift that keep on giving, no matter how cold it gets? Look no more. Check out this website. It's for real. http://tinyurl.com/avg4x Stephen - Stephen L. Black, Ph.D. Department of Psychology Bishop's Universitye-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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: the wood chip example
Yep! Wilcoxon, Dragoin, and Kral (1971) demonstrated potent taste aversions to color in quail. If color and taste were paired, the aversion developed to the taste and not the color. However, if the taste was presented in the absence of color, the birds did develop some aversion to the taste. Bob Herdegen Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 -Original Message- From: Marc Carter [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 05, 2005 2:39 PM To: Teaching in the Psychological Sciences Subject: RE: the wood chip example Curses! You've seen through my clever masquerade. Yes, we were poor, young (15), foolish, and quite thirsty -- right up until the end of that third bottle. It was a good thing we were at the beach. As I say, though, it was only through concerted effort that I am now able to enjoy wine. Took about ten years of trying to get past that smell. I still can't abide the smell of ether, though. One whiff of that and all I want to do is throw up. On a related note, does anyone know if it's possible to develop an aversion to a color? The operating and recovery rooms of the hospital in which most of the ghastly things were done was painted a particular shade of green; that also will make me queasy. I don't know if it's my imagination, or whether or not a visual stimulus can evoke those same sorts of associations. It doesn't seem that it would be prepared learning (as in the case of the typical taste aversion), but it still might be possible to have learned it through repeated, extended pairings. I know Garcia's rats failed to make the association between sickness and sight/sound, but I wonder if it might be possible at all? m --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Psych of eating beh
Why We Eat What We Eat, edited by Elizabeth Capaldi (1997, APA) would be an excellent book to use, and would cover most of the topics you've identified. Bob Herdegen Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 -Original Message- From: Deb Briihl [mailto:[EMAIL PROTECTED] Sent: Thursday, January 06, 2005 10:11 AM To: Teaching in the Psychological Sciences Subject: Psych of eating beh Hi! I am thinking of putting together a class on the psychology of eating behavior - something that cuts across a number of different fields (biology, sensation and perception, motivation, eating disorders, social, etc.). Does anyone have any suggestions for different readings that I could give my students? Deb Dr. Deborah S. Briihl Dept. of Psychology and Counseling Valdosta State University Valdosta, GA 31698 (229) 333-5994 [EMAIL PROTECTED] http://chiron.valdosta.edu/dbriihl/ Well I know these voices must be my soul... Rhyme and Reason - DMB --- 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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Ladle Rat Rotten Hut
TIPSters: Steven's message brought back fond memories of Howard Chace's Anguish Languish. If you would like to read more (and I would strongly encourage you to do so, as it is a wonderful diversion as well as having some interesting applications when covering language in class), check out this site which has, as far as I can tell, the complete text of Chace's out-of-print book: http://www.crockford.com/wrrrld/anguish.html Enjoy, and as Chace reportedly used as the closing line on his correspondence, Bastard gourds, Bob Herdegen *** Robert T. Herdegen III Associate Dean of the Faculty Elliott Professor of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 [EMAIL PROTECTED] phone 434.223.6118 *** -Original Message- From: Stephen Black [mailto:[EMAIL PROTECTED] Sent: Monday, November 01, 2004 4:59 PM To: Teaching in the Psychological Sciences Subject: Ladle Rat Rotten Hut I recently received from someone that old Aoccdrnig to rscheearch at Cmabrigde uinervtisy, which I promptly ho-hummed and pooh-poohed (see http://www.snopes.com/language/apocryph/cambridge.asp and also http://www.mrc-cbu.cam.ac.uk/personal/matt.davis/Cmabrigde/ So he tried again. This time he came up with a novel one (to me, anyway) . It seems to be the auditory equivalent of Aoccdrnig to rscheearch with an apparently real, if incomplete reference to its origin, rather than a hoax mention of Cambridge.. It's pretty cute, actually. It's at: http://www.exploratorium.edu/exhibits/ladle/ 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: IRB's Gone Wild?
Not that I necessarily agree with this particular IRB, butI think that it *is* a cost-benefit matter. Indeed, this is an issue that I discuss with my Research Methods students when we cover research ethics. The argument would be that if the measures are lacking reliability and validity, then there is nothing that we can gain by using them in the research. And if there is nothing to be gained by doing the research, then even "minimal risk" to the participants (note that it isn't "no risk") cannot be justified. There is a potential cost with absolutely no scientific benefit. Of course, what this ignores is the *educational* benefit that may accrue students conducting research. The counter argument to thatis that the students will gain little educational benefit by conducting research that has no validity. (When getting into thisdiscussion with students--both those in the ResearchMethods class and later when we discuss research ethics in our senior seminar--wefollow it through all of these arguments. Frequently the students leave class very frustrated because at the end of the discussion they "don't know what the right answer is" andare stillwrestling with the issues.At that point I know I've done my job right!) Our IRB rarely questions the particulars of the instruments in the proposals our students send up to them, but we *try* to be pretty careful about what gets sent to them in the first place. Robert T. Herdegen IIIElliott Professor of Psychology and ChairmanDepartment of PsychologyHampden-Sydney CollegeHampden-Sydney, VA 23943434-223-6166[EMAIL PROTECTED] -Original Message-From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED]Sent: Thursday, May 06, 2004 9:10 AMTo: Teaching in the Psychological SciencesSubject: IRB's Gone Wild? Our relatively new IRB has sent back a proposal from a colleague. The IRB refuses to evaluate the proposal without the author addressing issues of RELIABILITY and VALIDITY of measures. I find this to be a bit scary. While I feel that the IRB is properly charged with evaluating the risk to participants using a given method, I do not feel that the IRB has any place evaluating the appropriateness of the method beyond the evaluation of risk...especially in cases with minimum risk. My contention is that the reliabilty and validity of measures should be outside the perview of the IRB unless risk levels exceed minimum and a cost/benefit decision must be discussed. Thoughts? Can anyone help me out here? --- 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: Psychology hrs required to graduate
36 hours in psychology courses/labs. Bob Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] -Original Message- From: Michael Lavin [mailto:[EMAIL PROTECTED] Sent: Tuesday, March 30, 2004 1:20 PM To: Teaching in the Psychological Sciences Subject: Psychology hrs required to graduate TIPSERS: How many psychology hours (27-36 etc) are required to graduate at your institution? __ hrs Thanks, Mike Lavin [EMAIL PROTECTED] http://web.sbu.edu/psychology/lavin --- 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
Several years ago I supervised research by one of my undergraduate students on audioanalgesia, the use of music to reduce pain. Though a lot of our undergraduate studies eventually result in conference presentations or publications, this one never did--to my great disappointment. I would have taken great delight to co-author a paper on this topic with this particular student--Edward Payne--just for the reference to a study on pain mitigation by Payne and Herdegen (pronounced very nearly as hurt-again). How easily we can be amused Bob -Original Message- From: Hetzel, Rod [mailto:[EMAIL PROTECTED] Sent: Monday, March 29, 2004 1:33 PM To: Teaching in the Psychological Sciences Subject: 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] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL
Graph Question: Error Bars
TIPSters: I'm working with a student on preparing graphs for his senior thesis. He plans to include error bars with each of the points on his figures, but I'm not sure whether there is a convention for *what* is to be displayed in error bars: standard deviation? standard error? confidence intervals? The values are all different, of course, and each shows something a little different. Are there any standards for what one should show in error bars? Bob Herdegen Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: CBS
Gee...certainly no controversy over the television broadcast of the Superbowl last night that I've been able to detect, though I've not kept completely abreast (ahem) of the matter. ;-) Bob Herdegen Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] -Original Message- From: Paul Smith [mailto:[EMAIL PROTECTED] Sent: Monday, February 02, 2004 3:23 PM To: Teaching in the Psychological Sciences Subject: CBS This is a little off-topic, but I'm wondering about CBS' decision not to run the Moveon.org anti-deficit-spending advertisement during the Superbowl. They said they wanted to avoid controversy. I wonder how that decision worked out for them... Paul Smith Alverno College Milwaukee --- 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: Random Thought: Why Don't They Read The Textbook
-Original Message- From: Vincent Prohaska [mailto:[EMAIL PROTECTED] Sent: Wednesday, December 10, 2003 6:27 AM To: Teaching in the Psychological Sciences Subject: Re: Random Thought: Why Don't They Read The Textbook Okay, I haven't bit on a RT in a while, but I can't resist this one. I assign textbooks because there is more stuff to learn in my courses than I can possible cover (that is, speak about) in class during the semester. I hold students accountable for stuff that I've assigned them to read, but that I have not explicitly mentioned in class. To encourage/coerce/etc. them to read I open each class with a brief quiz on the material they were to have read for that class. (I am intrigued by the possibility of doing these quizzes on-line instead of in class, and I going to be looking into that.) This has allowed me to spend more class time on demonstrations, questions, and more difficult concepts, and less time reciting definitions and worrying about coverage. Students overwhelmingly have indicated in their course evaluations that they hate the quizzes (I do too!), but also that they feel they read more, understand more, and get a better grade in the class. (I try to get them on my side early in the semester, but discussing in class why I feel it is important that they read and I've even shared with them articles about how little students read and how quizzes seem to help student performance, so they don't see the quizzes as punishment, or a clever way for me to hurt their grades) In terms of the poor quality of textbooks. I can only say keep looking. I am very happy with the books I currently use for General Psych and Psych of Learning. Over the years I've used a number of different books, especially for Psych of Learning, never being really satified with any of them, but I finally found ones I like. That's enough from me. Vinny Vincent Prohaska, Ph.D. Associate Professor Eastern Regional Vice-President Psi Chi, The National Honor Society in Psychology Department of Psychology Lehman College, City University of New York Bronx, NY 10468-1589 [EMAIL PROTECTED] 718-960-8776 718-960-8092 fax --- 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]
Job Announcement
TIPSters: I'd appreciate it if you would pass along this position announcement to anyone you know who may be interested and appropriate. (An ad will appear in the next issue of the APA Monitor.) Many thanks! Bob Herdegen ** Visiting Assistant Professor of Psychology. Hampden-Sydney College, a private liberal arts college for men with a commitment to excellence in undergraduate education, invites applications for a three-year, non-tenure-track appointment beginning August 2004. Candidates should have the Ph.D. by the time of their appointment and be prepared to teach courses in learning, motivation, and research methods, with laboratory components, as well as introductory psychology. The course load for this position is seven per year. Candidates are also expected to be active scholars who will engage in research that involves undergraduate students. Hampden-Sydney College, a selective college founded in 1775, is located in south-central Virginia and has an enrollment of approximately 1000 students. Please send letter of interest, vitae, graduate transcripts, sample of written work, indications of teaching competence, and three letters of recommendation to Robert T. Herdegen III, Chairman, Psychology Search Committee, Hampden-Sydney College, Hampden-Sydney, VA 23943. (Contact information: telephone--434.223.6166; FAX--434.223.6347; [EMAIL PROTECTED]; web--www.hsc.edu/academics/psychology/). The review of applications will begin on November 15, 2003 and will continue until the position is filled. AA/EEO * Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Isabel from Satellite
Izzy looks a whole lot more attractive from up there than she did from down here! Bob Herdegen, who was lucky enough to get power back after only 3 1/2 days, and didn't have much storm damage At 09:33 AM 9/24/2003 -0400, you wrote: Thought all would enjoy this. Don't know how we can frame it within the category of psychology, but if we try Beth Benoit University System of New Hampshire Attachment Converted: c:\eudora\attach\Isabel from Satellite.jpg --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Psych terminology in popular media
At 11:22 AM 6/9/2003 -0500, you wrote: >Tipsters: >I'm looking for media examples (TV, movies, song lyrics) of the use of specific >Psychology related terms or references that one would probably not understand >without taking a Psych class. A somewhat dated example is an episode from >Northern Exposure that makes reference to Kitty Genovese. Do you know of some >others? > >Linda Walsh >University of Northern Iowa >[EMAIL PROTECTED] > >--- >You are currently subscribed to tips as: [EMAIL PROTECTED] >To unsubscribe send a blank email to [EMAIL PROTECTED] > > In the Rolling Stones song, Bitch, from the Sticky Fingers album: Yeah, when you call my name, I salivate like a Pavlov dog. Yeah, when you lay me out, My heart is beating louder than a big bass drum. And yes, it probably is offensive to some people. No need to kill the messenger. Bob Robert T. Herdegen III Elliott Professor of Psychology and Chairman Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Stat Packages
TIPSters: Periodically, someone on the list asks about what people are using as stat packages. This time it's my turn. We're having to figure out how to handle the dramatic price increases from SPSS and need to know about alternatives to SPSS, how well they work, and what they cost. I can do the legwork in finding out about costs, but simply do not know what the alternatives are for student (instructional) use, and for professional (research) use. So, what do you use? Like it? Easy or difficult for students to use? for you to use? Does it do multiple regression? multi-factor mixed ANOVAs (especially with multiple within-subject variables)? Any help you can provide within the next day or so will be greatly appreciated. (And I'll even appreciate help that is provided after the next day or so!) Cheers! Bob Herdegen *** Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 [EMAIL PROTECTED] *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: handling a student problem
At 05:47 AM 2/6/2003 -0600, you wrote: snip 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. 1. Tell them that to do so is rude and disrespectful (as you told your student), that it is not acceptable behavior in anyone's class, and that he or she should not attend your class but that their absence will not be considered to be an excused absence. (You and the other students in your class should not have to bear the burden of the one student's failure to plan adequately.) 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... 2. I tell them that their behavior is rude and disrespectful, and either to put the other materials away or to leave the class (with their absence from class being unexcused, as noted above). If the person is not going to be devoting his or her attention to what is going on in your class, then there is no point to them being there. And if last minute studying for a test in another class is more important to them, they should do their studying in a context in which they won't be distracted by the goings-on in your classroom. Ditto for reading newspapers, sleeping, talking on cell phones, etc., etc. Rod [EMAIL PROTECTED] Attachment Converted: c:\eudora\attach\winmail5.dat --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] *** Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Rescue me
At 08:41 AM 12/4/2002 -0600, you wrote: >> Subject: RE: Rescue me >> From: "Hetzel, Rod" [EMAIL PROTECTED]> >> >> I never cease to be amazed by the requests that students bring to me. I >> had one student who took a course with me in the summer, failed the >> course because he only came to class about 25% of the time and didn't >> complete any assignments, never responsed to my requests for extra help, >> and then came to see me 3 weeks after grades were turned in expecting me >> to take his late assignments so I could turn his F into a higher letter >> grade. The part that shocked me was that he was genuinely >> surprised--and then angered--when I would not accept his late work. > >Rod (and maybe some others), > >This one is up your theological alley. > >An athlete came to me last year after the final with a 72% and wanted to >know what extra work he could do for a "B." > >When I denied his request (as I always do), the next day he came back to >my office and told me he had prayed to God to soften my heart. > >My response was: "So you asked God to get me to change the rules >and help you get something you didn't earn. Is that right?" > >God was not reintroduced in his subsequent pleas for a break. > >Happy finals, >Jim G > My favorite final exam desparation story came from the minister of the church that sits in the middle of our little campus, and who serves as the college Chaplain as well. The minister was going through the church early one morning before the beginning of one of the exam times, and found a student at the front of the sanctuary rubbing his pen on the cross. When asked what he was doing, the student replied that he was about to take an exam in a course that was particularly challenging for him and that he needed all the help he could get. He came back later to inform the minister that it had apparently worked, as he had done well on the exam. Maybe God is more responsive to pleas for help or leniency than are we Bob Herdegen *** Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Need help to find course material
Take a look at Gilovich's How We Know What Isn't So: The Fallability of Human Reason in Everyday Life. It is an interesting read, and he does a good job discussing the basics of human reasoning within the context of questionable beliefs (e.g., the hot hand in basketball, ESP, questionable alternative health practices, alien abductions). I'm using it as one of several books in a freshman-level honors seminar on (very broadly) critical thinking, paranormal phenomena, and questionable beliefs. It seems to be an excellent addition to that course, and I think there may be quite a bit of overlap with the course you're proposing. Bob Herdegen At 03:45 PM 10/29/2002 -0600, you wrote: Dear TIPS members Since I have been unable to find a standard cognitive text that might be appropriate for a sophomore level course that assumes little background in psychology, let me ask about a different alternative. Suppose I could find several short paperbacks that covered different aspects of psychology from a cognitive perspective and assembled a course around their contents. For example, if Gregory's Eye and Brain is still in print it would cover perception nicely, and perhaps Stanovich's How to Think Straight about Psychology would do for critical thinking. If anyone knows of interesting introductory level paperbacks covering other areas such as attention, pattern recognition, social cognition, decision making, problem solving, cognitive neuroscience, etc., please offer suggestions. I suspect others on the list might find some of them interesting as well. Thanks for your help. -- Doug Wallen, Psychology Dept. (507) 389-5818 Minnesota State University, Mankato [EMAIL PROTECTED] 23 Armstrong Hall Mankato, MN 56001 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] *** Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 *** --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Position Announcement
TIPSters: The following ad will appear in the next issues of the APA Monitor and of the Chronicle of Higher Education. Assistant Professor of Psychology. Hampden-Sydney College, a private liberal arts college for men with a commitment to excellence in undergraduate education, invites applications for a tenure-track appointment beginning August 2003. Candidates should have the Ph.D. by the time of their appointment and be prepared to teach courses in personality, abnormal, tests and measurements, and psychotherapy as well as introductory psychology. The teaching course load for this position is seven courses per year. Candidates are expected to be active scholars who will implement a program of research that involves undergraduate students. Hampden-Sydney College, a selective college founded in 1775, is located in south-central Virginia and has an enrollment of approximately 1000 students. Please send letter of interest, vita, graduate transcripts, sample of written work, indications of teaching competence, and three letters of recommendation to Dan Mossler, Chairman, Psychology Search Committee, Hampden-Sydney College, Hampden-Sydney, VA 23943. (Contact information: telephone--434.223.6330; FAX--434.223.6347; [EMAIL PROTECTED]; web--www.hsc.edu/academics/psychology/). The review of applications will begin on November 15, 2002 and will continue until the position is filled. AA/EEO Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: locating an old message
At 10:11 AM 4/9/2002 -0500, you wrote: Some time ago there was a message about a student program this summer. I think it was in North Carolina and may have involved getting credit in abnormal. I printed it out, took it to my classes, and after no one spoke up I tossed it. Now I have a student asking about it. I looked in the Tips archives for all of the terms that I thought might be relevant, but didn't find it. If anyone has the message or remembers some critical information that would help locating it in the archives I would appreciate hearing from you. Thanks, -- __ Rick Stevens __ Psychology Department __ University of Louisiana at Monroe __ http://www.ulm.edu/~stevens Rick: You're probably referring to the Davidson-Broughton Program, operated jointly by Davidson College and Broughton Hospital. Over the years we have had a number of students participate in it, with uniformly excellent reviews of the experience. The message from Ruth Ault is listed below (though I got this copy from the PsychTeach list). (Unfortunately, the application deadline was April 1. But for future reference) ** Colleagues, Please call the following program to the attention of your sophomore and junior psychology majors. Davidson College sponsors an eight-week summer program for undergraduates which includes coursework and an internship at Broughton Hospital in Morganton, N.C., a state psychiatric facility serving western North Carolina. Students complete two course credits in the areas of abnormal/clinical psychology. One is a regular classroom course that meets weekly. This course, taught by a Davidson College regular faculty member, will either be Abnormal Psychology (PSY 231) or Tutorial (PSY 330), depending on whether a student has previously taken a course in abnormal psychology. In addition, students take Abnormal Psychology Practicum (PSY 290) which includes working in the hospital 20-25 hours per week and meeting weekly, times to be arranged once the class arrives in Morganton. This course is taught by a private practitioner. The program will run from May 28 to July 19, 2002. Participants work with hospital professionals as observers and assistants in patient treatment programs. Field trips to other institutions in the area are included and participation in research may be arranged for qualified students. Service to the hospital is an important aspect of all placement options. In past years placement options have included the Divisions of Adult Admissions, Psychiatric Rehabilitation, Adolescence, and Geropsychiatry. For more information, visit the department webpage: http://www.davidson.edu/academic/psychology/psych.htm and link to Davidson-Broughton. The application form is also there. Deadline: APRIL 1, 2002. -- Dr. Ruth L. Ault Maddrey Professor and Chair of Psychology Davidson College P.O. Box 6904 Davidson, NC 28035-6904 ph: (704) 894-2885 fax: (704) 894-2512 [EMAIL PROTECTED] Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Reading Ability and Grades
At 09:00 AM 3/25/2002 -0800, you wrote: >Recently, I signed on to do some research for my college. At present I am >analyzing existing data and will move on to a more thorough examination of >various factors. My first findings were interesting enough that I thought to >pass them along to TIPS. >Sierra uses the Nelson Denny Reading Test as an assessment tool. The data I >was given was for Reading Assessment Scores from the Fall of 1997 and the >course performance through 1999. The scores were compared to the performance >on approximately 6,000 courses. The correlation beween assessment scores and >performance was around +.85 which is impressive. However, consider this: the >range of scores on the assessment was from 2-35. Students scoring from 30-35 >completed (grade of C or better) 77% of their courses. but students scoring >from 5-10 passed about 50% of their classes. I would maintain that using >this assessment test as a screening for students is inappropriate. My idea >is to give the counselors a tool. I did a simple linear regression and got >95% confidence interval estimates of the range of completion for each score. >I would like to provide these to our counselors who could then inform >students who took the test what their score meant in terms of likelhood of >passing the class. A student who got a 10, for example, would have a 50% >chance of passing with a range of 25 to 75%. The student could then decide >whether to take the class. Comments? > >By the way the courses sample were history, psychology, business and >philosophy. > > > > >Harry Avis PhD >Sierra College >Rocklin, CA 95677 >email: [EMAIL PROTECTED] Harry: This may not be exactly what you are looking for, but is something to think about. One thing you may want to do is to perform a curvilinear regression on the data. Recently I did some work looking at a variety of predictors of college GPA, including SAT scores, high school GPA, weighted high school GPA, etc., etc. (many of the usual suspects, and a few new ones). A curvilinear regression using a simple polynomial function produced a much higher R-square than a simple linear regression for each of the key variables. In each case the regression line was a positively accelerated function, virtually flat for lower half of the range of scores on the predictor variable, and positively sloped for the upper half of the range. The results are, perhaps, as expected. The predictors of academic performance don't seem to predict very well for the weaker students, where perhaps things like motivation and "cognitive style" may be more critical determinants of performance than aptitude. Thus, they are not particularly useful in predicting performance for the group for whom prediction of performance is most important. The point? If the Nelson-Denny performs like these other factors, using it as an assessment tool for identifying at-risk students or for predicting how students will perform in a particular domain may be inappropriate, because it does not predict for the weakest students. Bob Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: quote
At 10:42 AM 3/18/2002 -0600, you wrote: I have been looking for the quote which some tipster includes in his signature file, so I can provide the proper citation. The quote is: (I think I have it correct) The plural of anecdote is not data. I will be eternally grateful for the proper reference. Joel Roger Brinner, Executive Director and chief economist with Data Resources International (now DRI/McGraw Hill). Haven't been able to locate the precise source of the quote yet. (BTW, that one is posted outside of my office door.) Bob Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: christian student objects
At 10:31 AM 12/5/2001 -0600, you wrote:
>Michael Sylvester originally wrote:
>
>>>I have got that Jesus freak student in my class who objected to my
>>>asking the class to observe one minute of silence in memory
>>>of George Harrison. She said that she did not like the Beatles
>>>because they once proclaimed that they were more popular than Jesus.
>
>
>To which Paul Brandon opined:
>
>> I suspect that what really bothered her is that they were right.
>
>
>And to which Rod Hetzel now humorously comments:
>
>That might be true, Paul, but let's wait another 2,000 years to see if
>there are as many people then who know the name George Harrison as there
>are people today who know the name Jesus.
>
>Personally, I was more upset upon hearing the news that Frank Sinatra
>died than upon hearing about George Harrison. The Beatles were
>certainly great, but not as great as the Chairman of the Board.
>
>Rod
The irony of this, of course, is that Sinatra is reported to have said that Something, the Beatles song that Harrison penned, was the best love song written in the last 50 years. ('Course, I don't know exactly when he said it...) And exactly how many songs did the Chairman write?
And because all this was started by the reference to a "Jesus freak" by M. Sylvester (and I'm staying away from the question he posed so I don't inadvertently reinforce the behavior), it should be pointed out that it isn't necessarily a derogatory term. Originally the term referred to people embracing counter-culture values in the late '60s and early '70s, who wore long hair and beads and tie-dye shirts and talked about peace and love--commonly (and proudly) referred to by themselves and others as "freaks"--and who openly embraced and enthusiastically promoted Christianity; hence, Jesus freaks. But you know, the way it was used, in this case, certainly was derogatory.
Oops. I've gone ahead and reinforced the behavior just the same.
And now, since I have a hard time seeing just what the relevance to teaching this has (and I've been killing a little time that I shouldn't have been killing) I'm going to withdraw.
Cheers--
Bob
Robert T. Herdegen III
Elliott Professor of Psychology
Department of Psychology
Hampden-Sydney College
Hampden-Sydney, VA 23943
434-223-6166
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Re: One Flew Over the Cuckoo's Nest
At 08:37 AM 12/3/2001 -0500, you wrote: I assigned the Cuckoo's movie to my students and, as usual, asked them to diagnose McMurphy, say whether he should be in hospital, prison, etc. This time, though, I got carried away and included Nurse Ratched and the Chief (before and after doing in McMurphy) as well. While I am spending the day with DSM-IV, I thought it might be a good idea to seek second opinions also. I would appreciate any thoughts. While not a direct response to your question, I want to take the opportunity to urge you to have the students read the book instead of watching the movie. I realize, of course, that the book takes more time, that it may take up too much time for the nature of the assignment, that you can make many of the same points by having them take two hours to see the movie, etc. But this is a case in which the book is so far superior to the movie (which I still think was very good and I thoroughly enjoyed watching it) that it would be worth the investment. Also, given the focus on Chief Bromden in the book (he's the narrator, and we get so much more insight into his character), it would suit your goals better for discussing his diagnosis. Also, in the book you can see how his character evolves and, indeed, comes out of his fog of mental illness (the precise metaphor used in the book) over the course of the story. Additional fodder for discussion. (BTW, Ken Kesey apparently never liked the movie (was that point brought out in the recent mini-discussion about him on TIPS?), precisely because it shifted the point of view from the Chief.) (BTW, too, I never have been entirely satisified with Jack Nicholson in the role of McMurphy. Kirk Douglas was cast as McMurphy in the original stage version of the book, that came out long before the movie, and I can't picture anyone but him in that role.) Cheers! Bob Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: geezers and calculators
At 02:57 PM 11/28/2001 -0500, you wrote: >Dennis, wrote your dissertation on a computer? Heck, aside from having to >use an electric typewriter and measure footnotes at the bottom of the page >by hand ruler, I had to get a special dispensation from the Chancellor at >UNC to be allowed to make copies of my dissertation using that new-fangled >machine called a xerox back in the primal days of 1968. Mine was the >first one they allowed. > > > >Make it a good day. > > --Louis-- > Yeah. Me too. And I had to type uphill both ways, and through 3 feet of snow...after calculating all my ANOVAs on an abacus. Boy, we had it tough in those days! ;-) Bob (who also typed a thesis using a borrowed typewriter, obsessively measuring all the margins with a ruler...and actually believes that we did have it tougher in those days--indisputable evidence of geezerness!) Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 434-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Musical Key and Affect
TIPSters: I have a student who is studying music and mood connections. One question concerns the relationship between musical key signature and affect. Occasionally one hears comments about different musical keys being associated with different moods, which in musical circles apparently is referred to as key characteristics. We have found some empirical work comparing major and minor keys in terms of affect, as well as pitch, rhythm, and tempo. Unfortunately, the descriptions of key and affect are from the 19th century and earlier and not very scientific, and we have been unable to track down any relatively current empirical studies of this relationship. Do any of you musically inclined TIPS-persons know of anything in the scientific literature looking at musical key and affect? TIA, and happy trails! Bob Herdegen Robert T. Herdegen III Elliott Professor of Psychology Department of Psychology Hampden-Sydney College Hampden-Sydney, VA 23943 804-223-6166 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
