-Caveat Lector-
In a message dated Sat, 13 Mar 1999 15:52:54 -0500,
"Howard R. Davis III" <[EMAIL PROTECTED]> writes:
>Good answer. I especially like the part about being "arrogant". I will
>have to use that one myself. Let's one state one's position strongly and
>then when accused of being "arrogant" apologize and say that one just
>got carried away. How can anyone complain about that? Yes. I think I
>will remember that one. BTW, where and what are you studying? What's
>your paper on? Howard Davis
I always say, "Concede to at least one of the lesser arguments against you,
and it may soften your opponent's resolve on the rest. Perhaps the rest of
the more important arguments will then be yours." However, this can easily
work against you, especially if you concede to an argument integral to the
main point of the discussion. I chose one that seemed harmless enough
and admitted my error, but I did it in such a way as to trivialize it. I connected
it with my enthusiasm for the subject. No harm in that, aye? ;-)
As for WHERE I am studying, I'd rather not say in such a public forum. I am
slightly paranoid about such matters. You didn't think HOFFA was my
real name, did you? ;-)
As for WHAT I am studying, well, that's a little easier. I am working toward my
PhD in Educational Psychology (sorry to disappoint you; it's not applied
nuclear physics). My dissertation deals with the field of psychometry, and,
to avoid boring you with the many details, discusses the results of a full
year of background research (concerning intelligence, the I.Q., standard
psychometric measures, and how emerging intelligence theory relates
to new forms of assessment), testing subjects with an assessment based
on a relatively new theory of intelligence, running statistical analyses on
results from my two sample groups, and somehow narrowing all of this
down as it relates to effective teaching methodology, curriculum design,
and unbiased assessments of academic performance. Aren't you glad
I didn't give you the LONG version?
If you would like to know more later, I'll elaborate. I'm usually brief because
most people don't realize the weight of the question when they ask about
my research. After describing nearly 100 years of history concerning
intelligence theory and psychometric practice, I then start with the basics
of my research. After that, I talk about my experimental design, purpose of
the study, and my hypotheses. After that, I discuss the topography of my test
data and what was revealed through the three statistical analyses I
performed on it. Then I talk about the ramifications for future intelligence
theory and current educational practice. If they are still standing, I then talk
about current intelligence theories and any new assessments based on
those theories. Once they hear all that, they never ask for any further
clarification ! I don't know if I have the stamina to physically type all that,
so it may be dangerous for both of us if you ask such open-ended
questions as, "What is your research about?" ;-)
HOFFA
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