On Sun, 15 Feb 2015 13:15:06 -0800, Jeffry Ricker wrote:
On Feb 15, 2015, at 12:18 PM, Mike Palij wrote:
Take a look at the following:
http://journals.plos.org/plosone/article?id=10.1371/journal.pone.0018675#pone-0018675-g002
and
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3654216/
Thanks, Mike. I shouldn't have dismissed so cavalierly the possible
association of measures of "empathy." I still sometimes forget my
dissertation advisor's comment every time I did something similar:
"it's an empirical question."
I don't want to come off a killjoy by I am surprised at how this
thread had turned into a Shatner lovefest. I'm an old school
"Star Trek" fan but if one just searches Amazon for "William
Shatner" and/or google his names, one will find that he has been
a shameless self-promoter all of his life who may have had
sincere intentions in all of the things he's done (i.e. the TV
shows, the movies, the books he's "written", etc.) but who
seems mostly interested in making a buck. As a piece of
advice, I suggest Shatner's book but only for purely ironic
purposes:
http://www.amazon.com/Get-Life-William-Shatner/dp/0671021311/ref=sr_1_13?ie=UTF8&qid=1424100891&sr=8-13&keywords=%22william+shatner%22
NOTE: a hardcover copy is apparently available for $0.01 -- the shipping
costs more.
I mean, it looks like the following holds in this thread:
Shatner fanboy enthusiasm >> instances of student presentations that
evoked vicarious embarrassment.
Seriously, I have had to sit through student presentations where
that were cringe-worthy but which the student was blissfully unaware
of how awful they were. These students, I think, are most
difficult to provide useful feedback to because one could focus
on technical aspects (e.g., more detailed background needs to
be included, cute cartoon figures that serve only to take up space
on a powerpoint slide, etc) but it's more difficult to handle the
lack of meta-cognitive awareness ("What do you mean there were
problems with my presentation? I thought it was a terrific
presentation!").
I feel embarrassed for these students.
In some ways, students who do a poor presentation and know it are
easier to provide feedback because they appear to be more open
to advice on technical points as well as being appropriately
self-critical
about their presentations. I may have cringed during these presentations
but I know that they can do better.
I've also had students who gave technically good presentations but it
was obvious that they were insecure or nervous and were making
negative attributions about their performance. The students seem to
discount positive feedback -- telling them that they did a good job
covering all of the points but need to work on their style of
presentation.
I feel sympathy for these students because for whatever reason, they
are being too self-critical and overly negative. They need to be more
reasonable in judging themselves, more objective in evaluating what
they did right and what they did wrong and the magnitude of these
things. I usually tell them that practice, that doing this in real
life
situations will help them get better.
Just my thoughts.
Y'all can go back to the discussing Shatner if you like.
-Mike Palij
New York University
[email protected]
P.S. The timing of Jeffry's posting made me think that it was in
response
to the postings of a Tipster. I guess I was wrong. ;-)
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