Re: [tips] Psych Testing clips
How about the opening scene from the original Ghostbusters movie, where Venkman tests two students for the effect of negative reinforcement on ESP ability by shocking one while favoring the other (an attractive female). http://www.youtube.com/watch?v=fn7-JZq0Yxs -Max Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Rick Froman rfro...@jbu.edu 12/4/2009 11:45:19 PM I was considering having a mini-film festival as the semester ends in my Psychological Testing class. I don*t mean long films but short clips from films that could be entertaining but also allow for some re-capitulation of the principles discussed in the semester. Some of my favorites are the testing of Leon from Blade Runner (you want to talk about my mother?) and the *psychiatrist* from Miracle on 34th St. I also once saw a short on one of the movie channels (probably TCM) called something like *Psychometrician*. It was one of those one reel movies that described a particular occupation. This one was particularly intriguing because it showed the psychometrician at work giving some hapless examinee a stress test that seemed to involve, if my memory is correct, shooting off a starter pistol behind the man*s head. I guess someone thought that would be an occupation someone might be interested in. I have searched IMDb and the web and have never been able to find it. That would be an interesting one to record if I ever see it again. What are your favorite psych testing-related movie clips? Rick Dr. Rick Froman, ChairDivision of Humanities and Social Sciences Professor of Psychology Box 3055John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu(479)524-7295http://tinyurl.com/DrFroman --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Decision Criteria/Flowchart On How To Decide Whether You Should Follow Someone On Twitter
Michelle: I'd be interested in seeing your Twitter experiment handout. I may consider incorporating this into my applied social psych course. I'm not sure what percentage of my students are experienced with Twitter, so I'd have to have an alternative assignment (using email or gasp pen and paper) available. Thanks in advance! -Max Gwynn Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca gaddy...@umn.edu 8/18/2009 11:51 AM I appreciate that you shared this, Mike. It definitely gives me a lot to think about. I actually started using Twitter this summer in my introductory statistics course as an experiment, and I was so excited by what I observed, I plan to continue using it from this point forward. I can forward a handout to anyone who is interested about how I set this up in my class (I did it this summer in a face-to-face course but will repeat it this fall in two online sections of the same course). It's an extra credit opportunity for students, and they get credit for up to five tweets. I ask students to tweet about things they are finding in the news or online that relate to statistics (e.g., news reports that included statistical information, uses or misuses of statistics, interesting graphs, cartoons, data sets, websites that teach statistics, survey or poll results, YouTube videos, etc.). I thought this would be a great way to emphasize statistical literacy in my course and to help my students become more savvy consumers of statistical information they are presented with in the real world on a daily basis. These are definitely learning goals in my courses. It's also a great way for ME to share things I am finding with students, especially since I don't always have time to go into details about these things in the classroom. I had 20 students in my summer course, and 15 of them signed up for Twitter and participated in my experiment. I think using Twitter can be beneficial and meaningful for students IF you use it in the right way--a way that aligns with both your learning goals for students AND the goals of Twitter. Michelle Everson, Ph.D. Quantitative Methods in Education Department of Educational Psychology University of Minnesota gaddy...@umn.edu http://www.tc.umn.edu/~delma001/CATALST/ --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Dreams Missing exams
The exam anxiety dreams I (and most of us, I suspect) had as a student evolved as a faculty member into conference anxiety dreams. I would be at a conference, usually in Boston or NY it seems, suddenly realizing that I had to give a presentation (which I had not prepared) in ten minutes. Similar dreams involve finding out on the first day of classes that I had to teach a course well outside of my own area of expertise. No missed exam dreams, and so far, no actual missed exams for me. On two occasions in 16 years of teaching I have missed a class, having confused which day of the week the class was or which day of the week that DAY was. -Max Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Sally Walters swalt...@dccnet.com 8/7/2009 1:27 PM I've had the missed exam dream and also a variation dream: I'm in the middle of class and realize I've forgotten some handouts. I try to find the place where the photocopier is, then can't remember my code, then can't find the way back to class, etc etc Sally Capilano U --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] New courses/proposal and approval
In our department, newly proposed courses must be approved by the department to be initially offered at least twice as a Special Topics course (to gauge student interest). If there is sufficient enrolment over these two offerings, our departmental undergraduate curriculum committee takes a look at the proposal and determines whether to recommend to the department that the course become a regular course (regularly offered with a course description in the (now online only) undergraduate calendar). If the department approves, the course goes to the Faculty of Science Program and Curriculum Committee, and then to Faculty of Science Divisional Council, where it is voted on by all faculty members from the Faculty of Science (or at least those that show up at the meeting). Finally, it goes to Senate for final approval. I've never seen a course rejected along the line if it's approved by our department. So, from the first offering as a Special Topics course to becoming a regular course, we're usually talking two to three years. -Max Gwynn Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Dr. Bob Wildblood drb...@rcn.com 7/13/2009 2:27:25 PM I can just discuss my experience with creating new courses (for which I held the record in a contest of fellow faculty at my most recent position at Indiana University Kokomo at 14 that I could remember). At state colleges and universities, the procedure that Michael described seems to be the norm, including that it is often possible to have a special topics that nobody has to approve except your departmental colleagues. At private liberal arts colleges, it has been my experience that creating new courses is much easier. In fact it is just like creating a special topics course in a state university. Now that I have about reached the end of my teaching career (I'm going back to work at a private practice, but will still do adjunct work at my new location in Fredericksburg, VA) I won't have to deal with that state level of bureaucracy any more. Bob --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] They all look alike to me.....
Beth: Regarding the Outgroup Homogeneity Effect, I believe that Myers and others refer to similarity with respect to beliefs, attitudes, and behaviors, rather than similarities with respect to physical appearance. -Max Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Beth Benoit beth.ben...@gmail.com 4/29/2009 3:31 PM I still think the outgroup homogeneity effect covers this idea more directly as a term. Here's from Dave Myers' Social Psychology text: Outgroup homogeneity effect: Perception of outgroup members as more similar to one another than are ingroup members. Thus they are alike; we are diverse. --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Rick Steves: Travel guru reports on a little psychology
I'm not an expert on Risk Assessment, but it would seem to me that when people were considering the riskiness of traveling by car versus by air, they would have been likely to consider that (after September 11) there had recently been four commercial flights in which all passengers had been killed. The NSC data would not have included this information in their data base. I don't think that the possibility/probability of further terrorist hijackings would be independent of the incidence of recent terrorist hijackings, and so wouldn't people be making a conditional risk calculation? That is, the comparison would not be Probability of dying in a car crash versus Probability of dying in a plane crash (37:1), but rather Probability of dying in a car crash in the next few days of traveling versus Probability of dying in a plane crash in the next few days of traveling given that there had been recent terrorist hijackings of commercial flights (??:1). What I'm getting at is that the increase in car travel was not necessarily all a result of the dread risk phenomenon, but also included some novel calculations of relative risks based on reality rather than overreaction. -Max Maxwell Gwynn, PhD Psychology Department Wilfrid Laurier University 519-884-0710 ext 3854 mgw...@wlu.ca Frantz, Sue sfra...@highline.edu 3/25/2009 11:51 AM Bungled Risk Assessment and Tragic Road Trips Fearing dying in a terrorist airplane crash because the September 11 events were so prominent in our memories, we reduced our air travel and increased our automobile travel, leading to a significantly great number of fatal traffic accidents than usual. It is estimated that about 1,600 more people needlessly died in these traffic accidents (Gigerenzer, 2006). These lives could have been saved had we not reacted to the dread risk as we did. We just do not seem to realize that it is far safer to fly than to drive. National Safety Council data reveal that you are 37 times more likely to die in a vehicle accident than on a commercial flight.* * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Intro Psychology course(s): Request for Info
Mike: Thanks for the reply. I'll Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED]share your course info with our committee. -Max Michael Smith [EMAIL PROTECTED] 9/22/2008 7:58:02 PM 1) Is your intro psych course one or two terms in length? 2 2a) Do you feel students are adequately prepared to handle courses at the next level (i.e., 2nd year or 200-level courses)?Yes. But they don't take any more psych courses until they have done both halves--they take other courses 2b) How many hours of instruction do students get in this course? (e.g., 13 weeks of three hours per week) Yes 3) If two terms, is it a single course or divided into two? We think of it that way. We call it 104 and 105. The first half (104) concentrates on the physiological basis of behavior while the 2nd half (105) concentrates more on cognition 4a) If divided into two courses, is one course a prerequisite for the second course?Yes. 104 is a pre-requisit for 105. 4b) Are both courses required for any upper-year psych courses, or does one (half) intro course serve as a prereq for some upper-year courses and the other (half) intro course for other upper year courses (e.g., PSYC101 is a prereq for upper year cognitive/bio/physio courses, while PSYCH102 is a prereq for upper year developmental/social/applied courses)? Both halves are required for further psych courses (except an intro stats course). 5) If divided into two courses, what topics are covered in each course? (feel free to provide links to your courses' descriptions) 104: Physiology; brain; genetics; sensation; perception; memory; learning; etc105: Cognition; social; personality; disorders; language; therapy; etc.6)Are you satisfied with the current strIucture of your intro psych course(s)?Yes.FYI: WE use Myer's Psychology--Mike---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Intro Psychology course(s): Request for Info
Gerald: Thanks for the response! I'll pass along your course information to our committee. -Max Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] "Gerald Peterson" [EMAIL PROTECTED] 9/22/2008 2:00:15 PM 1) Is your intro psych course one or two terms in length?IT IS ONE SEMESTER==FIFTEEN WEEKS2a) Do you feel students are adequately prepared to handle courses at the next level (i.e., 2nd year or 200-level courses)?YES--BUT NOT THINKING LIKE PSYCHOLOGICAL SCIENTISTS.IS THERE EVIDENCE THAT THE INTRO DOES ANYTHING MORE THAN PROVIDE SURVEY AND SOME GENERAL FAMILIARITY? I FIND ABOUT 40-50% STILL FEEL WE USE ONLY TEN PERCENT OF OUR BRAINS, THAT THERE ARE LEFT AND RIGHT-BRAINED PERSONALITIES, THAT PARAPSYCH IS A BRANCH OF PSYCH, AND FREUD THE FOUNDING FATHER,ETC.2b) How many hours of instruction do students get in this course? (e.g., 13 weeks of three hours per week) FOUR HOURS PER WEEK--15 WKS3) If two terms, is it a single course or divided into two?NA4a) If divided into two courses, is one course a prerequisite for the second course? NA4b) Are both courses required for any upper-year psych courses, or does one (half) intro course serve as a prereq for some upper-year courses and the other (half) intro course for other upper year courses (e.g., PSYC101 is a prereq for upper year cognitive/bio/physio courses, while PSYCH102 is a prereq for upper year developmental/social/applied courses)?NA5) If divided into two courses, what topics are covered in each course? (feel free to provide links to your courses' descriptions)6) Are you satisfied with the current structure of your intro psych course(s)? YES, WE TRY TO COVER BASIC AREAS AND DO NOT INTEND TO COVER EVERY CHAPTER. MAJORS TAKE A 200 LEVEL SCIENTIFIC FOUNDATIONS CLASS BEFORE THEY ENTER THE RESEARCH METHODS SEQUENCE.Thank you in advance for passing along this valuable information! I'd be happy to share a summary of replies with any interested parties.GOOD LUCKGerald L. (Gary) Peterson, Ph.D.Professor, PsychologySaginaw Valley State UniversityUniversity Center, MI 48710989-964-4491[EMAIL PROTECTED]---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
[tips] Intro Psychology course(s): Request for Info
List members: Please forgive the cross-posting, as I'm posting this message on both the TIPS and PSYCHTEACH lists. Our department is considering switching our current two-term (26-week) Intro Psych course into two one-term (13-week) courses. We would greatly appreciate hearing from list members about their intro course, particularly those who may have undergone (or considered) such a change in the recent past. There area number of questions that our curriculum committee will need to address, and we'd like to know how other institutions handle their intro course. If you could take a few minutes to answer the following questions, it would be very informative for our discussions. 1) Is your intro psych course one or two terms in length? 2a) Do you feel students are adequately prepared to handle courses at the next level (i.e., 2nd year or 200-level courses)? 2b) How many hours of instruction do students get in this course? (e.g., 13 weeks of three hours per week) 3) If two terms, is it a single course or divided into two? 4a) If divided into two courses, is one course a prerequisite for the second course? 4b) Are both courses required for any upper-year psych courses, or does one (half) intro course serve as a prereq for some upper-year courses and the other (half) intro course for other upper year courses (e.g., PSYC101 is a prereq for upper year cognitive/bio/physio courses, while PSYCH102 is a prereq for upper year developmental/social/applied courses)? 5) If divided into two courses, what topics are covered in each course? (feel free to provide links to your courses' descriptions) 6)Are you satisfied with the current structure of your intro psych course(s)? Thank you in advance for passing along this valuable information! I'd be happy to share a summary of replies with any interested parties. -Max Gwynn, Chair, Departmental Undergraduate Curriculum Committee Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Intro Psychology course(s): Request for Info
Annette: Thanks for your quick reply! Do you use a text particularly geared towards a one-semester course? I can't imagine our students tackling our 16-chapter 700 page-plus Weiten McCann text in 13 weeks (39 hours). -Max G Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 9/22/2008 11:37 AM 1) Is your intro psych course one or two terms in length?1 2a) Do you feel students are adequately prepared to handle courses at the next level (i.e., 2nd year or 200-level courses)?Absolutely. But they complain a lot about work load. Then you look on course evals how many hours per week they averaged studying for this class, and it's around 3. Go figure their definition of heavy work load. 2b) How many hours of instruction do students get in this course? (e.g., 13 weeks of three hours per week)15 weeks of 3 hours per week 3) If two terms, is it a single course or divided into two?N/A 4a) If divided into two courses, is one course a prerequisite for the second course? 4b) Are both courses required for any upper-year psych courses, or does one (half) intro course serve as a prereq for some upper-year courses and the other (half) intro course for other upper year courses (e.g., PSYC101 is a prereq for upper year cognitive/bio/physio courses, while PSYCH102 is a prereq for upper year developmental/social/applied courses)?N/A 5) If divided into two courses, what topics are covered in each course? (feel free to provide links to your courses' descriptions)N/A 6) Are you satisfied with the current structure of your intro psych course(s)?YESAnnette Kujawski Taylor, Ph.D.Professor of PsychologyUniversity of San Diego5998 Alcala ParkSan Diego, CA 92110619-260-4006[EMAIL PROTECTED]---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
Re: [tips] BA and BS in Psych Programs
At Wilfrid Laurier University, we have both BA and BSc programs in psychology. Admission requirements and 1st year courses: Entry to the BSc requires a minimum grade of 65% in high school biology and calculus, and involvestwo math courses and four science courses (from among bio, chem, physics, geology, computing) in first year, followed by eight additional senior courses in the sciences (including Math and physical geography). The BA program does not requireHS biology, and will accept any Grade 12 math course at 65% or better. Students need take only two courses from the sciences in first year, with no senior Science courses needed. Required Psychology courses- research and seminars: While students in the BA program may choose two each from among any upper year research and seminar courses (e.g., social, developmental, community, cognitive, learning), those in the BSc program must take at least two research courses and one seminar from among our "brain and cognition" streams: cognitive, learning, perception, and biopsych/physiological psych. Required statistics courses: Those in the BSc program have a more restricted choice among our 3rd year statistics courses (must take both Linear Models and Analysis of Variance), while those in the BA program may choose to replace the Analysis of Variance course with either Psychological Measurement and Testing, or Qualitative Methods in Psychology. All other psychology and elective courses are common to both programs. We also offer a combined Psychology Biology program, which has even more stringent science course requirements, emphasizing biology and chemistry courses. -Max Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
Re: [tips] Mesmer
F. A. Mesmer (circa 1770) was one of the forefathers of hypnosis (animal magnetism/mesmerism). He produced "crises" in female patients (most of whom were "hysterical"), and made many claims which were subsequently dispelled by a royal commission which included Ben Franklin. The commission concluded that the effects of mesmerism were likely produced by imagination and suggestions, and rebuked the notions of animal magnetism and a "universal fluid" which affected behaviours. James Braid, a Scottish neurosurgeon,later coined the term "hypnotism" circa 1840. Examples of the seeming "hypnotizing" of animals include chicken paralysis. See YouTube video: http://www.youtube.com/watch?v=KBtHC-yUwSc. Frog hypnosis is less common; see http://www.youtube.com/watch?v=ByhaBjm8WJ0. These examples,of course, have absolutely nothing to do with hypnosis as we know it. -Max Gwynn Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 8/28/2008 11:43 AM Apparently there is some connection between mesmerism and hypnosis? Did Mesmer make claims about behavioral changes similar to the claims of hypnotism? And why am I thinking of frogs on their backs somewhere in the mix? Michael Sylvester,PhD Daytona Beach,Florida ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED]) ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
[tips] Help with APA referencing of online class notes
Sorry for the cross-posting. I've looked through the APA Manual and online guides, but I can't find the proper way to cite and include in a Reference list information taken from class notes that had been posted on WebCT. These notes are no longer available online (removed once the course finished), and were available only to students registering in the class, not the general public. Anyone have any ideas of the proper APA format for such material? Thanks in advance, -Max Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
RE: [tips] Help with APA referencing of online class notes
"Bourgeois, Dr. Martin" [EMAIL PROTECTED] 6/5/2008 11:14 AM I'm a bit confused about this discussion: I can't think of a situation in which class notes would be an appropriate reference for an APA research report. Can someone enlighten me? ___ A situation may arise in which a student wants to cite unpublished research an instructor has discussed in a seminar or research course, or the student writing a critical thinking paper (integrating material across a number of student presentations) wishes to cite information or discussion presented by another student in her/his seminar presentation. These bits of info may be cited straight from an oral presentation or lecture, or from handouts provided by the presenter. As I believe it's important for students to clearly distinguish their own original thoughts from those provided by someone else, I like to have students provide some sort of citation for others' works. -Max Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
Re: [tips] B/W TV versus Color
I wonder if students may see information portrayed in black white films as being less "relevant" than those portrayed in colour, and thus less valid. Perhaps they'd think, Oh, that study was done in the dinosaur days (my parents' or grandparents' era), and doesn't have any relevance in today's society, therefor I'll discount that information. Sounds like an interesting research question! -Max Maxwell Gwynn, PhDPsychology DepartmentWilfrid Laurier University519-884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 6/3/2008 9:56 AM Earlly films in Psychology were in black and white, Just curious if it would make a difference if filmed in color. Any implications for the Bandura doll experiment? Send me something. Michael Sylvester,PhD Daytona Beach,Florida " when everybody thinks alike, nobody is thinking."---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])--- Scanned by M+ Guardian Messaging Firewall --- ---To make changes to your subscription contact:Bill Southerly ([EMAIL PROTECTED])
[tips] Re: Administation bloopers
Given his name, I nominate Chris Green as the Expert of All Christmas Tree (or cone) Concerns! -Max G Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 12/13/2006 10:34:58 AM What?! You have something against the traditional Christmas Cone? :-) Chris Green = Ken Steele wrote: Normally, I avoid attachments but this one is too good not to share. Here is the Xmas card from our administration. Notice anything odd about the card? Notice, also, that the ornaments are in the correct orientation. I would classify it as a variant of the Margaret Thatcher illusion. Ken --- Kenneth M. Steele, Ph.D. [EMAIL PROTECTED] Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Student's answer
Michael: Those are the Big Five personality factors as measured by, among other inventories, the NEO-PI-R. -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 11/29/2006 10:10:53 AM My question: list five psychosexual stages? Student's answer: openness,conscientiousness,experience,agreeableness, neuroticism. Where have I seen this before? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
[tips] Re: Canadian Schools with Grad Programs in Health Psychology
Larry: Your student may want to check out the Canadian Psychological Association Graduate Guide (available online at http://www.cpa.ca/students/cpagraduateguide/), which describes the various grad programs in Psychology across the Great White North. He may want to investigate Brock University in St Catharines (near Buffalo), Concordia or McGill University in Montreal, Lakehead University in Thunder Bay (birthplace of Paul Shaffer of Late Night fame), University of Northern British Columbia, or the University of Windsor (near Detroit). -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 10/18/2006 10:23:08 AM Good morning all. I hope everyone is enjoying the day.I have a student interested in graduate work in health psychology and heis especially interested in Canadian schools. He hasn't been able tofind much on the Canadian schools, though. Can anyone on the list (Iknow we have some members north of the border) give me some direction?Thanks in advance,Larry Larry Z. Daily Associate Professor of Psychology Psychology Department ChairDepartment of Psychology White Hall, Room 216 Shepherd University Shepherdstown, West Virginia 25443 Psychology phone: (304) 876-5297 email: [EMAIL PROTECTED] WWW: http://webpages.shepherd.edu/LDAILY/index.html Adam's prize was open eyesHis sentence was to see - The Dreamer - Tom Rush---To make changes to your subscription go to:http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english --- To make changes to your subscription go to: http://acsun.frostburg.edu/cgi-bin/lyris.pl?enter=tipstext_mode=0lang=english
Re: soda causes obesity
Stephen; re: soda vs pop vs soft drink terminology Do you remember the "Pop Shoppes" (http://thepopshoppe.com/flash_site/main.html) that opened up in Quebec (and perhaps elsewhere) in the 70's? Many-flavoured cheap no-name "pop" in red plastic 6-bottle carry-cases. Or did your family refer to these as "Ginger Ale Shoppes"? ;-) They went out of business, but have been recently revived. Growing up in Toronto and Montreal, my family spoke of pop (although not as much in the later years) and soft drinks, but never "soda" (which brings to my mind that yucky soda water stuff). BTW, the original link to the pop-obesity article worked fine for me. -Max Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 3/7/2006 5:38 PM On 7 Mar 2006 at 12:15, Annette Taylor, Ph. D. wrote: I hope this link works for everyone. A great piece for research methods class. This was on the front page of the Sunday San Diego Union Tribune. You may have to paste the whole thing in two batches into the address line.Doesn't work for me, and its archives won't cooperate. But is this the same article, as reprinted in the Las Vegas Sun?http://tinyurl.com/fveqzAnd the article doesn't work for me either. Do you think they can say "randomized control study"?But around these parts up here, we don't say soda. I think you must be referring to what we call "soft drinks" or, for some reason I don't understand, my own family idiosyncratically taught me to call "ginger ale", although it isn't. "Pop" isn't in my vocabulary either. Stephen-Stephen L. Black, Ph.D. Department of Psychology Bishop's University e-mail: [EMAIL PROTECTED]Lennoxville, QC J1M 1Z7CanadaDept web page at http://www.ubishops.ca/ccc/div/soc/psyTIPS discussion list for psychology teachers athttp://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: students with disabilities
b) Here at Wilfrid Laurier University in Waterloo, Ontario, this determination is made by our Accessible Learning Centre (which was called theSpecial Needs Office until recently). -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 02/23/05 3:56 PM Just a quick survey question and I'll be happy for as many back-channel answers as I can get.At your college/university, when a student has a disability for which they need accommodation, is this determination made bya) individual instructorsb) a centralized unit (such as disabled student services)c) either, depending on the student's preferenceThanks,Lenore Frigo[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: [Fwd: ST News: Law change paves way for cellphone TV]
Not to mention drivers! Will traffic accident rates now be correlated with Nielson ratings? On the student front, we may have to consider an entry in our course outlines regarding TV watching during class. - Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 1/26/2005 12:52:01 PM Just what our students need... Original Message Subject: ST News: Law change paves way for cellphone TVDate: Wed, 26 Jan 2005 07:27:18 +0800 (SGT)Jan 26, 2005Law change paves way for cellphone TVby Bryan LeeCHANGES made to telecom laws yesterday may pave the way for the futuristic scenario of watching television on your mobile telephone.SNIP --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Unexpected neg corr between Self-monitoring and Social Desirability
Rick: You may want to suggest your student investigate the correlationsbetween social desirability and the individualsubscales' of self-monitoring (Other-Directedness, Extraversion, and Acting, assuming he/she used Snyder's (1974) revised Self-Monitoring Scale). Perhaps only one of these shows a negative correlation. -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 11/30/2004 4:46:40 PM A student of mine is doing a research project with a military sample andshe has found a pretty strong negative correlation (about a third of thevariance shared) between Snyder's Self-monitoring scale and theMarlowe-Crowne Social Desirability scale. This correlation is not themain point of her hypothesis (which is that the military sample willhave a higher rate of Social Desirability than the population) but it isquite puzzling. It would seem that the two scales should be positivelycorrelated. Of course, the first check was to see if the scales mightsomehow be reversed but that doesn't seem to be the case. Any ideas?RickDr. Rick FromanProfessor of PsychologyJohn Brown University2000 W. UniversitySiloam Springs, AR 72761[EMAIL PROTECTED](479) 524-7295http://www.jbu.edu/academics/sbs/faculty/rfroman.asp---You are currently subscribed to tips as: [EMAIL PROTECTED]To unsubscribe send a blank email to [EMAIL PROTECTED] --- You are currently subscribed to tips as: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: A little more help from my friends
Michael: Thanks for the info. I think I'll be able to track it down now. -Max Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 11/22/2004 3:55:46 PM -- Original Message --From: "Maxwell Gwynn" [EMAIL PROTECTED]Reply-To: "Teaching in the Psychological Sciences" [EMAIL PROTECTED]Date: Fri, 19 Nov 2004 16:38:07 -0500Michael: Can you supply some info about the video from the CCC series. I havebeen unable to find this through a google search. I s it the Gulf CoastCommunity College? As I'm interested in eyewitness memory research, any info you can passalong would be appreciated. Thanks in advance! -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] IT is Coast Community College video series.I think it is from California. I think Wade and Tavris text adopters may have accessto those series. Hope that helps.I have the address somewhere.Michael Sylvester,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: archive@jab.org To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: A little more help from my friends
Michael: Can you supply some info about the video from the CCC series. I have been unable to find this through a google search. I s it the Gulf Coast Community College? As I'm interested in eyewitness memory research, any info you can pass along would be appreciated. Thanks in advance! -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 11/18/2004 5:21:26 PM -- Original Message --From: "Annette Taylor, Ph. D." [EMAIL PROTECTED]Reply-To: "Teaching in the Psychological Sciences" [EMAIL PROTECTED]Date: Thu, 18 Nov 2004 13:31:13 -0800Oh Wise Tipsters:I have a student working on an independent project on eyewitness memory. We have done all the usual search things to find articles in favor of the accuracy of eyewitness memory. And we have found a little bit of good evidence. However, if , AND ONLY IF, any of you have any sources that you know of that provide good avidence for accuracy of eyewitness accounts could you please send them to me?No need to do a special search. We have done all the usual search things.ThanksAnnetteSince I am one of those wise tipsters,I havefound a video clip which may address this issue.It is from the Coast Community College videoseries.The specific subject is Memory and it showswork that has been done in interviewing eyewitnessesafter a crime.It deals with Police interviews andit contrasts the standard police interview with thecognitive interview.You may want to take a lookat this video.Michael Sylvester,PhDDaytona Beach,Florida "if two people always agree,one of them is unnecessary".---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: BA, BS, or Both
Title: Message Larry: Here at WLU in Waterloo, Ontario we offer both the BA and BSc degrees, both with General (3 years) or Honours (4 years) programs. Our program outlines can be found at http://info.wlu.ca/~wwwpsych/undergrad/undergrad-mainpage.shtml under Printable Program Outline or 2004-2005 Undergraduate Calendar Descriptions . While the psych courses taken are similar for the BA and BSc programs, the main difference lies in the elective courses; students taking the BSc must, not surprisingly, take many more courses from chem, physics, math, biology, computing, and physical geography. -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of PsychologyWilfrid Laurier University75 University Avenue WestWaterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854[EMAIL PROTECTED] [EMAIL PROTECTED] 10/12/2004 9:28:51 AM Hello all and welcome to this lovely Fall day (at least here in the eastern panhandle of West Virginia). Currently Shepherd only offers a BA in Psychology. We're considering offering a BS as well. In preparation for proposing the new program I was wondering how many of your institutions offer students the option to take either a BA or a BS? If you have a Web page that describes the programs, that would be helpful. As always, I'll be happy to summarize all the replies for anyone who is interested. Thanks much, Larry Larry Z. DailyAssistant Professor of PsychologyDirector, Honors ProgramDepartment of PsychologyWhite Hall, Room 213Shepherd CollegeShepherdstown, West Virginia 25443Psychology phone: (304) 876-5297Honors phone: (304) 876-5244email: [EMAIL PROTECTED]WWW: http://webpages.shepherd.edu/LDAILY/index.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 send a blank email to [EMAIL PROTECTED]
Re: A seminal idea for quality TV
Thanks Jon! This wasn't the show I was thinking about, but it's very interesting nonetheless. I think the show I had in mind was called The Human Animal or some such thing. I had heard about it only third- or fourth-hand, so my info was probably way off. Thanks again. -Max Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 8/11/2004 5:30:09 PM I believe the Prison Experiment show took place. You can read an article about it at http://education.guardian.co.uk/higher/research/story/0,9865,714927,00.html Scroll to bottom to find more links about it. Jon === Jon Mueller Professor of Psychology North Central College 30 N. Brainard St. Naperville, IL 60540 voice: (630)-637-5329 fax: (630)-637-5121 [EMAIL PROTECTED] http://jonathan.mueller.faculty.noctrl.edu [EMAIL PROTECTED] 7/29/2004 11:34:02 AM Does anyone know what was the ultimate fate of the social-psychology reality show that was to be produced in Britain with input from Philip Zimbardo? The last I has heard, production of the show had been delayed (or was it cancelled?). -Max Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 7/29/2004 11:04:27 AM I thought this might liven up a slow week on TIPS: From the current Bionews newsletter (268:26/7/04; http://www.BioNews.org.uk) * 'SPERM IDOL' REALITY TV SHOW?: --- 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: A seminal idea for quality TV
Re: The Human Zoo: Here is a website (Films for the Humanities and Sciences) from which the three-part Human Zoo series can be ordered: http://www.films.com/Films_Home/item.cfm?s=1bin=30030 Cost is US$130 per episode, or $350 for the package. The series is apparently only available in Canada and the United States (scarcity principle in effect?). -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 8/12/2004 10:04:18 AM Max... I believe you are looking for The Human Zoo. I caught it on the Discovery Channel and thought it was quite good... some examples of conformity, bystander effect, etc. I don't know what the plans are for rebroadcast, continuation in a series...I only know of the first three programs. If you find out more, please let us know! http://www.wpi.edu/Academics/CEDTA/Events/filmfestival04.html http://news-service.stanford.edu/news/2001/may2/zimbardo-52.html Carol Stonecipher Psychology Instructor National Park Community College Hot Springs, Arkansas [EMAIL PROTECTED] I think the show I had in mind was called The Human Animal or some such thing. --- 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: A seminal idea for quality TV
Does anyone know what was the ultimate fate of the social-psychology reality show that was to be produced in Britain with input from Philip Zimbardo? The last I has heard, production of the show had been delayed (or was it cancelled?). -Max Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 7/29/2004 11:04:27 AM I thought this might liven up a slow week on TIPS: From the current Bionews newsletter (268:26/7/04; http://www.BioNews.org.uk) * 'SPERM IDOL' REALITY TV SHOW?: --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Undergrad advising e-mail list?
TIPSters: I have just taken over the role of Undergrad Advisor here in our department. I'm wondering if anyone knows of an e-mail list (similar to TIPS) geared towards those faculty who do advising of undergraduates in Psychology programs. -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Popular Songs about Mental Illness
The song is We do what we're told (milgram's 37). It is indeed on the album So. The lyrics basically involve repeating We do what we're told over and over. Peter Gabriel played this song at concerts, and had the audience (mindlessly? obediently?) chanting these lyrics. There's an interesting discussion of the relevance to Milgram's study at http://www.songfacts.com/detail.lasso?id=772 -Max Gwynn Maxwell Gwynn, PhD Undergraduate Advisor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 7/16/2004 2:18:12 PM Martin J. Bourgeois wrote: I remember that one of Peter Gabriel's albums (his third?) came out while I was taking an abnormal psych class, it it occurred to me that every song dealt with some form of mental illness- no self control, intruder, family snapshot, etc. great album, too. Actually, there's a Peter Gabriel song about the Milgram obedience study. I think it is on the album So. -- 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: puppy love
Carol: I suspect that it might have been the word xes (read backwards) in your title, rather than/along with tsecni, which set off the filters. -Max Maxwell Gwynn, PhD Assistant Professor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 3/23/2004 11:30:21 AM Wow, this is amazing. I tried to reply before to thank you all for replying to my previous messages, and I was going to disclose the forbidden word, but I guess I made a mistake when I sent it out. I put asterisks between each letter, thinking that would make it acceptable. I should have known better, I guess Symantec thought I was putting wild cards in there. Wow. I'm astounded. There is no way I can even utter the word without getting censored. OK, this has gotten to me now. Please forgive me as I try various ways of getting past censorship. The forbidden word, by the way, started with in and then it ended with cest so perhaps I can break it up a little and make it permissable. I wonder what other words I can't say. Wow. Thanks to all of you. Carol --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: spss windows question
Rod: From the Transform drop-down menu, select Replace Missing Values..., and select Series Mean as your Method. This should replace the missing value with the mean for that variable. -Max Gwynn Maxwell Gwynn, PhD Assistant Professor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] [EMAIL PROTECTED] 10/31/2003 4:18:20 PM 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: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel http://www.letu.edu/people/rodhetzel -Original Message- From: Horton, Joseph J. [mailto:[EMAIL PROTECTED] Sent: Friday, October 31, 2003 3:16 PM To: Teaching in the Psychological Sciences Subject: 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 PM To: Teaching in the Psychological Sciences Subject: 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: Education Center 218 Phone:903-233-3893 Fax: 903-233-3851 Email:[EMAIL PROTECTED] mailto:[EMAIL PROTECTED] Homepage: http://www.letu.edu/people/rodhetzel http://www.letu.edu/people/rodhetzel -Original Message- From: Kirsten Rewey [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 29, 2003 9:12 AM To: Teaching in the Psychological Sciences Subject: 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 their vitas? Does anyone have any sample templates 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
RE: Piaget's false memory
Patrick: Loftus' (1979) book includes a lengthy direct quote from Piaget's work, and cites Piaget (1962, pp. 187-188). Piaget describes a memory which he held to be true until the age of about 15. The memory involves him at the age of two (or in his second year, which I don't think refers to his sophomore year at college). He recalled that a man attempted to kidnap him, but his nurse thwarted the attempt. It turns out that his nurse had made up the event. Piaget says that he must have heard his parents describe the event, which he subsequently came to believe, and that he had formed visual memories of circumstances involving the event. Piaget, J. (1962). Play, dreams, and imitation in childhood. New York: W. W. Norton. -Max Gwynn -Original Message- From: Patrick O. Dolan [mailto:[EMAIL PROTECTED] Sent: Wednesday, October 15, 2003 9:10 AM To: Teaching in the Psychological Sciences Subject: Piaget's false memory I always tell my Cognition class a story told by Piaget about a false memory he had regarding a man trying to kidnap him. I found it in a 1982 popular press book written by Baddeley, which cites Loftus's 1979 Eyewitness Testimony book (which I don't have). Does anybody have the Loftus book or another reference for this? Thanks kindly Patrick ** Patrick O. Dolan, Ph.D. Assistant Professor Department of Psychology Drew University Madison, NJ 07940 973-408-3558 [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] Maxwell Gwynn, PhD Assistant Professor Department of Psychology Wilfrid Laurier University 75 University Avenue West Waterloo, ON N2L 3C5 Canada (519) 884-0710 ext 3854 [EMAIL PROTECTED] --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Talk Like a Pirate Day
On Fri, 19 Sep 2003, Robin Abrahams wrote: Would have been a good day to lecture on analysis of vAAARiance. Or better yet, correlation coefficients (Aaa values, matey)! -Max, aka Mad Sam Rackham, Plunderer of the High Seas, Grader of the High C's Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Sigmund Freud Action Figure
On Wed, 17 Sep 2003, Frigo, Lenore wrote: Why is Freud the only psychologist important enough to warrant an action figure? I'm sure we don't have a choice--but is that how we would want psychology represented in popular culture?! I at least want a plastic BF Skinner with a rat in one hand and a Skinner box in the other. I'd like to see a Franz Anton Mesmer action figure! [Magnetized iron rods and baquets sold separately]. Given the popularity of the Harry Potter series, I'd think that depictions of The Wizard from Vienna would be quite marketable. Then again, there may be absolutely no interest outside of us hypnosis researchers. -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
More Star Trek fun in class
Rick provided an example of how Star Trek characters have been said to exemplify Freud's tripartite mind. Here is a somewhat related Star Trek exercise I've used in my methods class. I've used classic and contemporary Star trek characters to exemplify the Ways of Knowing: tenacity, authority, reason, intuition, common-sense, and science. I don't have my notes handy to provide specific examples I've used for each, but you can work with the following base: Tenacity: Warf (a Klingon warrior-type) doing something strange, or holding a strange belief, claiming It is the Klingon way!. Authority: Directives from Star Fleet; usually, however, contradicted by Kirk (particularly the Noninterference directive whenever he sleeps with a green-skinned alien). Reason (rationalism): Spock, of course, as well as Data, commonly exhibit rationalistic thought. An example: If we venture into this sector, we may encounter the Borg; the Borg are known to assimilate all species with which they come into contact; therefor, it would not be advisable to enter this sector. Intuition: Counsellor Troi (sp?) sensing, feeling, or intuiting info from others. Common sense (empiricism): Picard, trying to shave his bald head with a phaser, gets hands-on (head-on?) experience with just how painful that can be. Science: Jordy or Scotty forming a hypothesis (reason), testing it empirically (common sense), and drawing conclusions. Example: Scotty hypothesizes that adding Terrian scotch to the anti-matter chamber may increase power. He tests it out and completes his analysis. Since the anti-matter chamber is subsequently at inherent risk of exploding (allowing you to do your best Captain, I dunno how much longer I kin hold it! line) Scotty concludes that Terrian scotch is NOT a viable additive to the chamber. After having described the 6 ways of knowing, I typically provide these examples and get the class to identify which way of gaining information about the world (or about the universe) is exemplified by each. It's a fun exercise, but you may have to bring some students up to speed if they don't know the Star Trek series well. -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: search term
You may wqant to contact Keith Horton ([EMAIL PROTECTED]), of the Psych department here at Wilfrid Laurier University. He has collected voluinous data on category choices, and a look-up yesterday confirmed that indeed carrot was the most frequently reported exemplar in the vegetable category. BTW, I've used this demonstration with the mathematical operations predominantly resulting in answers of 7 or 11, with good results. That's just the way the demo was presented to me; I have no data on whether certain numerical responses actually prime the carrot response above the rate achieved simply by asking the respondent to name a vegetable. -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Psych terminology in popular media
How about the song We do what we're told (Milgram's 37) by Peter Gabriel. Ironically, Peter Gabriel has often used this song as a sing-a-long at concerts. we do what we're told, we do what we're told we do what we're told, told to do we do what we're told, we do what we're told we do what we're told, told to do one doubt one voice one war one truth one dream -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: student's question
Michael: You and your student might check out some recent writings by Irving Kirsch on the validity and efficacy of placebos, in a wide range of settings including health and therapy. You could start with a controversial yet oft-cited paper entitled: Listening to Prozac but Hearing Placebo: A Meta-Analysis of Antidepressant Medication (Kirsch Saperstein, 1998). Prevention Treatment, Volume 1, Article 0002a, posted June 26, 1998 which is available online if your library subscribes to the CSA Internet Database Service. In this article, the authors posit that virtually all of the variation in drug effect size was due to the placebo characteristics of the studies. This conclusion was based on meta-analyses of double-blind clinical trials. -Max Gwynn On Tue, 14 Jan 2003, sylvestm wrote: Since placebo effects can be assessed in a number of subjects,wouldn't this replication factor attest to the scientific reliability of placebos? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Grading programs (was: New teacher)
Beth and others: I must not have been paying attention when grading programs were discussed on TIPS, as I've been relatively satisfied with using spreadsheet programs for grading purposes. I'm always open to technology that would make my life simpler, however! As someone who has always used a spreadsheet program (most recently Microsoft Excel), I'm not familiar with computerized grading programs. What advantages and disdavantages do these programs have over Excel and Lotus, for example? I find it quite easy in Excel to compute overall grades (in percentages, which I convert by hand to letter grades) and listings which I can post on my door for students to see. I can sort by name or ID number, and calculate means and standard deviations for exams and assignments. I'm not terribly pleased with the graphing functions; simple frequency histograms are not easy to produce and manipulate, so I typically copy the variable and paste it in to an SPSS data file. One thing I like about using Excel is that my TA's are typically familiar enough with this program that they can work with it when entering grades. As well, they usually have this program on their own computers, which wouldn't be the case with commercial software packages. Further, when I run in to questions for which the help function doesn't help, I can ask colleagues for assistance, since most of them are also familiar with Excel. What can grading programs do above and beyond the functions mentioned above? And what other grading programs (freeware, shareware, or commercial) do others recommend? What sort of learning curve is involved in each? -Max Gwynn On Thu, 5 Dec 2002, Beth Benoit wrote: Hi Jessey, SNIP 7. Get a computerized grading program. WELL worth it. We've discussed computerized grading programs on TIPS before. I use Grade Quick - it's at least 8 years old and I love it. I'm sure there must be newer versions. You can enter information by just typing the first couple of letters of a student's name and it skips to that student's records. Has attendance, grades, weighting of grades, etc. Also helpful when students quibble about what their grade averages out to. (See TIPS for last few days...) Just show them the computerized printout. Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Sleep Question
Vivian: Perhaps we have the direction of causality reversed. When we are more tired than usual, we tend to sleep more hours than usual. One night of longer sleep (3-5 hours extra) may not allow us to catch up completely, and so we still find ourselves groggy upon awakening. I'm sure, however, that some brain people will point out a more physiological account of this relationship. -Max On Tue, 3 Dec 2002, Vivian Hamilton wrote: Good morning, tipsters, While discussing sleep in my intro class yesterday, a student asked why, when we sleep too much (e.g., 12-14 hours), we wake up groggy. I've looked in some of my reference books, but haven't found any information on too much sleep. What do all of you know about it (and, is this in fact a common symptom of too much sleep)? Thanks, Vivian Vivian M. Hamilton Instructor of Psychology Portland Community College 12000 SW 49th Avenue Portland, Oregon 97219 (503) 977-4296 --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: short Stanford Prison Experiment video
Does anyone know where one might get hold of The Tenth Level? Was it a theatrical release, or a TV movie? -Max On Wed, 20 Nov 2002, Stuart Mckelvie wrote: Dear Tipsters, Another film for your interest is The Tenth Level, with William Shatner as Milgram. Here, the distortions are not too great (an implied amorous relationship) but it does ask the interesting question What drove Milgram to continue? Stuart ___ Stuart J. McKelvie, Ph.D.,Phone: (819)822-9600 Department of Psychology, Extension 2402 Bishop's University, Fax: (819)822-9661 3 Route 108 East, Lennoxville, e-mail: [EMAIL PROTECTED] Quebec J1M 1Z7, Canada. Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy ___ --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: tips digest: Canadian Conspiracy (Off topic)
On Mon, 28 Oct 2002, jim clark wrote: SNIP No, it is actually part of a subversive Canadian conspiracy (Stephen Black and I are members) to exert Canadian imperialism around the world, beginning in the USA. Our first objective is public-funded healthcare for all! 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] CANADAhttp://www.uwinnipeg.ca/~clark Jim and Stephen: Ix-neh on the onspiracy-ceh. That info is supposed to stay above the 49th parallel. Anyway, our publically funded health care may be on its way out. - Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: student's question
Michael: The dependent variable is so-called because it is assumed to be DEPENDENT on the level of the independent variable to which the subject is exposed in an experimental study. The greater the treatment effect (the effect of the IV on the DV), the greater the dependent variable is dependent, I would say. -Max On Mon, 23 Sep 2002, sylvestm wrote: How dependent is the dependent variable? Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: New journal of null results and null results on birth order
I wonder if anyone has noticed the on-line (and free!) _Journal of Articles in Support of the Null Hypothesis_, a new peer-reviewed psychology journal. It sounds like a good idea, especially for those of us who insist on doing studies that fail to reject the null and don't know what to do with them. I understand that this journal never actually accepts any manuscripts, they just fail to reject them grin. -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: mock trial?
Marcia: I'm wondering about the feasibility of using an episode from the new series Crime and Punishment (a reality show from the makers of Law and Order, Law and Order: Special Victims Unit, Law and Order: Criminal Intent, and Law and Order: Attack of the Clones...). I haven't had the time to watch the episode I've taped, but I'm wondering if all of the trials end in favor of the prosecutors, as these are the people who seem to be followed throughout the show. Any comments from listmembers who have seen one of the first two episodes? Alternatively, has anyone used a Court TV episode for a mock trial, for pedagogical or research purposes? -Max Gwynn On Mon, 24 Jun 2002, McKinley, Marcia wrote: Has anyone ever tried having a class stage a mock trial? If so, how did you handle providing evidence, facts of the case, etc. I tried this for the first time last semester in a mock trial of a sleepwalking murder, but only gave them the most basic facts. I told them to make up the remainder, but then one side would end up having different facts than the other. Any ideas? Thanks, Marcia McKinley, JD, PhD Dept of Psychology Mount St Mary's College Emmitsburg, MD 21727 Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Sex with MPD/DID
Nancy is not the only one highly skeptical of the existence of MPD/DID. For a quick review check the entry for MPD/DID in the online Skeptics' Dictionary (http://skepdic.com/mpd.html), which includes a listing of related readings and interesting discussions/debates on the Reader Comments link. I've copied a (nonrandom) paragraph from that source below. I would suggest a reading of Nick Spanos' book for those interested in the socio-cognitive aspects of MPD/DID [Spanos, Nicholas P. Multiple Identities and False Memories: A Sociocognitive Perspective (Washington, D.C.: American Psychological Association, 1996)]. -Max Psychologist Nicholas P. Spanos argues that repressed memories of childhood abuse and multiple personality disorder are rule-governed social constructions established, legitimated, and maintained through social interaction. In short, Spanos argues that most cases of MPD have been created by therapists with the cooperation of their patients and the rest of society. The experts have created both the disease and the cure. This does not mean that MPD does not exist, but that its origin and development are often, if not most often, explicable without the model of separate but permeable ego-states or alters arising out of the ashes of a destroyed original self. On Fri, 26 Apr 2002 [EMAIL PROTECTED] wrote: I will freely admit that I am highly skeptical of the existence of MPD/DID and am more inclined to view it as an iatrogenic disorder related to psychotherapy and a culture that bombards us via the media with enough vivid characterizations that any of us could produce personalities given the right context. I would rather risk being wrong (as in being conservative about it). Even if I am wrong (and it does exist in rare cases) I would bet big money that many (a large proportion) cases were produced in therapy or just downright faked. Nancy Melucci LACCD Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: You should have seen...
Michael: I hope your message to TIPS (regarding your class's scheduled test) was meant as an April Fool's joke. If I was a student who had taken time away from my other course work (not to mention family and other obligations) to study for a non-test, I would be _extremely_ upset. So, on whom did you pull the prank: your students or TIPSters? I'm assuming (and hoping, for the students' sake) that it was the latter. Had you actually posted it on April 1, I would be more certain, but since you posted on April 2, you may have fooled me. -Max On Tue, 2 Apr 2002 [EMAIL PROTECTED] wrote: You should have seen the expression on some of my students' faces, when I told them that the test scheduled yesterday (April 1st.) was never intended. And I told everyone April fools! Michael Sylvester,PhD Daytona Beach,Florida --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: classroom noise reduction
On Tue, 26 Feb 2002, jim clark wrote: I would have thought that psychology teachers would know that reinforcement works better than punishment. Anyway, I recall reading and lecturing on a study many years ago now in which a classroom (perhaps some kind of lab??) was wired so that when noise levels were below a certain level music played. The contingency worked as demonstrated by ABAB design. Best wishes Jim Jim: Do you call subjecting students to ABBA music reinforcement? Don't you think that students might make _more_ noise in order to avoid the negative stimulus of that 1970's Swedish pop music? Excuse me? That's an ABAB design, not ABBA? Oh... never mind! -Max Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Re: Exploding Rats
Jim: I'm hesitant to bring up the subject for fear that I may be regurgitating someone else's information (please don't rat on me), but if I don't pass this along I may explode (or at least rupture something internal). You may want to get in touch with Linda Parker, a researcher here at Wilfrid Laurier University who works in the area of conditioned taste aversion, and who works with voles rather than rats due to the voles' ability to vomit. Her email is [EMAIL PROTECTED] Good luck. -Max On Wed, 13 Feb 2002, Jim Dougan wrote: OK - this is going to sound like a REALLY strange question. Perhaps Michael S. should be asking it. Years ago, I heard - somewhere - that rats cannot vomit or burp (this part I am pretty sure is true). Further, if rats are given a carbonated beverage to drink, they will be unable to release the gas and will have an explosive internal rupture and will die. I have even heard that you can use carbonated beverages in lieu of rat poison as long as the rat consumes it before it goes flat. I often mention this when teaching about conditioned taste aversion. Today, a student didn't believe me and asked for the source - which of course I could not provide. Has anyone else heard this? Is it just an urban legend...or lab folklore? Or is there an actual source? Thanks! -- Jim --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
RE: Help requested with an ugly legal issue
Haydee: I'd be interested in finding out the basis for your statement that campuses are know[n] for a high potential for violence. A quick google search indicated more university sites dealing with violence prevention (on campus and in the community) than with violence on campus. There may of course be a bias in the available online literature. I'm wondering if in fact violence (including date rape) is _lower_ on campus and among university students than among similarly sized organizations and industry, and similarly aged non-student populations. This is simply a hypothesis; I have no data to support this. However, I do have a hunch that predisposition towards violence is negatively related to level of education (without implying causality). I'd like to hear TIPSters' takes on this issue. -Max Gwynn On Mon, 21 Jan 2002, H. Gelpi wrote: Here is my two cents SNIP Disgruntled students have been known to be violent (just to mention one: University of Iowa, Nov. 1991 - a student, Gang Lu, killed two professors and a student, who received a prize and stipend that Lu felt he should have received, just after initiating a grievance on the issue), and campuses are know for a high potential for violence. In addition, you may not know if SNIP Haydee Gelpi Broward Community College Florida Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
Home-team favoritism. Was: Sports (was Proof of God's existence?)
Ed: You might want to look into Cialdini's work on basking in reflected glory. As to why sports fans/fanatics tend to be homers (cheering for their hometown team), I would imagine that increased exposure (available newspapers, radio and TV news/sports reports, and availability of the home team's games on TV) would lead to increased liking. There is no doubt some normative social influence going on, as individuals interact with other (sometimes like-minded) individuals and attempt to fit in by going along with their favorite team. Stan Schachter's work in the 1950's tell us that deviates (those who don't go along with the majority opinion) become shunned socially. I'm sure there is a literature out there on the social psychology of home-team favoritism. This is a topic that has interested me casually for many years, although I haven't pursued it academically/empirically. Is anyone out there interested in collaborative research in this area? -Max Gwynn On Tue, 15 Jan 2002, Pollak, Edward wrote: Can someone please explain to me why/how presumably intelligent people become so obsessed with the activities of a professional sports team with whom their only connection is that the team plays 1/2 of its games in a city close to where you live or have lived. I just don't get it. And don't tell me about how much you appreciate the athletic ballet, etc. because the fact of the matter is you are happy when your team wins and miserable when they lose, regardless of how ugly was the quality of the play. Help me out here. Ed Edward I. Pollak, Ph.D. Graduate Coordinator, Holocaust and Genocide Studies Department of Psychology, West Chester Univ. of Pennsylvania Office: 610-436-3151; Home: 610-363-1939; Fax: 610-436-2846 ~~~ Husband, father, grandfather, biopsychologist, bluegrass fiddler and herpetoculturist ( http://www.adcham.com) Shameless self promotion: The Mill Creek Bluegrass Band performs every Tuesday night at Dugal's Inn, Mortonville, 8 miles west of West Chester, PA. Call 610- 486-0953 for directions. --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED] Maxwell Gwynn, PhD [EMAIL PROTECTED] Department of Psychology(519) 884-0710 ext 3854 Wilfrid Laurier University Waterloo, Ontario N2L 3C5 Canada --- You are currently subscribed to tips as: [EMAIL PROTECTED] To unsubscribe send a blank email to [EMAIL PROTECTED]
