2000-November
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2000-November

Course Number: SBS 2000, Spring 2008

College/University: Utah

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From jameshaymond@hotmail.com Tue, 31 Oct 2000 12:16:05 EST Date: Tue, 31 Oct 2000 12:16:05 EST From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Alzheimer's disease: My grandfather has lost much of his memmory capacity. He still seems to have enough long term memmory to accept things when we correct him. He is at the point where he recognizez he cant remember names and which kids...

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jameshaymond@hotmail.com From Tue, 31 Oct 2000 12:16:05 EST Date: Tue, 31 Oct 2000 12:16:05 EST From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Alzheimer's disease: My grandfather has lost much of his memmory capacity. He still seems to have enough long term memmory to accept things when we correct him. He is at the point where he recognizez he cant remember names and which kids belong to whom. For a while he has coped by using stock conversation statements like: "how's your bunch" This way he dosent have to remember anything specific about his family. Latley, he has been more quiet. He has lived in a care center for a couple of years now, since he became unable to take care of himself. Once in a while he will realize he is not home and insist we get him "back to the house". Fortunatly, he has a compromising and accomadating demenor and is able to accept what others explanation when his memmory leaves him confused or frustrated. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From kvrennie@hotmail.com Tue, 31 Oct 2000 10:25:16 MST Date: Tue, 31 Oct 2000 10:25:16 MST From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] (no subject) I have also heard about this study. The problem is that dreams occur in the REM stage of sleep, which is regarded as the stage where our bodies actually rest. All sleep before REM is a gradual movement toward REM. All sleep after REM is a movement out of REM. So, if you interupt the sleep of a person who is starting to dream, you interupt their REM stage and their body does not rest. So, I guess what I am saying is, how do the researchers know that the functional problems are due to a lack of dreams and not a lack of REM sleep? Kelly Rennie >From: CatherineW123@aol.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] (no subject) >Date: Sat, 28 Oct 2000 19:28:31 EDT > >Sorry! My computer sent two half finished messages! Anyways...my husband >said >that he read this study about dreams in a magazine. I guess the researchers >had the subjects hooked to machines that would detect when they would start >dreaming and everytime they would start to dream the researchers would wake >them up. I guess they did it to see how important dreams are. He said the >people that weren't allowed to dream started to have problems functioning >during the day. I am not sure how reliable and valid the study is though >since I didn't read it myself. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From Marsha.Snow@m.cc.utah.edu Tue, 31 Oct 2000 13:23:54 -0700 (MST) Date: Tue, 31 Oct 2000 13:23:54 -0700 (MST) From: Marsha.Snow@m.cc.utah.edu Marsha.Snow@m.cc.utah.edu Subject: [Psych3120] computer chip implants I don't know, the micro chip implanting thing worries me. Just think of the devistation that could happen if some sick person wanted to download a "virus" to everyone who had one... Okay, sure, I'm overly paranoid about that one, but the stuff science fiction nightmares are made of is actually happening in our world today. From jameshaymond@hotmail.com Tue, 31 Oct 2000 15:28:42 EST Date: Tue, 31 Oct 2000 15:28:42 EST From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Eye witness: After watching the Frontline episode on eyewitness testimony, I am much less convinced of minds ability to accuratly identify a perpatrator. What we have leaned in class has also caused me to question the credibility of a visual witness. There are too many confounding varibles that cause one's memmory of an event to become confabulated. I can think of nothing worse than to be convicted of a crime I had nothing to do with. Watching the video demonstrated how emotions (of the victim and law officials) can lead people to be convinced of something that they want to believe simply to achive closure to the crime and not a true conviction. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From Marsha.Snow@m.cc.utah.edu Tue, 31 Oct 2000 13:44:18 -0700 (MST) Date: Tue, 31 Oct 2000 13:44:18 -0700 (MST) From: Marsha.Snow@m.cc.utah.edu Marsha.Snow@m.cc.utah.edu Subject: [Psych3120] What Jennifer Saw This video should be shown to every potential juror before s/he can do damage to somebody's life by convicting on eyewitness testimony alone. The viewer has a clue beforehand that the accused person is innocent, but Jennifer seems SO CREDIBLE. Even after the DNA testing proves he is innocent, she still "sees" Cotton as her rapist. If I had been on the jury and didn't know anything about how faulty eyewitness testimony is, I probably would have believed Jennifer. We were clearly shown how Jennifer acquired those faulty memories. After class I went home and told my family all about it--I've been trying to convince them to change their viewpoint on the death penalty for some time now, and I hoped that my explaining how faulty eyewitness testimony is would help--and am encouraging them to watch "Frontline" this Thursday on Channel 7 (Dr. Strayer said that it will be another program concerning this same topic). From A.Cahoon@m.cc.utah.edu Tue, 31 Oct 2000 14:40:07 -0700 (MST) Date: Tue, 31 Oct 2000 14:40:07 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] computer chip implants I know this is kind of off of the subject but since Marsha was talking about how the stuff science fiction nightmares are made of is actually happening, I was reminded of something I saw in The Salt Lake Tribune in the News of the Weird on 10/28/00 about cloning. "One of a Kind: A Quebec based sect, the Raelians, announced in September that it would start work immediately, in an unidentified Third World country's laboratory, toward cloning a human being, specifically the American girl who died recently at the age of 10 months and whose parents paid the Raelians $500,000 to duplicate her. According to a Princeton University researcher, the technology exists right now to carry out the work within a year. Founder "Rael" (the former Claude Vorilhon) believes that all humans are clones of extraterrestrial and says Raelians could eventually offer a cloning service for about $200,000". Talk about scary and bizarre, huh? Amy Cahoon On Tue, 31 Oct 2000 Marsha.Snow@m.cc.utah.edu wrote: > > > > > > > I don't know, the micro chip implanting thing worries me. Just think of the devistation that could happen if some sick person wanted to download a "virus" to everyone who had one... Okay, sure, I'm overly paranoid about that one, but the stuff science fiction nightmares are made of is actually > > > > > > > happening in our world today. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From Masterit77@cs.com Tue, 31 Oct 2000 17:27:54 EST Date: Tue, 31 Oct 2000 17:27:54 EST From: Masterit77@cs.com Masterit77@cs.com Subject: [Psych3120] what jennifer saw I have a quenstion about the video what jennifer saw, was bobby pool number 4 in the line up, the man who the other victim identified in the beginning? I have always believed in a eye for an eye, but this video put a new twist on things. It is so unfortunate that there are so many people who are falsely accused. We will probably never have a justice sysem that is free of mistakes and false accusations. That is even more unfortunate. #00071290 From Leonard.Cancel@ahplans.com Tue, 31 Oct 2000 16:03:37 -0700 Date: Tue, 31 Oct 2000 16:03:37 -0700 From: Leonard.Cancel@ahplans.com Leonard.Cancel@ahplans.com Subject: [Psych3120] what jennifer saw No Bobby Pool was not number 4 in the line up. That person was an innocent subject from my recollection. What I find sad, is that even when Bobby knew he did the crime, committed pergury and let an innocent man still sit in prison only to be convicted of it later. How many people know of crimes and are doing nothing about it? They are just letting things stay as is based off of "credible witness memory." Leonard Cancel >--------->From: Masterit77@cs.com[SMTP:Masterit77@cs.com] >Sent: Tuesday, October 31, 2000 3:27 PM >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] what jennifer saw > >I have a quenstion about the video what jennifer saw, was bobby pool number 4 >in the line up, the man who the other victim identified in the beginning? I >have always believed in a eye for an eye, but this video put a new twist on >things. It is so unfortunate that there are so many people who are falsely >accused. We will probably never have a justice sysem that is free of mistakes >and false accusations. That is even more unfortunate. >#00071290 > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From listonbr@yahoo.com Tue, 31 Oct 2000 15:24:47 -0800 (PST) Date: Tue, 31 Oct 2000 15:24:47 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] what jennifer saw --0-1872100833-973034687=:3445 Content-Type: text/plain; charset=us-ascii I was thinking about how potentially anyone could be locked up, even myself just from somebodies testimony. What we watched today is frightening, I know that you need evidence, and a lot of other factors, but I was wondering if a case were someone is just trying to get back at someone for something, could they potetially turn you in with a false story. I know that it would have to be brilliantly thought out but could it happen. I do transcribing for one of the proffesors at the U, and I am working on an interview were a lady has had her babies father turned into the cops for a variety of things. The wierd thing is that he never committed any of the things that he has been arrested for. For example she ran her car into the garage late one night, and instead of being honest with her mom who she lives with, she told her mom that it was her boyfriend that did it, cuz he was trying to get her to come out side, because he new that she was with another man. After spending two nights in jail, the police figured out that he had been out of town during the week that it had happened. just something to think about. Liston Leonard.Cancel@ahplans.com wrote: No Bobby Pool was not number 4 in the line up. That person was an innocent subject from my recollection. What I find sad, is that even when Bobby knew he did the crime, committed pergury and let an innocent man still sit in prison only to be convicted of it later. How many people know of crimes and are doing nothing about it? They are just letting things stay as is based off of "credible witness memory." Leonard Cancel >--------->From: Masterit77@cs.com[SMTP:Masterit77@cs.com] >Sent: Tuesday, October 31, 2000 3:27 PM >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] what jennifer saw > >I have a quenstion about the video what jennifer saw, was bobby pool number 4 >in the line up, the man who the other victim identified in the beginning? I >have always believed in a eye for an eye, but this video put a new twist on >things. It is so unfortunate that there are so many people who are falsely >accused. We will probably never have a justice sysem that is free of mistakes >and false accusations. That is even more unfortunate. >#00071290 > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 --------------------------------Do You Yahoo!? >From homework help to love advice, Yahoo! Experts has your answer. --0-1872100833-973034687=:3445 Content-Type: text/html; charset=us-ascii <P>I was thinking about how potentially anyone could be locked up, even myself just from somebodies testimony.&nbsp;What we&nbsp;watched today is frightening, I know that you need evidence, and a lot of other factors, but&nbsp;I was wondering if&nbsp;a case were someone is just trying to get back at someone for something, could they potetially turn you in with a&nbsp;false story. I know that it would have to be&nbsp;brilliantly thought out but could it happen. I do transcribing for one of the proffesors at the U, and&nbsp;I am working&nbsp;on an interview were a lady has had her babies father turned into the cops for a variety of things. The&nbsp;wierd thing is that he never committed any of the&nbsp;things that he&nbsp;has been arrested for. For example she ran her car into the garage late one night, and instead of being honest with her mom who she lives with,&nbsp;she told her mom that it was her boyfriend that did it, cuz he was trying to get her to come&nbsp;out side, because he new that she was with another man. After spending two nights in jail,&nbsp;the police figured out that he had been out of town during the week that it had happened. just something to think about.</P> <P>Liston</P> <P>&nbsp;</P> <P>&nbsp;</P> <P>&nbsp;</P> <P>&nbsp;</P> <P><BR>&nbsp;</P> <P>&nbsp; <B><I>Leonard.Cancel@ahplans.com</I></B> wrote: <BR> <BLOCKQUOTE style="BORDER-LEFT: #1010ff 2px solid; MARGIN-LEFT: 5px; PADDING-LEFT: 5px">No Bobby Pool was not number 4 in the line up. That person was an<BR>innocent subject from my recollection. What I find sad, is that even<BR>when Bobby knew he did the crime, committed pergury and let an innocent<BR>man still sit in prison only to be convicted of it later. How many<BR>people know of crimes and are doing nothing about it? They are just<BR>letting things stay as is based off of "credible witness memory."<BR>Leonard Cancel<BR><BR><BR>&gt;---------<BR>&gt;From: Masterit77@cs.com[SMTP:Masterit77@cs.com]<BR>&gt;Sent: Tuesday, October 31, 2000 3:27 PM<BR>&gt;To: psych3120@lists.csbs.utah.edu<BR>&gt;Subject: [Psych3120] what jennifer saw<BR>&gt;<BR>&gt;I have a quenstion about the video what jennifer saw, was bobby pool number 4<BR>&gt;in the line up, the man who the other victim identified in the beginning? I <BR>&gt;have always believed in a eye for an eye, but this video put a new twist on <BR>&gt;things. It is so unfortunate that there are so many people who are falsely <BR>&gt;accused. We will probably never have a justice sysem that is free of mistakes<BR>&gt;and false accusations. That is even more unfortunate.<BR>&gt;#00071290<BR>&gt;<BR>&gt;_____________________________________ __________<BR>&gt;Psych3120 mailing list<BR>&gt;Psych3120@lists.csbs.utah.edu<BR>&gt;http://lists.csbs.utah.edu/listin fo.cgi/psych3120<BR>&gt;<BR><BR>_______________________________________________<BR >Psych3120 mailing list<BR>Psych3120@lists.csbs.utah.edu<BR>http://lists.csbs.utah.edu/listinfo.cgi/p sych3120</BLOCKQUOTE><p><br><hr size=1><b>Do You Yahoo!?</b><br> >From homework help to love advice, <a href="http://experts.yahoo.com/">Yahoo! Experts</a> has your answer. --0-1872100833-973034687=:3445-- From tarahdavis@yahoo.com Tue, 31 Oct 2000 15:32:20 -0800 (PST) Date: Tue, 31 Oct 2000 15:32:20 -0800 (PST) From: Tarah davis tarahdavis@yahoo.com Subject: [Psych3120] What Jennifer Saw..... The video that we watched in class today was very interesting. I have never thought about eye witness testimony until now. In this specific incident, I recognized racial bias from the beginning of the film. When Jennifer ran to the neighbors for help, she yelled that she was raped by a black man. I do not think if she was raped by a white man that she would have yelled, I have been raped by a white man. It is obvious to me that race and cross cultural identification (I think that is what they termed it) greatly influenced this case. I also think the geographic location and time period may have influenced the initial results of the case (institutional racism). __________________________________________________ Do You Yahoo!? >From homework help to love advice, Yahoo! Experts has your answer. http://experts.yahoo.com/ From trichardson@acs.utah.edu Tue, 31 Oct 2000 16:37:50 -0700 Date: Tue, 31 Oct 2000 16:37:50 -0700 From: Tim Richardson trichardson@acs.utah.edu Subject: [Psych3120] Class video Seeing that video in class makes you wonder how many cases of mistaken identity have been done. I thought that bobby pools voice was a little different than the cotton guy. I would have thought that voice recognition test would have been a little more affective. Maybe she had her mind made up before the voice test, so it wouldnt have mattered anyway. Maybe they should have a voice recognition test without a visual lineup. From becky@lumintech.com Tue, 31 Oct 2000 16:56:17 -0700 Date: Tue, 31 Oct 2000 16:56:17 -0700 From: Becky Alder becky@lumintech.com Subject: [Psych3120] Memory In regards to the topic we are addressing at current, I find it fascinating as well as a whole lot of unnerving!!!!! Last night I went to an indoor soccer game at the E-Center. As the two teams played one became very aggressive and started injuring the opposing team. In one awful instance (and after a few prior instances) one player was severely injured. What I found interesting is that they replayed the scene several times from the standpoint of several cameras. They played the scenein freeze frames, then slow, and then fast. As I watched the different scenes I thought about the various memory lectures in class and the reading. In watching the actual happening with my own eyes I saw one thing happen but couldn't tell exactly what had really occurred. Then in the fast recap I saw something else that made it look like the injurer's own fault. Then from the view of a different angled camera I saw a completely different scene of how bad the player really was hurt and how the opposing team member slammed the guy into the wall in what looked like a break of the leg and possibly a neck injury as well. Finally after viewing the take from several of the camera's and really paying attention I was able to see a much broader take of what had just occurred. If I were to describe what had happened just by what I originally saw there is no way I ever could have really made out what just happened. Too bad in real life there is not a replay camera catching every angle when memory needs to be reliable!!!! I guess the funny thing is, now that I have a total picture of the soccer event I described above, I still have many bias'. One: that it was truly the other teams fault just based on the idea that they caused so many prior accidents to the team I was rooting for. I have to wonder if I had been rooting for the other team if I really would have seen what I saw??? thanks bec From becky@lumintech.com Tue, 31 Oct 2000 17:13:35 -0700 Date: Tue, 31 Oct 2000 17:13:35 -0700 From: Becky Alder becky@lumintech.com Subject: [Psych3120] What Jennifer Saw I found this movie really disturbing. For all the times in my life when I was absolutely sure I knew what I saw and could swear up and down that I knew exactly what happened, this makes me feel very unsecured in abilities as a person and part of society. I found it also very disturbing that for all the great technologies and advancements in criminal research, that these crimes are still so hard to pinpoint. Had the Bobby Pool fellow never said a word to his cell mates, his crimes to the two ladies would still be at large. I believe this is one more reason to make the laws for crime that much more harsh and even perhaps unrealistically harsh. Thus causing a criminal mind to think twice before acting out. The legal system just got the book thrown at their one (once thought of) most reliable source. This makes catching a primal this much harder and more expensive. In this instance, regardless of the evidence gathered in this case, and the years of work, it was all for not. An innocent person was put in prison and two innocent ladies' lives changed for the worst. Perhaps this sounds unhumanistic but if they were to put a few criminals up as an example and give them a heinous punishment for their crime, then enforce a stricter law, perhaps the crime rate wouldn't be so high and so many innocent people suffer as Jennifer did. Thanks bec From becky@lumintech.com Tue, 31 Oct 2000 17:36:36 -0700 Date: Tue, 31 Oct 2000 17:36:36 -0700 From: Becky Alder becky@lumintech.com Subject: [Psych3120] Another thought on the Jennifer video I was reading through some of the other submitted articles to the message board. In reflection of this video you can see how bad memory is. I think another thing that we take at face value, that perhaps should be given a second take is the ability to recognize voices and even remember our own day. I can't help but thinking about how when it was mentioned that Jennifer should have been better at picking out the voice, how often does someone I talk to all the time on the phone call and suddenly I just don't recognize their voice until we have talked for a minute and they mention something that gives them away. I also have a hard time with the fact that Cotton made so many mistakes remembering where he was the night of the crime. The juror was convinced that was on purpose because he couldn't come up with an alibi! I think back to where I was last night and have a problem. If I were to recap where and what I was doing last week I would be in jail too as I couldn't recap that!! How sad when we don't put ourselves in the shoes of those we place judgment on. thanks bec From gtalebreza@shoutmail.com Tue, 31 Oct 2000 15:58:37 -0800 Date: Tue, 31 Oct 2000 15:58:37 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] movie The movie on eye witness testimony was totally interesting. During the movie, when the fake thief ran in, me and the people sitting close by all came up with different recollections of what the thief was wearing. I was completely wrong except that I knew he was wearing white and blue. I used to pride myself on being attentive to detail but this gave me a little insight. ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From ilikeduplos@hotmail.com Wed, 01 Nov 2000 15:56:14 MST Date: Wed, 01 Nov 2000 15:56:14 MST From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] video When watching the video "What Jennifer saw" the hardest part I think would be trying to match the persons identity to those stupid little overhead pieces that show ten thousand different eyes, noses, mouths and so forth. I mean really how many of us could actually do this and accurately? I don't even think I would be very good at trying to match some of those fake face pieces up to my picture of someone really close to me, say for instance my mom. How sad is that. I don't know, maybe it's my lack of confidence in accurately describing somebody but I think that task would be really hard to do because you memory or things are not concrete they change all the time and it can even perhaps change depending on the mood you are in. The other interesting part of the video is the fact that there are many innocent people in jail and pretty much nothing is being done about it. It's a tough thing because who is to say that this person is innocent and then another is guilty? It's like if we find a person guilty in the court system then we all believe that they were put into prison for a very good reason. Most of us never question the fact that all of the lawyers, judges, jurors and even witnesses could be wrong. It's a crazy thing to think about and an even hard thing to try to fix. Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From kwan_carrie@hotmail.com Wed, 01 Nov 2000 17:15:30 MST Date: Wed, 01 Nov 2000 17:15:30 MST From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] eye witness/memory "What Jennifer Saw" reminded me of a question that I've had for a long time. It was clear that in Jennifer's case, the input that she received after the event altered her memory. She will always have the innocent's man's face in her mind even though she now knows that it was Bobby Boo who commited the crime. This goes right along with our discussion how long-term memory could be replaced and the mind will remember it as real even if it's not. I've always wondered about people who starts getting memories about an abusive childhood after going to a therapist. I hope nowadays therapists are more careful with non-leading questions and prompts. But in the past, I wonder how many people actually created false memories in this regard due to inappropriate questioning. The scary thing is that once these memories are created, the mind will believe it as real regardless of the truth. Some people may live out there lives with painful memories that never really happened. On the other hand, it'll be more and more difficult to help these people because you don't want to discount their memory, and also you don't want to totally trust their memory either. It's definitely a tough issue. I would like to receive some input on this matter if anyone has some insight. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From rybo@xmission.com Wed, 1 Nov 2000 10:39:53 -0600 Date: Wed, 1 Nov 2000 10:39:53 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] Thursday's Video This is a multi-part message in MIME format. ------=_NextPart_000_0018_01C043F0.119BA940 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I have to comment on Becky Alder's post about how we should make laws = for these inhumane crimes more harsh. I see this as an double-edged sword. I have heard in the past that a = possible punishment for rape could be castration. This to me seems to = me to be an harsh punishment for an innocent person. Over all I would = have to disagree that making punishments for crimes more harsh would not = have the desired effect simply because of our imperfect justice system. = The fact is, you can still commit a crime and never be caught.. = Regardless of the punishment, I am sure most if not all criminals have = that mind-set at the time they commit the crime.. Ryan =20 *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen *************************************************************************= ********************************************** ------=_NextPart_000_0018_01C043F0.119BA940 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>I have to comment on Becky Alder's post about how we = should=20 make laws for these&nbsp;inhumane crimes more harsh.</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>I see this as an double-edged sword.&nbsp; I have = heard in the=20 past&nbsp;that a possible punishment for rape could be castration.&nbsp; = This to=20 me seems&nbsp;to me to be an&nbsp;harsh punishment for an innocent=20 person.&nbsp;&nbsp;Over all I would have to disagree that&nbsp;making=20 punishments for crimes&nbsp;more harsh would not&nbsp;have the desired = effect=20 simply because of our imperfect justice system.&nbsp; The fact is, you = can still=20 commit a crime and never be caught.. Regardless of the = punishment,&nbsp;I am=20 sure most if not all criminals have that mind-set at the time they = commit the=20 crime..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT size=3D2>&nbsp; </FONT></DIV> <DIV><FONT=20 size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is that = sex=20 relieves tension, and love causes it." -Woody=20 Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BOD= Y></HTML> ------=_NextPart_000_0018_01C043F0.119BA940-- From Gloria.C.Ruiz@m.cc.utah.edu Wed, 1 Nov 2000 23:02:26 -0700 (MST) Date: Wed, 1 Nov 2000 23:02:26 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] Article in the School Paper Quoting Derrel and Magen Grappendorf <dgrappe@bitcorp.net>: I don't really like the idea of a computer chip controlling human's emotions.. it sounds so disturb to me to think that we are no even interested in feeling anymore, how ever helping blind people is in deed a great accompliment. It is so ironic to me that in one hand technology helps one thing but on the other hand can destroy something so precious as our feeelings.,make you wonder what kind of life our grandchildren are going to live...just my comments. G.Ruiz. > I recenetly read an article about a man that is inventing a computer chip > that you can place inside your body. This chip extremely small, but > performs many functions. Besides turning on the lights in your house and > other convenient things, this computer will hopefully regulate our body's > chemical inbalances. For example, it would help regulate our emotions. > It would also assist blind people in trying to calculate how far and > object is. I found this article in "Steamtunnels" October 27, 2000, > called Silicon Implants. > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From Gloria.C.Ruiz@m.cc.utah.edu Wed, 1 Nov 2000 23:15:49 -0700 (MST) Date: Wed, 1 Nov 2000 23:15:49 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] The brains defense mechanisms Quoting laura barron <lauraebarron@hotmail.com>: I think you are really fortunate. I work in the mental health business and people who have been abuse can remember pretty easy and fast things that happened to them even during chilhood. These memories are always there and they related them to another memories or issues in their present life. It is sad that we remember bad things like this so vivid. It is great for you though.G.Ruiz > i would also be interested in knowing why some people just don't remember > bad things that happen to them. i have that propblem myself. sometimes, i > > completely looses the memory of a bad thing, i have had pepole get all > confused when they tell me about something that happened to me when i can't > > rmemeber it happening. sometimes i can remember that it happened, and > remember that i was sad, but not feel sad. i suppose its kinda nice that i > > don't dwell on things like that, and i assume that it is a defense > mechanism > protecting me, but it is still a little disturbing and confusing to me. > > > From: "Marci Sparks" <marcisparks@hotmail.com> > Reply-To: psych3120@lists.csbs.utah.edu > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] The brains defense mechanisms > Date: Fri, 27 Oct 2000 12:29:38 MDT > > I was just wondering why people tend to not remember bad things that happen > to them. It seems like a great psychological defense mechanism, but, I was > wondering the process of the whole event. Do they just will themselves to > not think about it to the point that it is not commited to their LTM and > then just drops from their short term memory? Then how would you be able > to > explain people honestly not remembering someone being shot just a few > minutes earlier? I think the brain must have an incredible system of > defense, for not only physical dangers, but, psychological as well. > It is also interesting that people may have these events stored in their > LTM > but, not be able to recall them. Such as being abused as a child. > ________________________________________________________ _________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > ________________________________________________________ _________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From brockbeattie@yahoo.com Thu, 2 Nov 2000 08:23:31 -0800 (PST) Date: Thu, 2 Nov 2000 08:23:31 -0800 (PST) From: Brock Beattie brockbeattie@yahoo.com Subject: [Psych3120] Video Since the video I have had the opportunity to explain what we saw to several people. It is amazing how much we believe someone when they tell us they remember seeing something. All the people I told the story to were amazed at the out come. I hope that we all remember what we learned from the video so that if we are ever in a situation to make a judgment from an eyewitness testimony we can make sure to get all the facts. __________________________________________________ Do You Yahoo!? >From homework help to love advice, Yahoo! Experts has your answer. http://experts.yahoo.com/ From jasonwlogsdon@hotmail.com Thu, 02 Nov 2000 09:37:51 MST Date: Thu, 02 Nov 2000 09:37:51 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] Article in the School Paper I think that as long as it doesn't completely eliminate them it could be a good thing. Think about all of the times you get depressed about stupid things. Normally this happens when people don't get enough sleep, or are hungry. If the chip could get rid of those feelings, it seems like it would have great potential. However, I'm not sure if I would want it in me because I almost think those times of depression help you enjoy the good times that you have, and for most people, a day or two of being sad is worth it for a few weeks of happiness. Jason From: Gloria.C.Ruiz@m.cc.utah.edu Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Article in the School Paper Date: Wed, 1 Nov 2000 23:02:26 -0700 (MST) Quoting Derrel and Magen Grappendorf <dgrappe@bitcorp.net>: I don't really like the idea of a computer chip controlling human's emotions.. it sounds so disturb to me to think that we are no even interested in feeling anymore, how ever helping blind people is in deed a great accompliment. It is so ironic to me that in one hand technology helps one thing but on the other hand can destroy something so precious as our feeelings.,make you wonder what kind of life our grandchildren are going to live...just my comments. G.Ruiz. > I recenetly read an article about a man that is inventing a computer chip > that you can place inside your body. This chip extremely small, but > performs many functions. Besides turning on the lights in your house and > other convenient things, this computer will hopefully regulate our body's > chemical inbalances. For example, it would help regulate our emotions. > It would also assist blind people in trying to calculate how far and > object is. I found this article in "Steamtunnels" October 27, 2000, > called Silicon Implants. > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From norrisrachel@freeport.com Thu, 02 Nov 2000 15:31:23 GMT Date: Thu, 02 Nov 2000 15:31:23 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] video This video really got me thinking about how many are convicted of crimes they didn't actually commit. In "What Jennifer Saw" I felt really bad for the man that was originally convicted. Although, he did have previous convictions for rape and assault, he had probably alreay done the time for those crimes. It would also have been very frustrating to be in Jennifer's shoes because even though she didn't get that good of a look at the perpetrator because it was mostly dark, she probably wanted so badly for him to pay for his crime that it may be possible that she convinced herself of his identity? I would probably have done the same thing if I were in her shoes. > When watching the video "What Jennifer saw" the hardest part I think would > be trying to match the persons identity to those stupid little overhead > pieces that show ten thousand different eyes, noses, mouths and so forth. I > mean really how many of us could actually do this and accurately? I don't > even think I would be very good at trying to match some of those fake face > pieces up to my picture of someone really close to me, say for instance my > mom. How sad is that. I don't know, maybe it's my lack of confidence in > accurately describing somebody but I think that task would be really hard to > do because you memory or things are not concrete they change all the time > and it can even perhaps change depending on the mood you are in. > The other interesting part of the video is the fact that there are many > innocent people in jail and pretty much nothing is being done about it. > It's a tough thing because who is to say that this person is innocent and > then another is guilty? It's like if we find a person guilty in the court > system then we all believe that they were put into prison for a very good > reason. Most of us never question the fact that all of the lawyers, judges, > jurors and even witnesses could be wrong. It's a crazy thing to think about > and an even hard thing to try to fix. > > Erica > ____________________________________________________________ _____________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From M.Burchett@m.cc.utah.edu Thu, 2 Nov 2000 10:09:04 -0700 (MST) Date: Thu, 2 Nov 2000 10:09:04 -0700 (MST) From: M.Burchett@m.cc.utah.edu M.Burchett@m.cc.utah.edu Subject: [Psych3120] Thursday's Video I agree with Ryan on this point. Given the way our justice system has established itself, it would be impossible to change it that radically now. The reason swift and harsh punishment works in other cultures is because that is the way it has always been. Everyone associates certain crimes with certain harsh punishments. Few, if any people here associate specific crimes with specific punishments. I have grown up in this society and have no idea what the punishment is for various crimes. I asuume most will involve some sort of fine, jail time or the death penalty. But, I couldn't tell you exactly what punishment would follow what crime. For example, if you steal something, you really don't know what your punishment will be if you are caught. However, there are other cultures where stealing will result in your hand being cut off, or something similar. Everyone knows the punishment for that specific crime whereas no one here does. The other problem is the lack of consistency in the justice system. The same crime will result in different punishments depending on a variety of factors. Just read the laws. There are degrees of punishment for degrees of the same crime. Until we have a consistent justice system people will not be able to associate the crime with the punishment and crime will not be detered. Making punishments more harsh won't help because no one will assume they will be assigned to the harshest punishment. Quoting Ryan Nay <rybo@xmission.com>: > I have to comment on Becky Alder's post about how we should make laws > for these inhumane crimes more harsh. > > I see this as an double-edged sword. I have heard in the past that a > possible punishment for rape could be castration. This to me seems to > me to be an harsh punishment for an innocent person. Over all I would > have to disagree that making punishments for crimes more harsh would not > have the desired effect simply because of our imperfect justice system. > The fact is, you can still commit a crime and never be caught.. > Regardless of the punishment, I am sure most if not all criminals have > that mind-set at the time they commit the crime.. > > Ryan From jameshaymond@hotmail.com Thu, 02 Nov 2000 14:03:43 EST Date: Thu, 02 Nov 2000 14:03:43 EST From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Reconstructive MemmoryI think I know why I don't do well on tests. After learning about the errors that can occure in reconstructive memmory I think I will concentrate on more accurate note taking and less on my schemata. Often I will listen to a lecture and if I have prior knowledge concerning the lesson I will start to tune out. I know that there may be differences in what the professors may have to say but I have always assumed that what one professor teaches should be concurrent with what another has to say on the subject. Something I have overlooked (ommission type thinking)is that my mind will fill in the gaps during the test, after today's lecture I am much less willing to trust in my general schemata. Being a senior I tend to rehash information from class to class. I am now completely unwilling to rely on previous understanding to get by, due to the errors created by omissions and rationalization. Let's see if I do better next weeks test. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From gleim@uswest.net Thu, 2 Nov 2000 13:24:48 -0700 Date: Thu, 2 Nov 2000 13:24:48 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] Thursday's Video This is a multi-part message in MIME format. ------=_NextPart_000_0030_01C044D0.4606A1E0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I agree with you Ryan. The current justice system is far from perfect. It seems we are caught in a losing battle and making the punishment harsher is not the right=20 answer since so many convicted are actually innocent. I believe whatever changes are to be made must start at an earlier more preventative level. It's more productive to put time and energy into programs that will stop individuals from having to turn to crime, than to be playing catch up and focusing only on crimes that have already been commited. Heather Gleim 00067221 -----Original Message----From: Ryan Nay <rybo@xmission.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Wednesday, November 01, 2000 10:41 PM Subject: [Psych3120] Thursday's Video I have to comment on Becky Alder's post about how we should make laws = for these inhumane crimes more harsh. =20 I see this as an double-edged sword. I have heard in the past that a = possible punishment for rape could be castration. This to me seems to = me to be an harsh punishment for an innocent person. Over all I would = have to disagree that making punishments for crimes more harsh would not = have the desired effect simply because of our imperfect justice system. = The fact is, you can still commit a crime and never be caught.. = Regardless of the punishment, I am sure most if not all criminals have = that mind-set at the time they commit the crime.. =20 Ryan =20 = *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen = *************************************************************************= ********************************************** ------=_NextPart_000_0030_01C044D0.4606A1E0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Dwindows-1252" = http-equiv=3DContent-Type><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 = Transitional//EN"> <META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV>I agree with you Ryan.&nbsp; The current justice</DIV> <DIV>system is far from perfect.&nbsp; It seems we</DIV> <DIV>are caught in a losing battle and making</DIV> <DIV>the punishment harsher is not the right </DIV> <DIV>answer since so many convicted are</DIV> <DIV>actually innocent.&nbsp; I believe whatever</DIV> <DIV>changes are&nbsp; to be made must start at</DIV> <DIV>an earlier more preventative level.&nbsp; It's more</DIV> <DIV>productive to put time and energy into</DIV> <DIV>programs that will stop individuals from</DIV> <DIV>having to turn to crime, than to be playing</DIV> <DIV>catch up and focusing only on crimes</DIV> <DIV>that have already been commited.</DIV> <DIV>&nbsp;</DIV> <DIV>Heather Gleim 00067221</DIV> <BLOCKQUOTE=20 style=3D"BORDER-LEFT: #000000 2px solid; MARGIN-LEFT: 5px; MARGIN-RIGHT: = 0px; PADDING-LEFT: 5px"> <DIV><FONT face=3DArial size=3D2><B>-----Original = Message-----</B><BR><B>From:=20 </B>Ryan Nay &lt;<A=20 href=3D"mailto:rybo@xmission.com">rybo@xmission.com</A>&gt;<BR><B>To: = </B><A=20 = href=3D"mailto:psych3120@lists.csbs.utah.edu">psych3120@lists.csbs.utah.e= du</A>=20 &lt;<A=20 = href=3D"mailto:psych3120@lists.csbs.utah.edu">psych3120@lists.csbs.utah.e= du</A>&gt;<BR><B>Date:=20 </B>Wednesday, November 01, 2000 10:41 PM<BR><B>Subject: = </B>[Psych3120]=20 Thursday's Video<BR><BR></DIV></FONT> <DIV><FONT size=3D2>I have to comment on Becky Alder's post about how = we should=20 make laws for these&nbsp;inhumane crimes more harsh.</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>I see this as an double-edged sword.&nbsp; I have = heard in=20 the past&nbsp;that a possible punishment for rape could be = castration.&nbsp;=20 This to me seems&nbsp;to me to be an&nbsp;harsh punishment for an = innocent=20 person.&nbsp;&nbsp;Over all I would have to disagree that&nbsp;making=20 punishments for crimes&nbsp;more harsh would not&nbsp;have the desired = effect=20 simply because of our imperfect justice system.&nbsp; The fact is, you = can=20 still commit a crime and never be caught.. Regardless of the=20 punishment,&nbsp;I am sure most if not all criminals have that = mind-set at the=20 time they commit the crime..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT size=3D2>&nbsp; </FONT></DIV> <DIV><FONT=20 = size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 = href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is = that sex=20 relieves tension, and love causes it." -Woody=20 = Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BLO= CKQUOTE></BODY></HTML> ------=_NextPart_000_0030_01C044D0.4606A1E0-- From ham070@hotmail.com Thu, 02 Nov 2000 13:08:35 MST Date: Thu, 02 Nov 2000 13:08:35 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] eye witness/memory a couple of days ago i had a feeling that i had a conversation with someone, however i have not been able to figure out if that was just a dream or if it really happened. i know this is not the same as eye witness testimony, but it is an example of how strong our mind is. i can recall details about the conversation, even what they were wearing, but i have a feeling that it never happened. i believe that people can convince themselves that something happened or that they truly saw what they think they did. especially in a state of high emotion, a person could take a piece of info that they are pretty sure of and convince themselves that they are positive of it. >From: "Carrie Kwan" <kwan_carrie@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] eye witness/memory >Date: Wed, 01 Nov 2000 17:15:30 MST > >"What Jennifer Saw" reminded me of a question that I've had for a long >time. >It was clear that in Jennifer's case, the input that she received after the >event altered her memory. She will always have the innocent's man's face in >her mind even though she now knows that it was Bobby Boo who commited the >crime. This goes right along with our discussion how long-term memory could >be replaced and the mind will remember it as real even if it's not. I've >always wondered about people who starts getting memories about an abusive >childhood after going to a therapist. I hope nowadays therapists are more >careful with non-leading questions and prompts. But in the past, I wonder >how many people actually created false memories in this regard due to >inappropriate questioning. The scary thing is that once these memories are >created, the mind will believe it as real regardless of the truth. Some >people may live out there lives with painful memories that never really >happened. On the other hand, it'll be more and more difficult to help these >people because you don't want to discount their memory, and also you don't >want to totally trust their memory either. It's definitely a tough issue. I >would like to receive some input on this matter if anyone has some insight. >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From ilikeduplos@hotmail.com Thu, 02 Nov 2000 16:07:08 MST Date: Thu, 02 Nov 2000 16:07:08 MST From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] study guide I'm having a little problem answering number 1 and 2 on the study guide. Can anyone give me some advice or steer me in the right direction? Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From Ryanjg76@cs.com Thu, 2 Nov 2000 19:59:49 EST Date: Thu, 2 Nov 2000 19:59:49 EST From: Ryanjg76@cs.com Ryanjg76@cs.com Subject: [Psych3120] Re: diagnostic On October 3 Dr Strayer talked about the criteria for measures of mental workload. He mentioned six different criterias but one of them doesn't make sense to me. Does anyone know what "Diagnostic of which resources are used" means. I don't know which resources that he is talking about. Is he meaning that to recieve accurate data from the measurement that one must equally measure all four of the mental workload, and that each measurement has equal validity? Can anyone help answer the question? Ryan G. From Ryanjg76@cs.com Thu, 2 Nov 2000 20:14:49 EST Date: Thu, 2 Nov 2000 20:14:49 EST From: Ryanjg76@cs.com Ryanjg76@cs.com Subject: [Psych3120] study guide-answer to #2 Answer to question number 2. I think what Dr Strayer is looking for is to decribe the four types of these mental workloads: Primary Task This is the task that involves the highest workload because it has priority over the other three types. Pro's: high validity. Con's: may be difficult to obtain good measurement, and not diagnostic of resources used. Secondary Task This shows how well you can do one task while doing the primary task. Usually involves odd-ball task. Pro's: shows that as workload increases so does the # of errors, also as 2nd task performance decreases, you can assume that it is because most attention is on primary task. Con: relatively obscure-2nd task usually isn't done in real world conditions. Physiological Measures Examines physiological changes as person performs task Pro: continous measure, not obtrusive, subject forgets about the measurement during the task. Con: Easier in design than application, easy to do in lab-hars to do in real world Subject measures Have the subject rate the difficulty of the task. Pro: easy to administer, unobtrusive. Con: May not be diagnostic From Thurie@aol.com Fri, 3 Nov 2000 10:20:27 EST Date: Fri, 3 Nov 2000 10:20:27 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re: Video This is in regards to the Jennifer video. In a situation where someone spent 10 years in prison for something he didn't do, does the legal system do anything? I would think they should be responsible for compensating Cotton for 10 years of his life. He could have been working those 10 years. He missed out on a lot of stuff. He probably only got an I'm sorry, if that. What do you guys think? Does he deserve some money? From jefbruwid@excite.com Fri, 3 Nov 2000 07:59:15 -0800 (PST) Date: Fri, 3 Nov 2000 07:59:15 -0800 (PST) From: Jeff Widdison jefbruwid@excite.com Subject: [Psych3120] review? Does anyone know where the review will be today at 5:00? I didn't ever get a message as to where we are going to meet. It is today at 5:00 pm, correct? _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html From A.Cahoon@m.cc.utah.edu Fri, 3 Nov 2000 09:26:06 -0700 (MST) Date: Fri, 3 Nov 2000 09:26:06 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] review? The review today is at 5 p.m. in SBS rm 104 and the review on Monday is at 2 p.m. in SBS rm 106. On Fri, 3 Nov 2000, Jeff Widdison wrote: > > > > > > > > > > > > > > > Does anyone know where the review will be today at 5:00? I didn't ever get a message as to where we are going to meet. It is today at 5:00 pm, correct? _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html _______________________________________________ Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From stephenmadsen@hotmail.com Fri, 03 Nov 2000 17:09:26 GMT Date: Fri, 03 Nov 2000 17:09:26 GMT From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] Eye witness testimony on trial My Father is an attorney and has told me of many a tale where eye witness testimony has posed serious problems, where the defendent really was not the one involved. The problem is that the Prosecution is aware of this fact as well but they have to convict. Therefore they will use the testimony of witnesses, screening out the conflicting ones to try and match their story. The jury sees these people as the authority (they must know what they are doing) and does not raise reasonable doubt unless the defense can find holes with the testimony. Even then it is an arduious task to get the jury to realize that even though someone might have seen something does not mean that it is a true dipiction of reality. Remember, the prosecution tries to screen beforehand, so all of the stories are more congruent. This portion of memory gives creedence to many Lawyers who know first hand the fallacies of memory and perception. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mobiaz@excite.com Fri, 3 Nov 2000 08:57:34 -0800 (PST) Date: Fri, 3 Nov 2000 08:57:34 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Thursday's Video It is difficult to decide what type of punishment is fit for various crimes. It is obvious that one goal of a potential punishment is to influence possible offenders from committing the crime. However, you make a good point that those who commit the crimes probably aren't worried about getting caught at the moment that the crime is committed. So how can you know if harsher punishments would be successful in reducing the crime rate. I think that this is a battle that can never be won in that the common ground is to vague and there will always be arguements that support the other sides. On Wed, 1 Nov 2000 10:39:53 -0600, psych3120@lists.csbs.utah.edu wrote: > I have to comment on Becky Alder's post about how we should make laws for these inhumane crimes more harsh. > > I see this as an double-edged sword. I have heard in the past that a possible punishment for rape could be castration. This to me seems to me to be an harsh punishment for an innocent person. Over all I would have to disagree that making punishments for crimes more harsh would not have the desired effect simply because of our imperfect justice system. The fact is, you can still commit a crime and never be caught.. Regardless of the punishment, I am sure most if not all criminals have that mind-set at the time they commit the crime.. > > Ryan > > ********************************************************************************** ************************************* > Ryan Nay > http://www.ryboslc.homepage.com > ICQ: 9443264 > AOL: RyboUT75 > "The difference between sex and love is that sex relieves tension, and love causes it." -Woody Allen > ********************************************************************************** ************************************* _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html From mobiaz@excite.com Fri, 3 Nov 2000 08:57:50 -0800 (PST) Date: Fri, 3 Nov 2000 08:57:50 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Thursday's Video It is difficult to decide what type of punishment is fit for various crimes. It is obvious that one goal of a potential punishment is to influence possible offenders from committing the crime. However, you make a good point that those who commit the crimes probably aren't worried about getting caught at the moment that the crime is committed. So how can you know if harsher punishments would be successful in reducing the crime rate. I think that this is a battle that can never be won in that the common ground is to vague and there will always be arguements that support the other sides. Tyler Burnett On Wed, 1 Nov 2000 10:39:53 -0600, psych3120@lists.csbs.utah.edu wrote: > I have to comment on Becky Alder's post about how we should make laws for these inhumane crimes more harsh. > > I see this as an double-edged sword. I have heard in the past that a possible punishment for rape could be castration. This to me seems to me to be an harsh punishment for an innocent person. Over all I would have to disagree that making punishments for crimes more harsh would not have the desired effect simply because of our imperfect justice system. The fact is, you can still commit a crime and never be caught.. Regardless of the punishment, I am sure most if not all criminals have that mind-set at the time they commit the crime.. > > Ryan > > ********************************************************************************** ************************************* > Ryan Nay > http://www.ryboslc.homepage.com > ICQ: 9443264 > AOL: RyboUT75 > "The difference between sex and love is that sex relieves tension, and love causes it." -Woody Allen > ********************************************************************************** ************************************* _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html From rybo@xmission.com Thu, 2 Nov 2000 23:25:16 -0600 Date: Thu, 2 Nov 2000 23:25:16 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] Study Guide Question #1 This is a multi-part message in MIME format. ------=_NextPart_000_0027_01C04524.281E7DC0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I am confused about how to answer question number 1 on the study guide.. The question on Performance Operator Characteristic (POC) relates to = time sharing and the PRF according to the reading. I can't understand = the reading at all.. The only thing I understand is that time sharing = causes reduced performance on multiple tasks when performed = simultaneously.. I may even be off on this.. Could somebody explain this = question to me and anybody else who is confused.. IN LAYMAN'S terms = please.. Also any input from the study session that takes place today on other = questions would also be appreciated.. These times for a study session = contradict with my work schedule, and I am sure that's the case for = others on here also.. Thanks Ryan *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen *************************************************************************= ********************************************** ------=_NextPart_000_0027_01C04524.281E7DC0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>I am confused about how to answer question number 1 = on the=20 study guide..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>The question on Performance Operator Characteristic = (POC)=20 relates to time sharing and the PRF according to the reading.&nbsp; I = can't=20 understand the reading at all.. The only thing I understand is that time = sharing=20 causes reduced performance on multiple tasks when performed = simultaneously.. I=20 may even be off on this.. Could somebody explain this question to me and = anybody=20 else who is confused..&nbsp; IN LAYMAN'S terms please..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Also any input from the study session that takes = place today=20 on other questions would also be appreciated..&nbsp; These times for a = study=20 session contradict with my work schedule, and I am sure that's the case = for=20 others on here also..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Thanks</FONT></DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT=20 size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is that = sex=20 relieves tension, and love causes it." -Woody=20 Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BOD= Y></HTML> ------=_NextPart_000_0027_01C04524.281E7DC0-- From tkulio@hotmail.com Fri, 03 Nov 2000 11:50:00 MST Date: Fri, 03 Nov 2000 11:50:00 MST From: Theresa Kulikowski tkulio@hotmail.com Subject: [Psych3120] Question #1 >From: "s.brandon liston" <listonbr@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Question #1 >Date: Sun, 29 Oct 2000 15:16:35 -0800 (PST) > > >I was wondering if anyone new how to answer question number one on the >study guide? I have some concerns about the (poc) curve. The people that >had a good undrstanding of the material last test, I really appreciate the >extra knowledge that you helped with. IF you have a better understanding of >some of these study guide questions please assist us again. I found it last >time to be very helpful the variety of ways people answered each question, >I think it helps to give a good start for the tests. > > > > > >-------------------------------->Do You Yahoo!? >Yahoo! Messenger - Talk while you surf! It's FREE. For the POC curves, I was thinking of answering it by drawing out the diagram of Task A and Task B on the axes. As an explanation: We have limited attention, but as we practice a skill we don't require as many attentional resources. This frees up other resources which can be allocated to another task. The POC curve expains the cost of concurrence, doing two tasks at one time. With more practice, both skills become more efficient, so you move to the right and up on the curve; once you can perform both skills together as well as you could doing each one alone, this is a perfect time share. Does anyone have something else to add? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From marcisparks@hotmail.com Fri, 03 Nov 2000 12:24:59 MST Date: Fri, 03 Nov 2000 12:24:59 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] Memory The video and discussion that we have had on eyewitness testimony has really made me think of how maliable our memory is. In my opinion the media has a huge influence on how things are remembered and in actually changing peoples memory of certain events. It is interesting to speak to people in different countries and ask them their impressions of what happened during World War II it is very different than that of the American idea of what went on. Even people that were more closely involved seemed to have very different memories of what actually happened. Our media gave us an impression and theirs gave them a different impression, and now according to whoever you ask they will indicate that they remember that was how it actually happened. I think it is frightening how much we can be molded into actually believing something. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From E.J.Dickerson@m.cc.utah.edu Fri, 3 Nov 2000 12:36:06 -0700 (MST) Date: Fri, 3 Nov 2000 12:36:06 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Frontline The frontline show that was on last night was almost more than I could take. I had no idea that there are so many innocent people serving life sentences in federal prison on the basis of eye-witness testimony or even worse, hear say statements. One individual on the show last night has been in prison for twelve years and has a negative DNA test to support his innocence, and yet the criminal justice system won#t give him the time of day. This information has opened my mind to how fogged our memories can become. Also, given the information that frontline brings to the public eye, how do those who are responsible trails even conscience, allowing an for making the decisions about granting relook at themselves everyday with a clear knowing that they could be responsible for innocent person to rot in prison? From listonbr@yahoo.com Fri, 3 Nov 2000 11:42:00 -0800 (PST) Date: Fri, 3 Nov 2000 11:42:00 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] Re: Video Last semester I did a research paper that had to do a lot with eyewitness testimony, and in one case where it was similar a man was proven innocent, after 13 yrs in prison. He raised this similar question about being compensated, and they told him that since this is a really rare situation they did not have a program to aid in the victims of this. I thought this was a very hard way of being unable to admit tht they were wrong, A quote this guy wrote was " how much money would make up half a life time, and how do my kids erase the only reality that they grew up with, that their dad is a criminal." --- Thurie@aol.com wrote: > This is in regards to the Jennifer video. In a > situation where someone > spent 10 years in prison for something he didn't do, > does the legal system do > anything? I would think they should be responsible > for compensating Cotton > for 10 years of his life. He could have been working > those 10 years. He > missed out on a lot of stuff. He probably only got > an I'm sorry, if that. > What do you guys think? Does he deserve some money? > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? >From homework help to love advice, Yahoo! Experts has your answer. http://experts.yahoo.com/ From beet@mstar2.net Fri, 3 Nov 2000 12:55:29 -0800 Date: Fri, 3 Nov 2000 12:55:29 -0800 From: Sarah Moore beet@mstar2.net Subject: [Psych3120] implant This is a multi-part message in MIME format. ------=_NextPart_000_0009_01C04595.582A8880 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I too am very weary of the idea of a computer chip implanted inot a = human body. Maybe I have seen too many science fiction movies, but = there are too many things that could go wrong. I mean how many times = has your computer froze or crashed on you, what soes that mean when it = is implanted in a human being? Also, can anyone help me out with question number one on the study = guide for exam #2? thanks:) ------=_NextPart_000_0009_01C04595.582A8880 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>I too am very weary of the idea of a = computer chip=20 implanted inot a human body.&nbsp; Maybe I have seen too many science = fiction=20 movies, but there are too many things that could go wrong.&nbsp; I mean = how many=20 times has your computer froze or crashed on you, what soes that mean = when it is=20 implanted in a human being?</FONT></DIV> <DIV>&nbsp;</DIV> <DIV><FONT face=3DArial size=3D2>&nbsp;&nbsp;&nbsp; Also, can anyone = help me out=20 with question number one on the study guide for exam #2?</FONT></DIV> <DIV><FONT face=3DArial size=3D2>thanks:)</FONT></DIV></BODY></HTML> ------=_NextPart_000_0009_01C04595.582A8880-- From A.Cahoon@m.cc.utah.edu Fri, 3 Nov 2000 13:14:25 -0700 (MST) Date: Fri, 3 Nov 2000 13:14:25 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] (no subject) I watched the frontline program last night and it was so incredibly sad and amazing. It made me so angry. There were no happy endings. I was shocked at the legal system and the things the judge from Texas (I can't remember her name) said. I couldn't believe she said that even though the man in prison's DNA was not found on the woman's body that it did not rule him out as having committed the crime and then she had the nerve to say that the victim was promiscuous, that he could have used a condom and someone else could have raped her besides the man in prison, even though there was evidence that she had not had sex in the last 48 hours of her life. I didn't think the judge had any valid reason. It just didn't make sense to me. And he was convicted because of eyewitness testimony. I really thought they were going to let him go free in the end, but instead, he's still there, even though there is no concrete evidence that he committed the crime. One man in the show had a good point that in the criminal justice system, you aren't innocent until proven guilty, you are guilty until you prove your innocence. Amy Cahoon From A.Cahoon@m.cc.utah.edu Fri, 3 Nov 2000 14:59:21 -0700 (MST) Date: Fri, 3 Nov 2000 14:59:21 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] (no subject) I found a cool website on memory. The address is http://www.exploratorium.edu/memory/links.html. It has things on the human brain, memory and computers, collective memory, remembering: how and why, repressed/recalled/false memory, memory games on the web, memory and law, fiction, and nostalgia. Some of the interesting things and things that are related to this class include memory strategies, mnemonic devices, how to play piano from memory, remembering made easier, a study on glucose, memory and the brain (which talks about work in a lab that "has shown that giving glucose to either rats or humans can boost performance on a variety of memory tests"), overcoming writer's block, Alzheimer's disease, Amnesia, recovered memories of sexual abuse, some cool memory games, how the stages of memory can affect justice, children's testimony, eyewitness identification procedures, and a story about an eyewitness at a retrial who experienced a "glimmer of recognition" on seeing the accused again, and identified him as the perpetrator. Amy Cahoon From alexispaulos@hotmail.com Fri, 03 Nov 2000 15:02:57 MST Date: Fri, 03 Nov 2000 15:02:57 MST From: Alexis Paulos alexispaulos@hotmail.com Subject: [Psych3120] video I really could not believe the Frontline video the other day. What I really can not believe is that there is evidence that shows eyewitness testimony can be inaccorate and yet our judicial sysem still uses it. That fact alone goes against everything our judicial system stands for. I acctually just saw a film the other day called Dancer in the Dark, and it had to do with a killing and a trial. Anyway this video showed a horrible prosecution, which only furthered my anger in thinking about innocent people being killed. I can understand how a victim of a violent crime would want revenge, but I cant even imagine how horrible it would be to be an innocent person having to be accused of such terrible acts and then paying foe then. Anyway point being that the judicial system should not allow a case to go through that is only eyewitness testimony, there is just too many cases that have proved it to be a harmful thing. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From dgrappe@bitcorp.net Fri, 3 Nov 00 15:36:45 -0700 Date: Fri, 3 Nov 00 15:36:45 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] False Memories I found an article on the internet at: http://www.skeptic.com/02.3.hochman-fms.html This article was written by a medical doctor. He tlaked about how false memories are created. He said that sometimes therapist used family albums to bring up false memories. For example, if you looked sad in some of your pictures and it seemed like most of the time you were with your Dad, then the therapist would assume he abused you in some way. He also talked about people creating the memories of a previous life. The thing that I find concerning is that this stuff really happens, still to this day. People have been put in jail, lost families, lost everything because of this stuff. How does this stuff affect the people who have really been abused? Read this article at the website I gave you. From gsl9@hotmail.com Fri, 03 Nov 2000 18:03:12 MST Date: Fri, 03 Nov 2000 18:03:12 MST From: Greg Leigh gsl9@hotmail.com Subject: [Psych3120] video I also thought that the video we watched in class was very interesting. The other program on Thurs. night at 8:00 was also very interesting. I wished we could have watched it in class as well. I found both videos extremely frustrating, however, because I think of how terrible it would be to be in prison and loose years of my life for something I didn't even do. I can't believe how these people can even stay positive, or have a good outlook on life or the legal system. I don't think I could ever do it. The worst part is, as shown in the second video, that these presumably innocent people are still trying to get out. Their families are offering to pay for the DNA tests, there is probably conclusive evidence that they are innocent, and yet, they are still sitting in prison. How horrible. I would think that, no matter the cost, it would be worth it if there is even a chance to prove that an innocent person is in prison. After all, we're all innocent until proven guilty, right? Greg _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From kw3217@csbs.utah.edu Fri, 03 Nov 2000 18:54:11 -700 Date: Fri, 03 Nov 2000 18:54:11 -700 From: Kristin Ward kw3217@csbs.utah.edu Subject: [Psych3120] Review Sorry about that; Monday's review will be in room 106 at 2:00. Thank you Amy for posting the time and location for today's review! Kristin From kw3217@csbs.utah.edu Fri, 03 Nov 2000 19:02:05 -700 Date: Fri, 03 Nov 2000 19:02:05 -700 From: Kristin Ward kw3217@csbs.utah.edu Subject: [Psych3120] Online Lecture Notes Last test, some of you expressed concern about the multiple choice questions on the exam. While I can only give you a limited amount of information about this section of the test, I would like to recommend that you study the online lecture notes for the information covered in this section of the class. The lecture notes give a good general overview of the material we have covered and may help to remind you of things Dr. Strayer said in class. Studying these should help you out quite a bit. Also, much of what we covered this time was also covered in the textbook so if you have any questions you may want to re-read the applicable section in the textbook. Best of Luck everyone! Kristin From jonnyutah@mindspring.com Fri, 03 Nov 2000 20:52:12 -0700 Date: Fri, 03 Nov 2000 20:52:12 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] Study Guide Question #1 Okay, does anyone have any idea in how to answer question #1 on the study guide?! I understand parts of the reading this question is concerned with; however, in the overall scheme of things I would much rather use this reading as kindling!!! Also, the last portion of question 8 is a bit troublesome concerning Neely and limited capacity attention in semantic memory!!!??? Any ideas!? If anyone needs any assistance with questions 2-7, drop me a personal e-mail! Jon From thesaint@networld.com Fri, 03 Nov 2000 21:09:26 -0700 Date: Fri, 03 Nov 2000 21:09:26 -0700 From: Fred DeSanto thesaint@networld.com Subject: [Psych3120] Re: Eyewitness reporting It seems most of us in the class are having thoughts about the video, "What Jennifer Saw." I am no different than most of you. I never realized how wrong our memory could be. It amazes me that other people or suggestions could even change what we think we saw. With this type of evidence of wrong identification with eyewitness testimony, why is it still used in police work and in the courts? I can see why a policeman would have no other way to look for a suspect but I don't think it should be used as much in a court of law. Especially when it has to do with one of the only accounts for solving a serious crime. Innocent people are being put behind bars and I am sure some have been killed for acts of crime they didn't commit. I wonder what the percentage of people who are innocent that are being jailed today? Or is it just a very few and we will hear about the ones that are released because of the DNA testing. One other thought, I felt bad for Cotton that Jennifer has not come forward to acknowledge her wrong doing in the eyewitness testimony against an innocent man. I can see how she still sees Cotton as her rapist but I would want to change that image I carried in my mind. I feel she should step forward to give Cotton some kind of closure for the 11 years he was held and thought of as a rapist. I am sure prison has changed his life forever. D.Hutchins 00078355 psych3120-admin@lists.csbs.utah.edu wrote: > > > > > > > > Send Psych3120 mailing list submissions to psych3120@lists.csbs.utah.edu To subscribe or unsubscribe via the web, visit http://lists.csbs.utah.edu/listinfo.cgi/psych3120 or, via email, send a message with subject or body 'help' to psych3120-request@lists.csbs.utah.edu You can reach the person managing the list at > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > psych3120-admin@lists.csbs.utah.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of Psych3120 digest..." Today's Topics: 1. 2. 3. 4. (no subject) (Erica Fleming) Neural Pathways (Marci Sparks) help?!? (Rachel Norris) Re: Alzheimer reply (Fred DeSanto) --__--__-Message: 1 From: "Erica Fleming" <ilikeduplos@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Mon, 30 Oct 2000 16:01:47 MST Subject: [Psych3120] (no subject) Reply-To: psych3120@lists.csbs.utah.edu Playing that game "Scattegories" in class last week made me realize a couple of things. First of all, I noticed that I am not as impulsive and quick to answer questions. Instead of just knowing what the answer is I ended up analyzing it, thinking about the other possibilities and trying to decide if I agreed with some of my instincts. Did anyone else feel this way? Also, I was thinking lately about how psychological difficulties such as stressful decisions and life events can affect your mood and physical state. For instance, I have had times in my life where I was so stressed out that I became irritated, snappy, easily upset and at extreme moments I have made myself become physically sick just thinking about a stressful event. I am wondering why the mind has such a powerful influence over the body. It seems natural yet odd at the same time. I just hate having the feeling of being so distraught that I can actually physically feel it. Does anyone else ever feel like this? Come on I know a couple of you have....right? For instance isn't it true that during Finals week a small portion of the students will become sick because they are stressed out. Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 2 From: "Marci Sparks" <marcisparks@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Mon, 30 Oct 2000 17:23:18 MST Subject: [Psych3120] Neural Pathways Reply-To: psych3120@lists.csbs.utah.edu In response to the question about mapping Neural pathways, I know that they can detect the areas of activity in the brain when performing certain tasks or in different activities, and experiments have been performed in which different areas of animals brains have been stimulated to get different results. That is a pretty cool idea to stimulate areas of the brain that > maybe arent as stimulated as others, but, also, to me, it sounds a little > bit scary, as does the microchip idea, but, hey, I'm sure 50 years ago a lot > of things that are pretty standard today were a little frightening. > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > --__--__-> > Message: 3 > From: Rachel Norris <norrisrachel@freeport.com> > To: psych3120@lists.csbs.utah.edu > Date: Tue, 31 Oct 2000 01:46:01 GMT > Subject: [Psych3120] help?!? > Reply-To: psych3120@lists.csbs.utah.edu > > Hello everyone. I was ill for both classes last week and > was wondering if anyone can tell me if I missed anything > important other than the lecture notes. > Thanks! > > --__--__-> > Message: 4 > Date: Mon, 30 Oct 2000 19:36:43 -0700 > From: Fred DeSanto <thesaint@networld.com> > Reply-To: thesaint@networld.com > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Re: Alzheimer reply > Reply-To: psych3120@lists.csbs.utah.edu > > Yes, the people who develope Alzheimer's disease usually know that they have it. It takes a lot of testing and ruling out other disorders to determine if Alzheimer's is probably the problem. I believe the test is not 100% until a the death of the victim to study the brain. > I do know a woman who is in her early 50's that has come down with Alzheimer's disease. She and her family both wondered why she kept forgetting things and sometimes could not find her way home from a store. She also repeated sentences over and over and would forget your name or even who she was with at the time. Her exhusband took her into his home to live for awhile and she kept forgetting they were no longer married. She always seemed confused and even fearful to be alone. She also knew she would die from this disease and after five years since the diagnosis she is in a group home because her disease has progressed that much. Her family has told me that when a individual comes down with Alzheimer's disease at an earlier age, it progresses quicker. It is so sad. > > D. Hutchins > 00078355 > > psych3120-admin@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to >> psych3120@lists.csbs.utah.edu >> > > To subscribe or unsubscribe via the web, visit >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Re: Dreams (Fred DeSanto) >> 2. Alzheimers (Kim Crocheron) >> 3. Question #1 (s.brandon liston) >> 4. Re: Article in the School Paper (amber kresser) >> 5. Re: Are we making a big deal about dreams? (mexpebbles@aol.com) >> 6. Dreams and memory (Corey Raemer) >> 7. (no subject) (sailoruranus@altavista.net) >> 8. relativity of truth (sailoruranus@altavista.net) >> 9. Re: relativity of truth (Karen Griffin) >> 10. Re: The brains defense mechanisms (laura barron) >> 11. Re: Re: reply to stereotypes (Karen Griffin) >> 12. Re: Alzheimers (Marcus Kimsey) >> > > -- __--__->> > > Message: 1 > > Date: Sun, 29 Oct 2000 12:52:52 -0700 > > From: Fred DeSanto <thesaint@networld.com> > > Reply-To: thesaint@networld.com > > To: psych3120@lists.csbs.utah.edu > > Subject: [Psych3120] Re: Dreams > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I believe dreams are just random thoughts from the day past or even the days to > > come. If you are going on a trip, often that is what you will be dreaming > > about. I think that dreams are the thoughts of events or people that are on your > > mind more at the time. >> I have been told by a psychologist that the dreams that seem most vivid are > > the dreams that may have some meaning. Although the meaning may not totally > > represent the actual dream. Sequences of a vivid dream may have different > > meaning. For example, if you are being chased by a wild animal, the dream may > > represent your feelings of victimization that you are experiencing from an > > uncontrolled person or event. >> He also told me that if you wake from a vivid dream and write it down, you > > will have more memory of the dream. This must be a form of encoding to the LTM. >> > > D. Hutchins > > 00078355 >> > > psych3120-admin@lists.csbs.utah.edu wrote: >> > > > Send Psych3120 mailing list submissions to >>> psych3120@lists.csbs.utah.edu >>> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > To subscribe or unsubscribe via the web, visit http://lists.csbs.utah.edu/listinfo.cgi/psych3120 or, via email, send a message with subject or body 'help' to psych3120-request@lists.csbs.utah.edu You can reach the person managing the list at psych3120-admin@lists.csbs.utah.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of Psych3120 digest..." Today's Topics: 1. 2. 3. 4. 5. 6. -Re: Are we making a big deal about dreams? (Jason Logsdon) Re: (no subject) (catherinew123@aol.com) Re: (no subject) (catherinew123@aol.com) Re: (no subject) (catherinew123@aol.com) Re: Re: [Psych3120] (james haymond) reply to LTM question (Carrie Kwan) __--__-- Message: 1 From: "Jason Logsdon" <jasonwlogsdon@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Are we making a big deal about dreams? Date: Sat, 28 Oct 2000 16:36:48 MDT Reply-To: psych3120@lists.csbs.utah.edu Dreams are just our subconscious going over what happened to us recently. The reason they are messed up sometimes is that the thoughts don't go through the part of our brain that orders things. They've also proven that people with severe amnesia will dream about things they did during the day just as frequently as people with normal memories even though they can't remember actually doing the activity. Jason From: Jeff Widdison <jefbruwid@excite.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Are we making a big deal about dreams? Date: Sat, 28 Oct 2000 12:08:59 -0700 (PDT) Sometimes I get that feeling. In one psychology course that I took, the professor had us keep a dream journal, that is writing down every morning what we remembered about our dream. The funny thing is that because I wrote them down, I can remember each one. When I had the dreams, they seemed to have a big impact on me at first, but reading over them now, I just see them as places, people or thoughts that were ocurring in that point of my life. There are sometimes when I am sitting in class, and I start day dreaming. I day dream about anything that comes to my mind, and since I am very relaxed, the day dreams become very vivid, even though my eyes are wide open! This makes me think that maybe dreams occurr because we are concentrating only on what we are thinking and letting our thoughts come to life. I believe they have no relevance as to what our future has in store for us except that I know that our thoughts control our actions, so if we dream of something, it may happen because we are thinking it. In this case, dreams are important for psychological aspects of cognition, but not important in revealing much else. >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> said >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> >>> _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. -__--__-- Message: 2 From: CatherineW123@aol.com Date: Sat, 28 Oct 2000 19:25:42 EDT Subject: Re: [Psych3120] (no subject) To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu So -__--__-- Message: 3 From: CatherineW123@aol.com Date: Sat, 28 Oct 2000 19:25:36 EDT Subject: Re: [Psych3120] (no subject) To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu -__--__-- Message: 4 From: CatherineW123@aol.com Date: Sat, 28 Oct 2000 19:28:31 EDT Subject: Re: [Psych3120] (no subject) To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu Sorry! My computer sent two half finished messages! Anyways...my husband that he read this study about dreams in a magazine. I guess the researchers had the subjects hooked to machines that would detect when they would start dreaming and everytime they would start to dream the researchers would wake them up. I guess they did it to see how important dreams are. He said the people that weren't allowed to dream started to have problems functioning during the day. I am not sure how reliable and valid the study is though since I didn't read it myself. -__--__-- Message: 5 > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > From: "james haymond" <jameshaymond@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Re: [Psych3120] Date: Sat, 28 Oct 2000 21:50:12 EDT Reply-To: psych3120@lists.csbs.utah.edu This may be off the subject but, I am interested to know if there is any current research on mapping the neuro patways of the brain. Concerning the path of recall it seems as thoulgh this information would be benificial. If we could simulate the brain in our computers and education we would be more effecient in thinking and learning. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. -__--__-- Message: 6 From: "Carrie Kwan" <kwan_carrie@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Sat, 28 Oct 2000 22:22:01 MDT Subject: [Psych3120] reply to LTM question Reply-To: psych3120@lists.csbs.utah.edu According to Dr. Strayer and class lectures, LTM has an infinite capacity. Although it sounds pretty amazing, it is conceivable in my mind. Our brains have extraordinary abilities. What most of us lack is the ability to effectively retreive and store information. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. -__--__-- _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest -- __--__-Message: 2 Date: Sun, 29 Oct 2000 17:51:31 -0400 (EST) From: Kim Crocheron <kimcrocheron@mail.com> To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Alzheimers Reply-To: psych3120@lists.csbs.utah.edu Do people who have this disease know that they are losing their memories? just wonder if they know or if they are just feeling that they have never had memories. Does this make sense? Does anyone know? I > > ........................................................ > > iWon.com http://www.iwon.com why wouldn't you? > > ........................................................ >> > > -- __--__->> > > Message: 3 > > Date: Sun, 29 Oct 2000 15:16:35 -0800 (PST) > > From: "s.brandon liston" <listonbr@yahoo.com> > > To: psych3120@lists.csbs.utah.edu > > Subject: [Psych3120] Question #1 > > Reply-To: psych3120@lists.csbs.utah.edu >> > > --0-356426808-972861395=:12166 > > Content-Type: text/plain; charset=us-ascii >> > > I was wondering if anyone new how to answer question number one on the study guide? I have some concerns about the (poc) curve. The people that had a good undrstanding of the material last test, I really appreciate the extra knowledge that you helped with. IF you have a better understanding of some of these study guide questions please assist us again. I found it last time to be very helpful the variety of ways people answered each question, I think it helps to give a good start for the tests. >> >> >> > > --------------------------------> > Do You Yahoo!? > > Yahoo! Messenger - Talk while you surf! It's FREE. > > --0-356426808-972861395=:12166 > > Content-Type: text/html; charset=us-ascii >> > > <P>I was wondering if anyone new how to answer question&nbsp;number one on the study guide? I have some concerns about the (poc) curve. The people that had a good undrstanding of the material last test, I really appreciate the extra knowledge that you helped with. IF you have a better understanding of some of these study guide questions please assist us again. I found it last time to be very helpful the variety of ways people answered each question, I think it helps to give a good start for the tests.</P> > > <P>&nbsp;</P><p><br><hr size=1><b>Do You Yahoo!?</b><br> > > <a href="http://im.yahoo.com/">Yahoo! Messenger</a> - Talk while you surf! It's FREE. > > --0-356426808-972861395=:12166->> > > -- __--__->> > > Message: 4 > > From: "amber kresser" <ham070@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Subject: Re: [Psych3120] Article in the School Paper > > Date: Sun, 29 Oct 2000 19:01:53 MST > > Reply-To: psych3120@lists.csbs.utah.edu >> > > that is pretty interesting, but it kind of creeps me out too. i can see the > > importance of the chip in aiding blind people to function, but as far as > > regulating emotions i dont really agree. i have never been an advocate for > > things that interfere with the human body, ie: plastic surgery, sex changes, > > implants. i know this is not the same, but it is still messing with > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > something that i feel shouldnt be tampered with. i just dont feel it is necessary to have a chip in our heads that can turn off lights and regulate our emotions. i mean when did we get so lazy that it is now an inconvenience to flip a light switch? do we actually need a chip to perform such functions, anyone on my side? >From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> >Reply-To: psych3120@lists.csbs.utah.edu >To: <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] Article in the School Paper >Date: Sat, 28 Oct 00 13:39:40 -0600 > >I recenetly read an article about a man that is inventing a computer chip >that you can place inside your body. This chip extremely small, but >performs many functions. Besides turning on the lights in your house and >other convenient things, this computer will hopefully regulate our body's >chemical inbalances. For example, it would help regulate our emotions. >It would also assist blind people in trying to calculate how far and >object is. I found this article in "Steamtunnels" October 27, 2000, >called Silicon Implants. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. -- __--__-Message: 5 From: Mexpebbles@aol.com Date: Sun, 29 Oct 2000 22:08:17 EST Subject: Re: [Psych3120] Are we making a big deal about dreams? To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu I'd have to agree with you on this one. I know my dreams are just a combination of things going on in my life. I do find it funny, however, how your mind mingles different things together and your dreams can be rather humorous. At least my dreams are, I'm not sure about the rest of you! -- __--__-Message: 6 Date: Sun, 29 Oct 2000 22:16:46 -0700 From: Corey Raemer <viper@xmission.com> To: Cognitive Psychology List <psych3120@lists.csbs.utah.edu> Subject: [Psych3120] Dreams and memory Reply-To: psych3120@lists.csbs.utah.edu If I recall correctly from my neuropsychology courses that I have taken recent research into dreaming has shown that dreaming is part of the process of taking information gathered during the day and consolidating > > these memories to LTM. When we enter the dream state the neurons begin > > to synchronize their firing. This then leads to dreaming. Even though > > our dreams a lot of time show no relation in their content to what we > > learned during the day it has been shown that dreaming is part of the > > memory consolidation process, however the process is not yet fully > > understood. >> > > -- __--__->> > > Message: 7 > > From: sailoruranus@altavista.net > > Date: Mon, 30 Oct 2000 01:34:48 -0500 (EST) > > To: psych3120@lists.csbs.utah.edu > > Subject: [Psych3120] (no subject) > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I just saw the new "Blair Witch" movie the other night, and it made me think. Our perception of truth is based upon what we see and experience. One person's truth is another person's fallacy. This ideal is so ingrained into us, that if someone's perceptions clash with our own, we often react with anger and hatred. We refuse to acknowledge even the possibility that what we perceive may be flawed. How is it then, that as a civilization, we can deem what is real and truthful? While it is easy to pick out abnormal behavior, how do we tell somebody that their truth is incorrect when it is based purely upon what they know? My truth is based upon what I have experienced, but who is to say my mental processing isn't faulty, or my brain isn't suffering from some viral infection which interferes with my mental faculties? It is ironic that the very thing upon which our beliefs, and our way of lives are based - truth - is the most relative aspect of our existence. >> > > ---------------------------------------------------------------> > Get your free email from AltaVista at http://altavista.iname.com >> > > -- __--__->> > > Message: 8 > > From: sailoruranus@altavista.net > > Date: Mon, 30 Oct 2000 01:35:12 -0500 (EST) > > To: psych3120@lists.csbs.utah.edu > > Subject: [Psych3120] relativity of truth > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I just saw the new "Blair Witch" movie the other night, and it made me think. Our perception of truth is based upon what we see and experience. One person's truth is another person's fallacy. This ideal is so ingrained into us, that if someone's perceptions clash with our own, we often react with anger and hatred. We refuse to acknowledge even the possibility that what we perceive may be flawed. How is it then, that as a civilization, we can deem what is real and truthful? While it is easy to pick out abnormal behavior, how do we tell somebody that their truth is incorrect when it is based purely upon what they know? My truth is based upon what I have experienced, but who is to say my mental processing isn't faulty, or my brain isn't suffering from some viral infection which interferes with my mental faculties? It is ironic that the very thing upon which our beliefs, and our way of lives are based - truth - is the most relative aspect of our existence. >> > > Aaron Davies >> > > ---------------------------------------------------------------> > Get your free email from AltaVista at http://altavista.iname.com > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- __--__-Message: 9 Date: Mon, 30 Oct 2000 08:03:35 -0800 (PST) From: Karen Griffin <kgriffin2001@yahoo.com> Subject: Re: [Psych3120] relativity of truth To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu Very well said, Aaron. At the same time that I've been studying our cognitive processes and the significant role that perception plays in "reality," my husband has been studying Zen philosophy. We've gotten into several interesting discussions about what you have said - how can we know the truth? Unfortunately, too many lives have been lost in this world all under the disguise of truth. --- sailoruranus@altavista.net wrote: > I just saw the new "Blair Witch" movie the other > night, and it made me think. Our perception of > truth is based upon what we see and experience. One > person's truth is another person's fallacy. This > ideal is so ingrained into us, that if someone's > perceptions clash with our own, we often react with > anger and hatred. We refuse to acknowledge even the > possibility that what we perceive may be flawed. > How is it then, that as a civilization, we can deem > what is real and truthful? While it is easy to pick > out abnormal behavior, how do we tell somebody that > their truth is incorrect when it is based purely > upon what they know? My truth is based upon what I > have experienced, but who is to say my mental > processing isn't faulty, or my brain isn't suffering > from some viral infection which interferes with my > mental faculties? It is ironic that the very thing > upon which our beliefs, and our way of lives are > based - truth - is the most relative aspect of our > existence. > > > Aaron Davies > > ---------------------------------------------------------------> Get your free email from AltaVista at > http://altavista.iname.com > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Messenger - Talk while you surf! It's FREE. http://im.yahoo.com/ > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- __--__-Message: 10 From: "laura barron" <lauraebarron@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] The brains defense mechanisms Date: Mon, 30 Oct 2000 09:12:20 MST Reply-To: psych3120@lists.csbs.utah.edu i would also be interested in knowing why some people just don't remember bad things that happen to them. i have that propblem myself. sometimes, i completely looses the memory of a bad thing, i have had pepole get all confused when they tell me about something that happened to me when i can't rmemeber it happening. sometimes i can remember that it happened, and remember that i was sad, but not feel sad. i suppose its kinda nice that i don't dwell on things like that, and i assume that it is a defense mechanism protecting me, but it is still a little disturbing and confusing to me. From: "Marci Sparks" <marcisparks@hotmail.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] The brains defense mechanisms Date: Fri, 27 Oct 2000 12:29:38 MDT I was just wondering why people tend to not remember bad things that happen to them. It seems like a great psychological defense mechanism, but, I was wondering the process of the whole event. Do they just will themselves to not think about it to the point that it is not commited to their LTM and then just drops from their short term memory? Then how would you be able to explain people honestly not remembering someone being shot just a few minutes earlier? I think the brain must have an incredible system of defense, for not only physical dangers, but, psychological as well. It is also interesting that people may have these events stored in their LTM but, not be able to recall them. Such as being abused as a child. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. -- __--__-Message: 11 Date: Mon, 30 Oct 2000 08:28:18 -0800 (PST) From: Karen Griffin <kgriffin2001@yahoo.com> Subject: Re: [Psych3120] Re: reply to stereotypes > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu I did a paper once on stereotypes. The research I found indicated that you never lose the stereotypes from your memory. Once they're there, you will always know what the stereotypes are and they may still activate when you encounter someone from the stereotyped group. In fact if you try to suppress them, you can experience a "rebound effect" where the stereotype becomes stronger once when the suppression is no longer there. However, it was also found that you can develop a personal schema that does not allow you to react to the stereotype. People who are low in prejudice are aware of the stereotype, but they consciously choose not to react to it in a negative way or to reinforce it. So even though you don't forget what you've heard about a group of people, you can still choose to act according to your new beliefs. --- Fred DeSanto <thesaint@networld.com> wrote: > In our semantic memory there is permanent memory > of the schema that was > learned earlier about what we perceive of a > different ethnic group that you may > be in limited contact with, this will stay with you > until you experience a new > event to change this schema of what was learned. I > have experienced this when > having a teacher of a different ethnic group in a > class as a young child. I can > remember at first being curious about his face, skin > and hair, until finally it > made no difference to me what his skin, face or hair > looked like. My mother went > to a class introduction early in the semester and > was surprised I hadn't > mentioned that my teacher was black. I only had > told her that my teacher was a > man. The fact that he was my first man teacher was > more powerful to me than the > fact that he was a different color. The schema of a > black person was no longer > different to me after talking to him and realizing > that he was similar to my > father. I just could not put my father in the role > of a teacher. > > D. Hutchins > 00078355 > > psych3120-admin@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to >> psych3120@lists.csbs.utah.edu >> > > To subscribe or unsubscribe via the web, visit >> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it > is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Re: Re: [Psych3120] (james haymond) >> 2. semantic memory (Alexis Paulos) >> 3. Re: semantic memory (mexpebbles@aol.com) >> 4. Re: Autism and memory > (gloria.c.ruiz@m.cc.utah.edu) >> 5. LTM (Corey Raemer) >> 6. (no subject) (Lexi Monroe) >> 7. (no subject) (Lexi Monroe) >> 8. Alzheimer's and Memory (Jaime C. Foust) >> 9. Re: Memories (thurie@aol.com) >> 10. Re: Psych3120 digest, Vol 1 #144 - 17 msgs > (lpinkywater@aol.com) >> > > -- __--__->> > > Message: 1 > > From: "james haymond" <jameshaymond@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Subject: Re: [Psych3120] Re: [Psych3120] > > Date: Thu, 26 Oct 2000 14:05:00 EDT > > Reply-To: psych3120@lists.csbs.utah.edu >> > > Concerning James Neels findings> > I am not sure if I completely understood from the > lecture, but his findings > > seem pre-mature. How are routes of recall mapped > and studied accuratly. I > > think unless each neuro signal were traced as it > is tested , we cannot > > really know. I was glad to see somewhat of a map > of our neuro-semantic > > banks. I am excited to see what further research > will bring. Only two > > methods of recall seem very limiting to our > brains. >> > _________________________________________________________________________ > > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > > Share information about yourself, create your own > public profile at > > http://profiles.msn.com. >> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- __--__->> > > Message: 2 > > From: "Alexis Paulos" <alexispaulos@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Date: Thu, 26 Oct 2000 14:47:55 MDT > > Subject: [Psych3120] semantic memory > > Reply-To: psych3120@lists.csbs.utah.edu >> > > What I think is amazing about the semantic memory > is that the network is > > formed by our experience. What I mean is depending > on what different > > experiences one has had they will link certain > objects and concepts to > > others which might not necessarily be expected. It > is really interesting to > > think about the possibilities that leaves open. > What I mean is we all have > > different life experiences and there are so many > different ways to think of > > things and what those thoughts might be connected > to. I guess it's just neat > > to think about how individual all of our mind > really are. And if you think > > about the tangents people can get off on when they > are having a > > conversation, it's even more noticeable how odd > these "links" might be. A > > least I know that sometimes when I'm having a > conversation with someone we > > can end up in the strangest places by the end, and > often my friend will ask > > "how did we end up talking about all this?" And I > can go back a perfectly > > trace my thought pattern, which many times does > not make sense to my friend. >> > _________________________________________________________________________ > > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > > Share information about yourself, create your own > public profile at > > http://profiles.msn.com. >> > > -- __--__->> > > Message: 3 > > From: Mexpebbles@aol.com > > Date: Thu, 26 Oct 2000 17:20:10 EDT > > Subject: Re: [Psych3120] semantic memory > > To: psych3120@lists.csbs.utah.edu > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I agree with you on the experience topic. I was > thinking about that in class > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > today while we were playing Scattergories. What > makes one person think of > > one word, while another person chooses a totally > different word? It has to > > do with what types of experiences people have in > life. Does everyone else > > agree? >> > > -- __--__->> > > Message: 4 > > To: psych3120@lists.csbs.utah.edu > > Subject: Re: [Psych3120] Autism and memory > > From: Gloria.C.Ruiz@m.cc.utah.edu > > Reply-To: Gloria.C.Ruiz@m.cc.utah.edu > > Date: Thu, 26 Oct 2000 16:36:14 -0600 (MDT) > > Reply-To: psych3120@lists.csbs.utah.edu >> > > Quoting Marci Sparks <marcisparks@hotmail.com>: > > I have a nephew who used to be an autistic, even > though > > he is having a "normal" life right now, he can > memorize > > bunch of information really quickly. I remember > once > > when he took a hymnal and started memorizing all > the > > words in each single hymn. Then when he finished, > he > > got into study the space, well he memorized a > bunch of > > galaxies, all about planets, stars,etc. He is just > 12, > > I can imagining all he will know when he is > old!!!. gr. > > > I have been thinking about Autistic Sevants and > their > > memory capabilities. >>>I > > > know that I have mentioned before that my uncle > is an > > Austic Sevant, it is > > > amazing all the information that is stored in > his > > long term memory without > > > much effort. We will have seen even unimportant > > things like a t.v. > > > commercial, we will have seen it one time a > couple of > > days ago and my uncle > === message truncated === __________________________________________________ Do You Yahoo!? Yahoo! Messenger - Talk while you surf! It's FREE. http://im.yahoo.com/ > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > -- __--__-Message: 12 Date: Mon, 30 Oct 2000 08:39:06 -0800 (PST) From: Marcus Kimsey <kmarc1@yahoo.com> Subject: Re: [Psych3120] Alzheimers To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu I worked for a while at a rest home where there were several people with alzheimers disease. They didn't seem to notice that they had memory deficits, though they would be easily confused by unfamiliar situations. It's possible that people with the disease might notice that their memory was going in the beginning and they lose even the ability to notice that, I really don't know. The people I worked with were there because their mental state had already deteriorated to the point where they could no longer live on their own. > > > > > > > Do people who have this disease know that they are losing their memories? I just wonder if they know or if they are just feeling that they have never had memories. Does this make sense? Does anyone know? __________________________________________________ Do You Yahoo!? Yahoo! Messenger - Talk while you surf! It's FREE. http://im.yahoo.com/ -- __--__-_______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest --__--__-_______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest From mattdhubby@hotmail.com Fri, 03 Nov 2000 22:07:01 MST Date: Fri, 03 Nov 2000 22:07:01 MST From: matt wilson mattdhubby@hotmail.com Subject: [Psych3120] (no subject) Don't you ever get tired of all these different studies that prove this or prove that? Have you ever noticed how you will hear about some study that supposedly proves something, and then a while later hear about a study that proves exactly the opposite? It gets a little old. We even have an example of this in our study guide questions, #4. These two geniuses, Brown and Peterson did this big "break through" study about memory loss being due to decay. Then come along good old Waugh and Norman who completely blow their study out of the water, showing that Brown and Peterson's experiment was completely invalid. Doesn't it kind of make you wonder how many things we're learning that will turn out to be complete bull? The truth is anyone can "prove" anything if they want to bad enough. I would not at all be surprised if in ten years we find out that all these things we've been learning will be completely worthless. But that's just an idea. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jonnyutah@mindspring.com Fri, 03 Nov 2000 22:39:34 -0700 Date: Fri, 03 Nov 2000 22:39:34 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] Cool site for Mnemonics... I just thought I would share this really cool site concerning mnemonics. Its at: http://www.demon.co.uk/mindtool/memory.html I found it extremely interesting, as well as beneficial! Enjoy! From jonnyutah@mindspring.com Sat, 04 Nov 2000 00:07:00 -0700 Date: Sat, 04 Nov 2000 00:07:00 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] Study Guide Question #6 Anyone having trouble with #6? If so, I found some good information on the net accompany the Tulvings Elements of Episodic Memory graphic located in the class materials section of the class website! I highly recommend having the graphic to go along with the following text-Good Luck!!!: 1. The original event is something that happens at a particular place at a particular time. What is stored in memory depends not only on the original event but also on other factors such as the cognitive state of the individual at the time of the event. A car accident that happens at a particular intersection at a specific time would be an example of an original event. The memory that is stored would also include the emotional and physiological state of the observer (i.e., the cognitive environment) 2. An interpolated event is something that happens subsequent to the original event that may lead to a recoding of the original engram into a recoded engram. Interestingly, it appears that observers cannot distinguish a recoded engram from the original engram. It is unclear if the new memory overwrites the old memory or if the new memory is just more accessible. For example, if the original event was a car accident, you might be asked to provide a description of the car accident in a police report. It is quite possible that providing a description of the accident actually changes your memory of the event. Interpolated events, recoding, and the recoded engrams have important consequences for the legal system. 3. For retrieval to occur, the appropriate retrieval cues must be present. The retrieval cue is an external (or sometimes internal) event that initiates the memory retrieval process of ecphory. A retrieval cue could be something like the question "describe what what you saw", but can also be a physical stimulus (e.g., pictures, sounds, smells, etc.). For example, if you were called as a witness to a traffic accident, you might be asked to describe what you witnessed. Note that is possible for an external cue to serve BOTH as a retrieval cue and as an interpolated event. 4. Memory performance is the observable outcome of the memory retrieval processes. For example, your verbal description of a car accident would be one form of memory performance. 5. Encoding is the process of converting an event into an engram or memory trace. The encoding process takes the original event and current cognitive states and transforms that information into an episodic memory (i.e., the original engram). For example, if you witnessed an accident (the original event), the encoding process would take that information along with your cognitive state at the time of the accident (the cognitive environment) and produce an episodic memory (the original engram). 6. Recoding is the generic name of processes that take place after the original event and thereby bring about changes in the engram. Recoding processes reflect the fact that memories tend to change over time. Research in episodic memory has shown that reference to the original event after it has occurred can change what a person reports (or remembers) about the original event. There is current debate as to whether recoding modifies the original event or creates a new memory (the recoded engram). In either case, the recoding process plays a critical role in what we remember -- and has significant implications for the legal system. 7. Ecphory is the process that combines the information in the retrieval cue and the engram into ecphoric information. The process of ecphory is a constructive activity that combines the episodic information from the engram and the information in the retrieval cue. The state of ecphoric information leads to the recollective experience and is used by the conversion process to produce memory performance. Note that the term ecphory, like the term engram was coined by Richard Semon in 1904. 8. Conversion is the process of transforming the state of ecphoric information into some form of memory performance. For example, if you verbally describe an episodic memory, your verbal description is a product of the conversion process. 9. The cognitive environment refers to the internal states of the observer at a particular time. Information from the cognitive environment and the original event are combined by the process of encoding to produce the original engram. The cognitive environment plays an important role in state-dependent learning. For example, if one learns material when inebriated, they are more likely to remember that information at a later date if they are inebriated than if they are sober -- the inebriated state is encoded into the original engram and serves as a retrieval cue for subsequent memory performance. 10. The original engram is the episodic memory that is created by the process of encoding. The original engram combines the original event with the cognitive environment to produce a long-term episodic memory. Engrams contain information (features) about a specific events occurring at particular time encoded in a particular cognitive environment. 11. The recoded engram is the episodic memory that is created by the process of recoding. The recoded engram combines the information from the original engram with information from the interpolated event to produce a new long-term episodic memory. Note that the observer may not be able to differentiate between the original engram and the recoded engram. Inaccurate or misleading information from an interpolated event can become part of the recoded engram and the observer cannot differentiate between portions of the engram that are "real" and those that are created through the process of recoding. There are many cases where therapy has led to the creation of "false memories". Unfortunately for the observer, the false memories are real to them. 12. The ecphoric information is a mental state created by the process of ecphory. The ecphoric information leads to the recollective experience and is used by the conversion process to create memory performance. 13. The recollective experience is the mental state commonly associated with the feeling of remembering. The recollective experience refers to the remembers subjective awareness of the ecphoric information. When a person remembers a past event, s/he has a mental image of it and is consciously aware of its being a mental replay of what happened once before. 14. Observables are events or things that can be objectively seen by others. The observables are the original events, the interpolated events, the retrieval cues, and the memory performance. Observables are the kinds of things that Behaviorist felt comfortable studying (unlike the processes and states of Tulving's episodic memory model). 15. Processes are the mental transformations that take external information and mental states and create new states or observables. The processes of episodic memory are encoding, recoding, ecphory, and conversion. 16. States refer to internal, unobservable properties of mind that are the output of the processes operating in episodic memory. They may be contextual factors that form the cognitive environment, the internal memories, the information produced by ecphoric processes, and the recollective experiences. The states described in episodic memory are the cognitive environment, the original engram, the recoded engram, ecphoric information, and the recollective experience. From must_09@hotmail.com Sat, 04 Nov 2000 08:56:13 MST Date: Sat, 04 Nov 2000 08:56:13 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] eye witness testimony In the situations where what happened like in the movie we saw on thursday, how often do you think this has happened? The movie stated that 3 or so more cases have been reviewed and that those three have been released. Do you think any ides have been proposed int he courts to prevent this from happening again? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From candyphi@hotmail.com Sat, 04 Nov 2000 21:40:23 GMT Date: Sat, 04 Nov 2000 21:40:23 GMT From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] wrap up! Thanks everyone for posting the answer for the study guide. So far, we need answers for #1, 5, 7 and 8, if anyone who have show up to the review or know the answer and want to add some comments to this, please do so...thanks so much...good luck oh the test tomorrow... _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From candyphi@hotmail.com Sat, 04 Nov 2000 21:54:44 GMT Date: Sat, 04 Nov 2000 21:54:44 GMT From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] Mnemonics I took human anatomy before and I think mnemonics actually help to increase your memory. We used to use the method of loci to imagine and figure out the body part. Something like a PLT sandwich can make us think about three muscles that attach together like a sandwich, their location and their names. There wasn't that many number in anatomy so chunking method wasn't used that ofen. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From candyphi@hotmail.com Sat, 04 Nov 2000 21:59:21 GMT Date: Sat, 04 Nov 2000 21:59:21 GMT From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] human errors!!! I make so many mistake due with slips...like I write check with last year's date during a couple weeks of January...and oftenly, when recall some memory, I can remember which day if happend or what month but I can't remember the year because usually I write only month and date on my notebook but not the year. I think lapses also happened to me. I was on the freeway one day with the thought in my head that my contact lense was on...Finally I realize that it's not on because I can't see anything at all. Things like that happened so often and I don't know what to do to prevent it. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From candyphi@hotmail.com Sat, 04 Nov 2000 22:02:00 GMT Date: Sat, 04 Nov 2000 22:02:00 GMT From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] mental work load! I'm wondering if selective and devided attention have anything to do with mental work load. Because it sound like mental work load saying that if you are concentrate in many things, your performance may be lower than normal. I have the most difficult time while study with a computer because I always got distracted by chatting with a friend or listen to the music or play computer games. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jlallatin@yahoo.com Sat, 4 Nov 2000 18:50:42 -0800 (PST) Date: Sat, 4 Nov 2000 18:50:42 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] Question #1 I would also appreciate any help out there. Thanks --- Theresa Kulikowski <tkulio@hotmail.com> wrote: > > > > >From: "s.brandon liston" <listonbr@yahoo.com> > >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: [Psych3120] Question #1 > >Date: Sun, 29 Oct 2000 15:16:35 -0800 (PST) >> >> > >I was wondering if anyone new how to answer > question number one on the > >study guide? I have some concerns about the (poc) > curve. The people that > >had a good undrstanding of the material last test, > I really appreciate the > >extra knowledge that you helped with. IF you have a > better understanding of > >some of these study guide questions please assist > us again. I found it last > >time to be very helpful the variety of ways people > answered each question, > >I think it helps to give a good start for the > tests. >> >> >> >> >> > >--------------------------------> >Do You Yahoo!? > >Yahoo! Messenger - Talk while you surf! It's FREE. > For the POC curves, I was thinking of answering it > by drawing out the > diagram of Task A and Task B on the axes. As an > explanation: We have > limited attention, but as we practice a skill we > don't require as many > attentional resources. This frees up other > resources which can be allocated > to another task. The POC curve expains the cost of > concurrence, doing two > tasks at one time. With more practice, both skills > become more efficient, > so you move to the right and up on the curve; once > you can perform both > skills together as well as you could doing each one > alone, this is a perfect > time share. > Does anyone have something else to add? > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From ilikeduplos@hotmail.com Sat, 04 Nov 2000 20:59:17 MST Date: Sat, 04 Nov 2000 20:59:17 MST From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] number six on number six on the study guide, can someone describe the Tulving model of episodic memory......I'm a little fuzzy on that one. Also, what is state dependent learning? Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From cstorms29@hotmail.com Sun, 05 Nov 2000 04:49:44 GMT Date: Sun, 05 Nov 2000 04:49:44 GMT From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] (no subject) Jon, thank you so much for putting the explanations of Tulvings Elements of Episodic Memory on the message board. Im sure it will help many of us in the class on our test! _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From CatherineW123@aol.com Sat, 4 Nov 2000 23:53:28 EST Date: Sat, 4 Nov 2000 23:53:28 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] (no subject) In a message dated 11/04/2000 9:50:34 PM Mountain Standard Time, cstorms29@hotmail.com writes: << Jon, thank you so much for putting the explanations of Tulvings Elements of Episodic Memory on the message board. Im sure it will help many of us in the class on our test! >> I didn't get this message. Is there anyway anyone who did get it can send it to me? Thanks!! Catherine From tarahdavis@yahoo.com Sat, 4 Nov 2000 21:05:53 -0800 (PST) Date: Sat, 4 Nov 2000 21:05:53 -0800 (PST) From: Tarah davis tarahdavis@yahoo.com Subject: [Psych3120] Study Guide #7 Here is what I have for #7 on the study guide, mostly from the review session. Please give feedback to this answer on the message board if possible. I don't think the answer is complete and I had a difficult time connecting it smoothly. Thanks. The five assumptions of Collins and Quillian's model of semantic memory are: 1. Memory is organized as a network of interrelated concepts 2. Each component is a node 3. Each node (concept) is linked together by pathways 4. Activation of one concept spreads to interconnected nodes 5. Ideas are economically represented Evidence of this model is based on sentence verification task where simple sentences are presented to participants who make timed yes or no decisions. An example: A robin is a bird. The typicality effect is that typical members could be judged as belonging to the category more rapidly than atypical members. An example: For bird, robin and sparrow would be typical and the response faster than if penguin and rooster were listed. Collins and Loftus made changes in the model to accommodate typicality effects by: Having the length of pathways clearly reflect how strongly or weakly two concepts are related. Short pathway shows a strong relationship and long pathway shows a weak relationship __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From jonnyutah@mindspring.com Sun, 05 Nov 2000 00:35:14 -0700 Date: Sun, 05 Nov 2000 00:35:14 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] Interesting article on imagery and perception... I am a frequent visitor to the discovery channels website. Upon my recent visit, I stumbled across this article that applies to what we have been studying this semester. It concerns imagery and perception, and to sum it up, the article states that imagery and perception utilize similar "processing mechanisms". Check out the article at: http://www.discovery.com/news/briefs/20001102/hu_reu_brain.html Enjoy! JonnyUtah From Thurie@aol.com Sun, 5 Nov 2000 11:58:44 EST Date: Sun, 5 Nov 2000 11:58:44 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re:Study Guide ?#1 In order to answer # 1 you need to include a graph. Since I can't include a graph on this e-mail, I will try to describe it. It is basically a curve starting at the top left corner of the graph that slowly arcs down to the bottom right corner. There is a midpoint on the curve which represents mediocre performance on both tasks. What this tells us about attention is that the more attention we pay to one task the less attention is paid to the other. This results in better performance on one task and a poorer performance on the other. So, the higher the performanceon Task A is, the lower Task B will be. When subjects become more skilled in performing both tasks, the curve pushes up and to the right. When subjects can do the tasks just as good together as they can seperately this is known as Perfect Time Share. From amberbarker@hotmail.com Sun, 05 Nov 2000 18:26:14 GMT Date: Sun, 05 Nov 2000 18:26:14 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Help with Question 1 I was wondering if someone knew the answer to number 1. I think there are a few others who have asked for help with this question. I would really appreciate any help you can offer. Thanks. A Barker _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From amberbarker@hotmail.com Sun, 05 Nov 2000 18:27:50 GMT Date: Sun, 05 Nov 2000 18:27:50 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Help with # 1 Does anyone know the answer to study guide question 1? I am lost, help please! Thanks _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From hansen86@freeport.com Sun, 05 Nov 2000 18:05:54 GMT Date: Sun, 05 Nov 2000 18:05:54 GMT From: Kyle Hansen hansen86@freeport.com Subject: [Psych3120] number 3 anyone with help to number 3 on the study guide i would be very greatful to you for any contribution you may make to my studying effort. thanks From Mexpebbles@aol.com Sun, 5 Nov 2000 17:46:42 EST Date: Sun, 5 Nov 2000 17:46:42 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: [Psych3120] Re: Video I think he deserves something for the misunderstanding, but I know the government wouldn't give him any money because they would rather waste it on something else. That's just my opinion! From jsd1022@yahoo.com Sun, 5 Nov 2000 14:55:58 -0800 (PST) Date: Sun, 5 Nov 2000 14:55:58 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] Study Guide # 4, 5 (help!) Could someone elaborate on number 4, "What were their conlusions (Brown and Peterson)about the loss of information from short term memory?" I'm also having trouble with number 5. The question asks what do serial position effects look like? Is the question refering to the graph? __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From Mexpebbles@aol.com Sun, 5 Nov 2000 18:10:43 EST Date: Sun, 5 Nov 2000 18:10:43 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: [Psych3120] review sessions... Just a little tip: Go to the review sessions...it really helps! She even writes the answers on the board to make sure everyone understands. I'm very grateful that we have a great TA who is willing to help us out! From garffdog@hotmail.com Sun, 05 Nov 2000 17:15:10 MST Date: Sun, 05 Nov 2000 17:15:10 MST From: matt garff garffdog@hotmail.com Subject: [Psych3120] answers Here are as many answers as I have. 1. I have attached a file that shows the graph of what the linear function will look like. What this shows us is that attention is limited and can be allocated to two or more activities. However, the more attention we allocate to one task, the better the performance will be for that task, and the poorer it will be for the other task. As subjects become more proficient at performing the two tasks the graph would be pushed to the right, until it would be a perfect time share. This means that performance of those two particular tasks are performed just as well separately as they are jointly. This only occurs in very specific circumstances. I have included a graph of what that looks like as well. It's crude but it gets the point across. 2. There are four types of tests that could be used. 1)Primary task-this involves giving the subject a particular task to perform and recording the number of mistakes that are made. This is highly valid because it is a do or don't situation. The disadvantage is that these are hard to find in situations other than simulations, because the task is intentionally made harder than what someone would normally face, which is not always prudent in a real life situation. Also these don't show how close someone is to their limits or the resources used. 2)Secondary task-this involves giving the subject some task other than the primary task, such as counting backward by threes. As mental workload increases for the primary task, the secondary task will deteriorate. This is advantageous because it will show at which points of a task workload is higher. The disadvantage is that it is an obtrusive task that people are not fond of performing. 3)Physiological measures-This involves taking measures of various physiological functions(Heart rate, pupil diameter, blood pressure). As workload increases, changes will be displayed in the physiological functions. This gives a constant readout, so it can be determined which aspects of the task cause more workload than others, and it is unobtrusive in that all the subject has to do is the primary task. A disadvantage is that it is easier in design than application, meaning that all the instruments needed to get accurate measures may not be conducive to a real-world test. 4)Subjective measures-this involves administering a questionaire type test after the task has been performed about which aspects were most difficult. This is easy to administure, unobtrusive, and is highly accepted by the subjects. The problem with this type of measure is that it is measured on subjective perception of workload which may or may not be accurate for the actual mental workload experienced. 3. The Sternberg search paradigm is used to determine how contents are retrieved from STM. A subject is given a memory set of letters and timing begins. The subjuect is presented with a probe letter which may or may not be part of of the memory set. The subject would then encode the probe, make a comparison of the probe against the memory set, make a yes or no decision if there was a match, and make a response and timing would stop. This is designed to find how long it takes to make the comparison of the probe and the memory set, because all other functions would be the same for all tests and can be negated. Serial Exhaustive searches predict that there would be no time differences for yes and no searches. This is because regardless of whether there was a match or not, each position would be compared with the probe. So each position in the memory set would be searched on every trial. For a serial self-terminating search, yes searches, overall would take less time than the no searches. Assuming that the position of the yes match would vary from trial to trial, then overall they would take half the time of the no searches. This is because as soon as there was a match the yes search would end. The no searches would have to be compared to every position of the memory set every time. Sternbergs results supported the Serial exhaustive search. The response times for yes and no searches were almost identical for memory sets up to the size of six. Also the time that response time increased equally for yes and no searches for memory sets up to the size of six. 4. Brown and Peterson hypothesized that loss of info from STM was due to decay-fading of a memory trace over time. To test this subjects would be presented with a tri-gram(three letter stimulus) and to prevent rehearsal, they were given a distractor task of counting backwards by threes from a certain #. They used this task assuming that the tasks(remembering the trigram and counting backwards) were different enough not to interfere with each other. Subjects were then asked what the trigram was at differing time intervals ranging from 3-18 seconds. What they found is that the longer the tri-gram was in STM the worse the recall. From this they concluded that decay was the cause of information being lost from STM. Waugh and Norman believed that it wasn't decay that caused the loss of the information but the distractor task. To test this, they read subjects a series of 16 digits. The last digit was a repeat of one of the digits in the sequence, and acted as a prompt for the subject to recall the digit that immediately followed it in the sequence. To vary time the information was in STM the digits were read at differing rates of 1 per second(total 16 seconds) and 4 per second(total 4 seconds). There results showed virtually no diference between the groups, supporting the idea that loss from STM was not due to decay. Their results also showed that the critical factor in forgetting was the number of intervening stimuli between the critical digit and the prompt for recall. From this they concluded that loss of information from STM was due to interference, new information bumping old information out of memory. 5. Serial position effects are the effects that the position of a stimulus has on the recall of that stimulus from a sequence of stimuli. The two most noted effects are Primacy(recall for the first items on a list) and Recency(recall for the last items on a list-of the two this is a larger effect). What this would look like on a graph would be(you can draw it here or explain it) a line that starts at a point and steadily decreases until it flatlines(end of primacy effect). Then at the end of the chart it would shoot up dramatically(recency effect). Rhundus did an experiment where subjects were presented with a series of 20 unrelated words and a pace of 5 per second and were told to rehearse the list out loud. Rhundus noted how often each word was rehearsed. At the end of the task the subjects were told to recall as many of the words that they could. He found that subjects tended to rehearse the items in the order in which they were presented and so the first words on the list were rehearsed more than later items on the list. When the rehearsal curve and the recall curve were graphed together they were almost identical. From this Rhundus concluded that the primacy effect was due to the information being transferred to LTM. Glazner did a similar experiment, except for at the end of the task subjects were given a distractor task of varying lengths of time. What he found is that the longer the distractor task the less pronounced the recency effect was, until it wouldn't even show an effect on a graph, but the primacy effects were still there. From this he concluded that the recency effects were due to readout from the STM and the distractor task just caused those stimulus to be bumped from STM. 6. Tulving's model of semantic memory consisted of observables which induce processes that are affected by static. An original event(observable) leads to the process of encoding of the original event to form an original memory engram. The encoding process is affected by the cognitive environment in which it occured. An interpolated event is an observable that could cause the original engram to be recoded(process), or changed in some way. This could be a wide variety of events like how a question was asked, or even the simple asking of a question. The recoding process is also affected by the cognitive environment. The new memory is called the recoded engram. It is important to note that a recoded engram is indistinguishable from an original engram. At some point a person may be asked to recall an experience(retrieval cue-observable) which may also act as an interpolated event. This retrieval cue leads to the process of ecphory-the process of combining the retrieval cue to the memory engram. This is also affected by the cognitive environment. This leads to the recollective experience and is converted(process) into a memory performance task which is an observable outcome of memory retrieval. State dependant memory, or remembering things learned in a certain state when he/she is in that state, is a function of the cognitive environment. Part of a memory can act as a prompt which leads to the recall of the entire memory. Basic information is not coded just as information, it is also encoded with whatever was presented with it. The cognitive environment affects the encoding and is encoded with the information. So if a person is in a similar state, the cognitive environment acts as a prompt for recall of the entire memory. Loftus has found that eye witness testimony is very fallible. Asking people how fast a car was going when it hit/smashed/collided with another car has markedly different results based on the adjective used. This has to do with the recoding process. Things that happen after the event can cause the original memory to change, and those changes become part of the memory and are very real to the person remembering it. As mentioned earlier the recoded memory is indistinguishable from the original memory. So a person can in fact remember things that never occured. 7. 1) Semantic memory is organizes as a hiearchial network of interrelated concepts. 2) Concepts are represented by a node-or point in semantic space. 3) Nodes in the network are connected by pathways. 4) Activation of one concept will spread to adjoining concepts(when activation of two concepts meets it is called an intersection). 5) Concepts are only stored once(cognitive economy) in semantic space. Lexical decision(giving two sets of letter stimuli and deciding if they are both words) studies on priming support this model. Given a set of words, if the first word is related to the second word, reaction time in deciding if both are words is faster if the first word is related to the second word, than if the first word is unrelated or if it is just a symbol of some sort. This demonstrates that activation from the first word spreads to the related word before the second word is shown. Also Sentance verification tasks support this theory. If given the question, are robins birds, RT is shorter than if the question is, are robins animals, because robin and bird have a closer relationship than robin and animal. Collin and Quillian believed that all subclasses under a main class ie (bird-robin, bird-sparrow, bird-ostrich) were stored equally distant from the main class, so typicality effects(typical members of a group having faster RT's than atypical members) were not accounted for. To make up for this semanitic relatedness effects were added to the model. Related concepts were presumed to be stored together in semantic space with short, strong connections between them. The less related the concept the longer the connection and the weaker the link between the two. Also, more redundancy was added to the revised model. 8. Lexical decision tasks are deciding if two sets of letter stimuli are words. They have been used to study semantic priming-if both stimuli are words and if they are related RT is faster than if the words are unrelated or if the first stimuli is a symbol or nonsense letters. The process thought to underlie semantic priming is automatic spreading activation(ASA). When one word is activated, it spreads to the related words connected to it in the network. Neely used the lexical decision task to study this and he added some unique attributes. First of all, participants were told that if the first word they saw was a bird, they should expect to see a bird as the second word 80% of the time. They were also told that if they saw a body part they should expect to see a part of a building 80% of the time and vice-versa. These set up the no shift/shift categories that he used. Neely also varied the Stimulus Onset Asynchrony(SOA) or the duration of time between the prime and the target. In the no shift category(subjects did not expect a shift to occur), there were expected-related(bird-bird) and unexpected unrelated(bird-building) In the expected related group, ASA was given support because there were benefits displayed(faster reaction time) at short and long SOA's, indicating that regardless of time there was some function that was facilitating faster RTs. In the unexpected unrelated category, there was costs at short SOAs and bigger costs at longer SOAs. This supported the concept of limited capacity attention(LCA) because at the longer intervals when subjects had time to think that a related concept was coming and the second concept was not, it caused longer RT's. In the shift(subjects expected a shift to occur) group there were Expected-Unrelated(body-door), Unexpected-Unrelated(Body-robin), and Unexpected-Related-(body-heart). The Expected-Unrelated group gave support for LCA because at short SOAs there were poorer reaction times but at longer SOAs the reaction times improved, indicating that given time to make the switch in their heads, LCA would help the subjects make the connection. The unexpected-unrelated group displayed nothing but costs regardless of SOA. The words were unrelated so ASA would not be helpful in making a connection at shorter SOA's and LCA would not be helpful at longer SOAs because the shift was to a category that was not expected by the subjects. The Unexpected-Related group showed benefits at short SOAs but costs at long SOAs. The short SOA trials gave support for ASA because the subject did not have the time to make the switch in their head so the normal spreading activation made the connection. The longer SOAs show that when the LCA made the shift in the subjects minds, they were prepared for an unrelated word and reaction times were slowed. There they are. I'm sorry if the last one isn't as fluent as the rest, but it took me a while to type all of this and my attention was waning. The information is right, you just might have to wade through it to make it flow better. I hope this helps. MATT GARFF To know me is to love me and I want you all to know me! _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jjfoust@ix.netcom.com Sun, 05 Nov 2000 17:14:54 -0700 Date: Sun, 05 Nov 2000 17:14:54 -0700 From: Jaime C. Foust jjfoust@ix.netcom.com Subject: [Psych3120] My suggestion... I wanted to maybe make a suggestion, and I am curious what everyone else thinks. I work full-time, and I don't get off of work until 5:00. I would like to suggest that perhaps we could hold an evening (like 6:00) review session, or even a Saturday session. I would love to be able to go to one, but 2:00 is not at all an option for me. Would anyone else be willing to this for the next exam? Kristin? Thank you! Jaime Mexpebbles@aol.com Mexpebbles@aol.com Sun, 5 Nov 2000 18:10:43 EST Previous message: [Psych3120] Study Guide # 4, 5 (help!) Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] Just a little tip: Go to the review sessions...it really helps! She even writes the answers on the board to make sure everyone understands. I'm very grateful that we have a great TA who is willing to help us out! From Mad4madimac@aol.com Sun, 5 Nov 2000 21:42:59 EST Date: Sun, 5 Nov 2000 21:42:59 EST From: Mad4madimac@aol.com Mad4madimac@aol.com Subject: [Psych3120] answers Thank you Matt for taking the time to type these answers out for us. I went to the review and it's really helpful but it's also nice to have another source to rely on. Madison From SilAcciardi@aol.com Mon, 6 Nov 2000 00:09:31 EST Date: Mon, 6 Nov 2000 00:09:31 EST From: SilAcciardi@aol.com SilAcciardi@aol.com Subject: [Psych3120] answers KUDOS to Matt for typing out all of the answers to the study guide. I went to the review and everything, but it still helped alot. Thanks again, Silvana Acciardi From rybo@xmission.com Sun, 5 Nov 2000 10:24:34 -0600 Date: Sun, 5 Nov 2000 10:24:34 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] My answer for #5 This is a multi-part message in MIME format. ------=_NextPart_000_000F_01C04712.97C7A1C0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Ok guys, I am going to contribute what I have so far for question #5... = A recent post stated that we needed an answer to question #5. I would = like feedback if I am off here because I could not attend any of the = reviews, but here goes an honest attempt: WHAT ARE SERIAL POSITION EFFECTS? they are the primacy and recency = effects of a serial position curve which is basically a graph showing = recall accuracy as a function of an item's original position on a list. = (i.e - in what order is material remembered?) HOW ARE THEY OBTAINED AND WHAT DO THEY LOOK LIKE? The Primacy effect = is determined by transfer of recalled information into LTM. This = appears as a decreasing line showing a lower probability of recall at = the beginning of the position curve (or list of words). The Recency = effect is obtained obtained by determining the amount of immediate = recall from STM. This appears as an increasing line showing a higher = probablity on end of the position curve, (or list of words). RESEARCH INTERPRETATION: (Same as above) My information for obtaining = these affects is from the text which is the same as the research = interpretation.. Anything else to add would be helpful. EXPERMENTAL EVIDENCE: Primacy effect was tied to the number of = rehearsals that were practiced to transfer the information into LTM.. = Recency effect was tied to distractor tasks which abolish the recency = curve.. Hope this helps, but I am sure there is more to this.. =20 *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen *************************************************************************= ********************************************** ------=_NextPart_000_000F_01C04712.97C7A1C0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>Ok guys,&nbsp; I am going to contribute what I have = so far for=20 question #5...&nbsp; A recent post stated that we needed an answer to = question=20 #5.&nbsp; I would like feedback if I am off here because I could not = attend any=20 of the reviews, but here goes an honest attempt:</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>WHAT ARE SERIAL POSITION EFFECTS?&nbsp; they are the = primacy&nbsp;and recency effects of a serial position curve which is = basically a=20 graph showing recall accuracy as a function of an item's original = position on a=20 list.&nbsp;(i.e - in what order is material remembered?)</FONT></DIV> <DIV><FONT size=3D2>HOW ARE THEY OBTAINED AND WHAT DO THEY LOOK = LIKE?&nbsp;&nbsp;=20 The Primacy effect is determined by transfer of recalled information = into=20 LTM.&nbsp; This appears as&nbsp;a&nbsp;decreasing line showing = a&nbsp;lower=20 probability of recall at the&nbsp;beginning of the position curve (or = list of=20 words).&nbsp; The&nbsp;Recency effect is obtained&nbsp;obtained by = determining=20 the amount of immediate recall from STM.&nbsp;&nbsp;This appears as an=20 increasing line showing a higher probablity on&nbsp;end of the position = curve,=20 (or list of words).</FONT></DIV> <DIV><FONT size=3D2>RESEARCH&nbsp;INTERPRETATION:&nbsp;&nbsp;&nbsp;(Same = as above)=20 My information for obtaining these affects is from the text which is the = same as=20 the research interpretation..&nbsp;&nbsp; Anything else to add would be=20 helpful.</FONT></DIV> <DIV><FONT size=3D2>EXPERMENTAL EVIDENCE:&nbsp; Primacy effect was tied = to the=20 number of rehearsals that were practiced to transfer the information = into=20 LTM..&nbsp; Recency effect was tied to distractor tasks which abolish = the=20 recency curve..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Hope this helps, but I am sure there is more to=20 this..</FONT></DIV> <DIV><FONT size=3D2>&nbsp;&nbsp;&nbsp; </FONT></DIV> <DIV><FONT=20 size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is that = sex=20 relieves tension, and love causes it." -Woody=20 Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BOD= Y></HTML> ------=_NextPart_000_000F_01C04712.97C7A1C0-- From viper@xmission.com Sun, 05 Nov 2000 22:21:46 -0700 Date: Sun, 05 Nov 2000 22:21:46 -0700 From: Corey Raemer viper@xmission.com Subject: [Psych3120] Review Session I wam not able to make it to either of the review sessions this time for the test. Is there anybody who went who could give a nice overview of the main points hit for the questions. thanks, Corey From rlovat2@hotmail.com Mon, 06 Nov 2000 06:16:34 GMT Date: Mon, 06 Nov 2000 06:16:34 GMT From: Rachel Marie Lovato rlovat2@hotmail.com Subject: [Psych3120] review sessions... I have to agree with you here!!! I think that the review sessions help tremendously!! Before the session I was looking at the study guide thinking that it was a foreign language...but AFTER the review I feel very confident about the material. The session really helps me put all of the big words and names into "lay-mans terms". Rachel ----Original Message Follows---From: Mexpebbles@aol.com Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] review sessions... Date: Sun, 5 Nov 2000 18:10:43 EST Just a little tip: Go to the review sessions...it really helps! She even writes the answers on the board to make sure everyone understands. I'm very grateful that we have a great TA who is willing to help us out! _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mikebaker13@yahoo.com Sun, 5 Nov 2000 23:35:12 -0800 (PST) Date: Sun, 5 Nov 2000 23:35:12 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] #4 from study guide Here is what I found in the book for #4 on the study guide. This is all pretty much from the book pg 104&105. Hope this make sense! Brown and Peterson studied the process of forgetting in short term memory with the idea that memories decay. Decay was defined as the fading or forgetting of a memory trace across time. They felt that we forget something because it is forgotten rapidly unless that information can get into the long term memory. They set up a study in which subjects were given a simple 3 letter stimulus that was followed by a 3 digit number. The participant was told to attend to the first stimulus, then they were to count backwards by three's starting from the number that was presented to them. The participants were then interrupted after an interval of 3-18 seconds and were asked to report the 3 letters. This showed that just the mere passage of time accounted for the inability to produce the correct letters. After 6 seconds of backward counting the recall accuracy decreased to about 40%. The essential ingredient in this task was the distracting event. The task required a lot of attention and it made it almost impossible to rehearse the stimulus enough to keep it active in the working memory. Waugh and Norman challenged the study done by Brown and Peterson. They thought that interference rather than decay was the reason people could not recall the stimulus. They set up a "probe digit task" This task gave participants a list of 16 digits that were read at a rate of either 1 or 4 digits per second. The final item on the list was a repeat of an earlier item, this was the probe and the participant was to remember the digit that followed the probe. These test results showed that forgetting was influenced by the # of intervening items between a critical digit and the recall test and not the passage of time. Forgetting was caused by interference not by decay. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From mikebaker13@yahoo.com Mon, 6 Nov 2000 00:22:16 -0800 (PST) Date: Mon, 6 Nov 2000 00:22:16 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] #8 from the study guide Here is what I could find for number 8. This info is in the book starting on page 185. Mkae any changes and post it back Thanks!! A lexical decision task is a timed test in which the participant is presented a string of letters and they need to determine if the letters are a word or not. It is based on the idea that our mind has a type of dictionary that we look up words in. Neely used this test to see how the semantic memory works. He presented his subjects with word pairs. Some of the word pairs were related and some were not. He noted that participants responded much quicker when the words were somehow related, than when they were not related. The case of priming was discussed. The role of automatic spreading activation is supported by this research because it shows that event groups are activated when a primer is activated. Because these are all activated and tied together the mind does not have to sift through so much information to arrive at a decision. It also shows that because of our limited capacity for attention it takes longer to respond because it takes more attention to arrive at a decision. The basic mechanism that underlies semantic priming effects is the web of information and how information is all stored in bunches or groups. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From gtalebreza@shoutmail.com Sun, 5 Nov 2000 17:24:08 -0800 Date: Sun, 5 Nov 2000 17:24:08 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] readings Thank you Matt for typing the review material! I missed the class right after the last test where the "Set Phasers" readings may have been covered. I have read them, but does anyone have notes on what the lecture was about? Thanks ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From jsd1022@yahoo.com Mon, 6 Nov 2000 05:43:15 -0800 (PST) Date: Mon, 6 Nov 2000 05:43:15 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] My suggestion... I'm in the same situation-I have other obligations during the day so I can't make it at either of those times. I would definately be interested in a later review session, possibly even later than 6:00 p.m. As of yet I haven't been able to attend either session for the first test or for this test. --- "Jaime C. Foust" <jjfoust@ix.netcom.com> wrote: > I wanted to maybe make a suggestion, and I am > curious what everyone else > thinks. I work full-time, and I don't get off of > work until 5:00. I > would like to suggest that perhaps we could hold an > evening (like 6:00) > review session, or even a Saturday session. I would > love to be able to > go to one, but 2:00 is not at all an option for me. > Would anyone else > be willing to this for the next exam? Kristin? > > Thank you! > Jaime > > > Mexpebbles@aol.com Mexpebbles@aol.com > Sun, 5 Nov 2000 18:10:43 EST > > Previous message: [Psych3120] Study Guide # 4, > 5 (help!) > Messages sorted by: [ date ] [ thread ] [ > subject ] [ author ] > > > > Just a little tip: Go to the review sessions...it > really helps! She > even > writes the answers on the board to make sure > everyone understands. I'm > very > grateful that we have a great TA who is willing to > help us out! > > > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ All in one Place. From kgriffin2001@yahoo.com Mon, 6 Nov 2000 08:29:48 -0800 (PST) Date: Mon, 6 Nov 2000 08:29:48 -0800 (PST) From: Karen Griffin kgriffin2001@yahoo.com Subject: [Psych3120] Memory Marci touched on the media's influence on memory. I think we also need to remember the power the media has to influence our opinions. The reports of innocent people being in prison is very scary and compelling. But, please remember that journalists are looking for a story that will make you watch their programs. The information they report is as much for "entertainment" as is it is for news. I can remember at least three instances when I worked in a courtroom where what I saw on the news was very different from what happened in the courtroom that day. I sat in on press conferences where judges answered questions and read press releases, and the reporter chose to pick only the pieces of the story that were the most shocking or inflamatory to report to the public. They did not always present the whole story. I'm not saying that something shouldn't be done about the faultiness of eyewitness testimony; it should be better understood by jurors and attorneys. What I am saying, however, is be careful when you use the media as your only source to understand a situation. --- Marci Sparks <marcisparks@hotmail.com> wrote: > The video and discussion that we have had on > eyewitness testimony has really > made me think of how maliable our memory is. In my > opinion the media has a > huge influence on how things are remembered and in > actually changing peoples > memory of certain events. It is interesting to speak > to people in different > countries and ask them their impressions of what > happened during World War > II it is very different than that of the American > idea of what went on. Even > people that were more closely involved seemed to > have very different > memories of what actually happened. Our media gave > us an impression and > theirs gave them a different impression, and now > according to whoever you > ask they will indicate that they remember that was > how it actually happened. > I think it is frightening how much we can be molded > into actually believing > something. > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From jpix@networld.com Mon, 06 Nov 2000 10:49:19 -0700 Date: Mon, 06 Nov 2000 10:49:19 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] answers Thank you, Matt, for sharing your answers with the group. considerate and helpful of you. Thanks again, Natalie Janovak -----Original Message----From: "matt garff" <garffdog@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Sun, 05 Nov 2000 17:15:10 MST Subject: [Psych3120] answers >Here are as many answers as I have. > >1. I have attached a file that shows the graph of what the linear >function >will look like. What this shows us is that attention is limited and >can be >allocated to two or more activities. However, the more attention we >allocate to one task, the better the performance will be for that >task, and >the poorer it will be for the other task. As subjects become more >proficient at performing the two tasks the graph would be pushed to >the >right, until it would be a perfect time share. This means that >performance >of those two particular tasks are performed just as well separately as >they It is both >are jointly. This only occurs in very specific circumstances. I have >included a graph of what that looks like as well. It's crude but it >gets >the point across. > >2. There are four types of tests that could be used. 1)Primary >task-this >involves giving the subject a particular task to perform and recording >the >number of mistakes that are made. This is highly valid because it is >a do >or don't situation. The disadvantage is that these are hard to find >in >situations other than simulations, because the task is intentionally >made >harder than what someone would normally face, which is not always >prudent in >a real life situation. Also these don't show how close someone is to >their >limits or the resources used. 2)Secondary task-this involves giving >the >subject some task other than the primary task, such as counting >backward by >threes. As mental workload increases for the primary task, the >secondary >task will deteriorate. This is advantageous because it will show at >which >points of a task workload is higher. The disadvantage is that it is >an >obtrusive task that people are not fond of performing. >3)Physiological >measures-This involves taking measures of various physiological >functions(Heart rate, pupil diameter, blood pressure). As workload >increases, changes will be displayed in the physiological functions. >This >gives a constant readout, so it can be determined which aspects of the >task >cause more workload than others, and it is unobtrusive in that all the >subject has to do is the primary task. A disadvantage is that it is >easier >in design than application, meaning that all the instruments needed to >get >accurate measures may not be conducive to a real-world test. >4)Subjective >measures-this involves administering a questionaire type test after >the task >has been performed about which aspects were most difficult. This is >easy to >administure, unobtrusive, and is highly accepted by the subjects. The >problem with this type of measure is that it is measured on subjective >perception of workload which may or may not be accurate for the actual >mental workload experienced. > >3. The Sternberg search paradigm is used to determine how contents >are >retrieved from STM. A subject is given a memory set of letters and >timing >begins. The subjuect is presented with a probe letter which may or >may not >be part of of the memory set. The subject would then encode the >probe, make >a comparison of the probe against the memory set, make a yes or no >decision >if there was a match, and make a response and timing would stop. This >is >designed to find how long it takes to make the comparison of the probe >and >the memory set, because all other functions would be the same for all >tests >and can be negated. Serial Exhaustive searches predict that there >would be >no time differences for yes and no searches. This is because >regardless of >whether there was a match or not, each position would be compared with >the >probe. So each position in the memory set would be searched on every >trial. > For a serial self-terminating search, yes searches, overall would >take >less time than the no searches. Assuming that the position of the yes >match >would vary from trial to trial, then overall they would take half the >time >of the no searches. This is because as soon as there was a match the >yes >search would end. The no searches would have to be compared to every >position of the memory set every time. Sternbergs results supported >the >Serial exhaustive search. The response times for yes and no searches >were >almost identical for memory sets up to the size of six. Also the time >that >response time increased equally for yes and no searches for memory >sets up >to the size of six. > >4. Brown and Peterson hypothesized that loss of info from STM was due >to >decay-fading of a memory trace over time. To test this subjects would >be >presented with a tri-gram(three letter stimulus) and to prevent >rehearsal, >they were given a distractor task of counting backwards by threes from >a >certain #. They used this task assuming that the tasks(remembering >the >trigram and counting backwards) were different enough not to interfere >with >each other. Subjects were then asked what the trigram was at >differing time >intervals ranging from 3-18 seconds. What they found is that the >longer the >tri-gram was in STM the worse the recall. From this they concluded >that >decay was the cause of information being lost from STM. Waugh and >Norman >believed that it wasn't decay that caused the loss of the information >but >the distractor task. To test this, they read subjects a series of 16 >digits. The last digit was a repeat of one of the digits in the >sequence, >and acted as a prompt for the subject to recall the digit that >immediately >followed it in the sequence. To vary time the information was in STM >the >digits were read at differing rates of 1 per second(total 16 seconds) >and 4 >per second(total 4 seconds). There results showed virtually no >diference >between the groups, supporting the idea that loss from STM was not due >to >decay. Their results also showed that the critical factor in >forgetting was >the number of intervening stimuli between the critical digit and the >prompt >for recall. From this they concluded that loss of information from >STM was >due to interference, new information bumping old information out of >memory. > >5. Serial position effects are the effects that the position of a >stimulus >has on the recall of that stimulus from a sequence of stimuli. The >two most >noted effects are Primacy(recall for the first items on a list) and >Recency(recall for the last items on a list-of the two this is a >larger >effect). What this would look like on a graph would be(you can draw >it here >or explain it) a line that starts at a point and steadily decreases >until it >flatlines(end of primacy effect). Then at the end of the chart it >would >shoot up dramatically(recency effect). Rhundus did an experiment >where >subjects were presented with a series of 20 unrelated words and a pace >of 5 >per second and were told to rehearse the list out loud. Rhundus noted >how >often each word was rehearsed. At the end of the task the subjects >were >told to recall as many of the words that they could. He found that >subjects >tended to rehearse the items in the order in which they were presented >and >so the first words on the list were rehearsed more than later items on >the >list. When the rehearsal curve and the recall curve were graphed >together >they were almost identical. From this Rhundus concluded that the >primacy >effect was due to the information being transferred to LTM. Glazner >did a >similar experiment, except for at the end of the task subjects were >given a >distractor task of varying lengths of time. What he found is that the >longer the distractor task the less pronounced the recency effect was, >until >it wouldn't even show an effect on a graph, but the primacy effects >were >still there. From this he concluded that the recency effects were due >to >readout from the STM and the distractor task just caused those >stimulus to >be bumped from STM. > >6. Tulving's model of semantic memory consisted of observables which >induce >processes that are affected by static. An original event(observable) >leads >to the process of encoding of the original event to form an original >memory >engram. The encoding process is affected by the cognitive environment >in >which it occured. An interpolated event is an observable that could >cause >the original engram to be recoded(process), or changed in some way. >This >could be a wide variety of events like how a question was asked, or >even the >simple asking of a question. The recoding process is also affected by >the >cognitive environment. The new memory is called the recoded engram. >It is >important to note that a recoded engram is indistinguishable from an >original engram. At some point a person may be asked to recall an >experience(retrieval cue-observable) which may also act as an >interpolated >event. This retrieval cue leads to the process of ecphory-the process >of >combining the retrieval cue to the memory engram. This is also >affected by >the cognitive environment. This leads to the recollective experience >and is >converted(process) into a memory performance task which is an >observable >outcome of memory retrieval. State dependant memory, or remembering >things >learned in a certain state when he/she is in that state, is a function >of >the cognitive environment. Part of a memory can act as a prompt which >leads >to the recall of the entire memory. Basic information is not coded >just as >information, it is also encoded with whatever was presented with it. >The >cognitive environment affects the encoding and is encoded with the >information. So if a person is in a similar state, the cognitive >environment acts as a prompt for recall of the entire memory. Loftus >has >found that eye witness testimony is very fallible. Asking people how >fast a >car was going when it hit/smashed/collided with another car has >markedly >different results based on the adjective used. This has to do with >the >recoding process. Things that happen after the event can cause the >original >memory to change, and those changes become part of the memory and are >very >real to the person remembering it. As mentioned earlier the recoded >memory >is indistinguishable from the original memory. So a person can in >fact >remember things that never occured. > >7. 1) Semantic memory is organizes as a hiearchial network of >interrelated >concepts. 2) Concepts are represented by a node-or point in semantic >space. > 3) Nodes in the network are connected by pathways. 4) Activation of >one >concept will spread to adjoining concepts(when activation of two >concepts >meets it is called an intersection). 5) Concepts are only stored >once(cognitive economy) in semantic space. Lexical decision(giving >two sets >of letter stimuli and deciding if they are both words) studies on >priming >support this model. Given a set of words, if the first word is >related to >the second word, reaction time in deciding if both are words is faster >if >the first word is related to the second word, than if the first word >is >unrelated or if it is just a symbol of some sort. This demonstrates >that >activation from the first word spreads to the related word before the >second >word is shown. Also Sentance verification tasks support this theory. >If >given the question, are robins birds, RT is shorter than if the >question is, >are robins animals, because robin and bird have a closer relationship >than >robin and animal. Collin and Quillian believed that all subclasses >under a >main class ie (bird-robin, bird-sparrow, bird-ostrich) were stored >equally >distant from the main class, so typicality effects(typical members of >a >group having faster RT's than atypical members) were not accounted >for. To >make up for this semanitic relatedness effects were added to the >model. >Related concepts were presumed to be stored together in semantic space >with >short, strong connections between them. The less related the concept >the >longer the connection and the weaker the link between the two. Also, >more >redundancy was added to the revised model. > >8. Lexical decision tasks are deciding if two sets of letter stimuli >are >words. They have been used to study semantic priming-if both stimuli >are >words and if they are related RT is faster than if the words are >unrelated >or if the first stimuli is a symbol or nonsense letters. The process >thought to underlie semantic priming is automatic spreading >activation(ASA). > When one word is activated, it spreads to the related words >connected to >it in the network. Neely used the lexical decision task to study this >and >he added some unique attributes. First of all, participants were told >that >if the first word they saw was a bird, they should expect to see a >bird as >the second word 80% of the time. They were also told that if they saw >a >body part they should expect to see a part of a building 80% of the >time and >vice-versa. These set up the no shift/shift categories that he used. >Neely >also varied the Stimulus Onset Asynchrony(SOA) or the duration of time >between the prime and the target. In the no shift category(subjects >did not >expect a shift to occur), there were expected-related(bird-bird) and >unexpected unrelated(bird-building) In the expected related group, >ASA was >given support because there were benefits displayed(faster reaction >time) at >short and long SOA's, indicating that regardless of time there was >some >function that was facilitating faster RTs. In the unexpected >unrelated >category, there was costs at short SOAs and bigger costs at longer >SOAs. >This supported the concept of limited capacity attention(LCA) because >at the >longer intervals when subjects had time to think that a related >concept was >coming and the second concept was not, it caused longer RT's. In the >shift(subjects expected a shift to occur) group there were >Expected-Unrelated(body-door), Unexpected-Unrelated(Body-robin), and >Unexpected-Related-(body-heart). The Expected-Unrelated group gave >support >for LCA because at short SOAs there were poorer reaction times but at >longer >SOAs the reaction times improved, indicating that given time to make >the >switch in their heads, LCA would help the subjects make the >connection. The >unexpected-unrelated group displayed nothing but costs regardless of >SOA. >The words were unrelated so ASA would not be helpful in making a >connection >at shorter SOA's and LCA would not be helpful at longer SOAs because >the >shift was to a category that was not expected by the subjects. The >Unexpected-Related group showed benefits at short SOAs but costs at >long >SOAs. The short SOA trials gave support for ASA because the subject >did not >have the time to make the switch in their head so the normal spreading >activation made the connection. The longer SOAs show that when the >LCA made >the shift in the subjects minds, they were prepared for an unrelated >word >and reaction times were slowed. > >There they are. I'm sorry if the last one isn't as fluent as the >rest, but >it took me a while to type all of this and my attention was waning. >The >information is right, you just might have to wade through it to make >it flow >better. I hope this helps. > >MATT GARFF > >To know me is to love me and I want you all to know me! > >______________________________________________________________________ >___ >Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From jpix@networld.com Mon, 06 Nov 2000 10:50:12 -0700 Date: Mon, 06 Nov 2000 10:50:12 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] My suggestion... I also work full time and would be interested in a later study session, if possible. Natalie Janovak -----Original Message----From: "Jaime C. Foust" <jjfoust@ix.netcom.com> To: "Class Message Board (Psychology)" <psych3120@lists.csbs.utah.edu> Date: Sun, 05 Nov 2000 17:14:54 -0700 Subject: [Psych3120] My suggestion... >I wanted to maybe make a suggestion, and I am curious what everyone >else >thinks. I work full-time, and I don't get off of work until 5:00. I >would like to suggest that perhaps we could hold an evening (like >6:00) >review session, or even a Saturday session. I would love to be able >to >go to one, but 2:00 is not at all an option for me. Would anyone else >be willing to this for the next exam? Kristin? > >Thank you! >Jaime > > >Mexpebbles@aol.com Mexpebbles@aol.com >Sun, 5 Nov 2000 18:10:43 EST > > Previous message: [Psych3120] Study Guide # 4, 5 (help!) > Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] > > > >Just a little tip: Go to the review sessions...it really helps! She >even >writes the answers on the board to make sure everyone understands. >I'm >very >grateful that we have a great TA who is willing to help us out! > > > > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From listonbr@yahoo.com Mon, 6 Nov 2000 10:03:46 -0800 (PST) Date: Mon, 6 Nov 2000 10:03:46 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] (no subject) --0-278722862-973533826=:29460 Content-Type: text/plain; charset=us-ascii It does seem like we are always coming up with something that is better of proves something previously was right or wrong, I have felt your frustrations in the past. One-thing that I have learned is that everything we overwrite or find out was incorrect, the only way that we are able tofind these things out is because we had the previous theory or what, and I think this is true with many things it seems like even know we later find out that it was incorrect, it's still contributes to us. It's just like with experiments even know they may not prove your thesis we still can use a lot of that information, either for out continued study or a new study. Liston matt wilson <mattdhubby@hotmail.com> wrote: Don't you ever get tired of all these different studies that prove this or prove that? Have you ever noticed how you will hear about some study that supposedly proves something, and then a while later hear about a study that proves exactly the opposite? It gets a little old. We even have an example of this in our study guide questions, #4. These two geniuses, Brown and Peterson did this big "break through" study about memory loss being due to decay. Then come along good old Waugh and Norman who completely blow their study out of the water, showing that Brown and Peterson's experiment was completely invalid. Doesn't it kind of make you wonder how many things we're learning that will turn out to be complete bull? The truth is anyone can "prove" anything if they want to bad enough. I would not at all be surprised if in ten years we find out that all these things we've been learning will be completely worthless. But that's just an idea. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 --------------------------------Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Wallet. Millions of Products. All with one --0-278722862-973533826=:29460 Content-Type: text/html; charset=us-ascii <P> It does seem like we are always coming up with something that is better of proves something previously was right&nbsp;or wrong, I have felt your frustrations in the past. One-thing that I have learned is that everything we overwrite or find out was incorrect, the only way that we are able tofind these things out is because we had the previous theory or what, and I think this is true with many things it seems like even know we later find out that it was incorrect, it's still contributes to us. It's just like with experiments even know they may not prove your thesis we still can use a lot of that information, either for out continued study or a new study.</P> <P>Liston<BR></P> <P>&nbsp; <B><I>matt wilson &lt;mattdhubby@hotmail.com&gt;</I></B> wrote: <BR> <BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: #1010ff 2px solid">Don't you ever get tired of all these different studies that prove this or <BR>prove that? Have you ever noticed how you will hear about some study that <BR>supposedly proves something, and then a while later hear about a study that <BR>proves exactly the opposite? It gets a little old. We even have an example <BR>of this in our study guide questions, #4. These two geniuses, Brown and <BR>Peterson did this big "break through" study about memory loss being due to <BR>decay. Then come along good old Waugh and Norman who completely blow their <BR>study out of the water, showing that Brown and Peterson's experiment was <BR>completely invalid.<BR>Doesn't it kind of make you wonder how many things we're learning that will <BR>turn out to be complete bull? The truth is anyone can "prove" anything if <BR>they want to bad enough. I would not at all be surprised if in ten years we <BR>find out that all these things we've been learning will be completely <BR>worthless. But that's just an idea.<BR>_________________________________________________________________________ <BR>Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com.<BR><BR>Share information about yourself, create your own public profile at <BR>http://profiles.msn.com.<BR><BR><BR>__________________________________________ _____<BR>Psych3120 mailing list<BR>Psych3120@lists.csbs.utah.edu<BR>http://lists.csbs.utah.edu/listinfo.cgi/p sych3120</BLOCKQUOTE><p><br><hr size=1><b>Do You Yahoo!?</b><br> <a href="http://shopping.yahoo.com/">Yahoo! Shopping</a> Thousands of Stores. Millions of Products. All with one <a href="http://wallet.yahoo.com">Wallet</a>. --0-278722862-973533826=:29460-- From M.Burchett@m.cc.utah.edu Mon, 6 Nov 2000 12:22:15 -0700 (MST) Date: Mon, 6 Nov 2000 12:22:15 -0700 (MST) From: M.Burchett@m.cc.utah.edu M.Burchett@m.cc.utah.edu Subject: [Psych3120] state dependent learning Quoting Erica Fleming <ilikeduplos@hotmail.com>: > > > > > > on number six on the study guide, can someone describe the Tulving model of episodic memory......I'm a little fuzzy on that one. dependent learning? Erica Also, what is state Erica, Others have already addressed the Tulving model, check the message board for that. But, state dependent learning hasn't been addressed yet as far as I've seen, so I thought I'd help. State dependent learning refers to learning that occurs under specific conditions and is therefore more likely to be remembered better under those same conditions. In class we talked about two examples of this. One example would be learning something while you are intoxicated. When experimenters taught participants a task while the participants were drunk, they performed better on that task at a later time when they were also intoxicated than they performed when they were sober. The same was true for sober people who performed better on the task when they learned and performed it sober. People who learned the task while sober performed worse while intoxicated. The second example has to do with deep sea divers. The experimenter taught them something while under water or while on land. They performed better when the performance condition matched the learning condition. In other words, if you learned it under water, you performed better when under water. A real life example of this would be when you learn something in a particular classroom or in a particular seat. You will perform better on the test of that material if you take the test in the same classroom or in the same seat. You will not perform as well if you had to take the test in a new building. Does that make sense? All state dependent learning means is that we do better when the conditions under which we learn something match the conditions under which we are asked to perform that task. I hope that helps. If you need further explanation let me know. Good luck on the test! From Gloria.C.Ruiz@m.cc.utah.edu Sun, 5 Nov 2000 00:16:51 -0700 (MST) Date: Sun, 5 Nov 2000 00:16:51 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] Article in the School Paper Quoting Jason Logsdon <jasonwlogsdon@hotmail.com>: Absolutely true!! The way we appreciate things are through the differences between them. How can we appreciate the good emotions if we eliminate the bad ones? How can we know that something is sweet without tasting something sour, salty? Emotions are part of our being, as humans, how to control them without losing our ability to love, to get dissapointed, to be happpy, to be sad, etc?..G.R. > I think that as long as it doesn't completely eliminate them it could be a > good thing. Think about all of the times you get depressed about stupid > things. Normally this happens when people don't get enough sleep, or are > hungry. If the chip could get rid of those feelings, it seems like it > would > have great potential. However, I'm not sure if I would want it in me > because I almost think those times of depression help you enjoy the good > times that you have, and for most people, a day or two of being sad is > worth > it for a few weeks of happiness. > Jason > > > From: Gloria.C.Ruiz@m.cc.utah.edu > Reply-To: psych3120@lists.csbs.utah.edu > To: psych3120@lists.csbs.utah.edu > Subject: Re: [Psych3120] Article in the School Paper > Date: Wed, 1 Nov 2000 23:02:26 -0700 (MST) > > > Quoting Derrel and Magen Grappendorf > <dgrappe@bitcorp.net>: > I don't really like the idea of a computer chip > controlling human's emotions.. it sounds so disturb to > me to think that we are no even interested in feeling > anymore, how ever helping blind people is in deed a > great accompliment. It is so ironic to me that in one > hand technology helps one thing but on the other hand > can destroy something so precious as our > feeelings.,make you wonder what kind of life our > grandchildren are going to live...just my comments. > G.Ruiz. > > I recenetly read an article about a man that is > inventing a computer chip > > that you can place inside your body. This chip > extremely small, but > > performs many functions. Besides turning on the > lights in your house and > > other convenient things, this computer will hopefully > regulate our body's > > chemical inbalances. For example, it would help > regulate our emotions. > > It would also assist blind people in trying to > calculate how far and > > object is. I found this article in "Steamtunnels" > October 27, 2000, > > called Silicon Implants. >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > ________________________________________________________ _________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From sweetfogs@hotmail.com Sun, 05 Nov 2000 06:45:04 GMT Date: Sun, 05 Nov 2000 06:45:04 GMT From: Jaimie Cogswell sweetfogs@hotmail.com Subject: [Psych3120] Fwd: Slides This is a multi-part message in MIME format. ------=_NextPart_000_95e_2c6b_405f Content-Type: text/plain; format=flowed I know that we're past this in our the unit, but I thought these illusions were cool. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. 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AAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAAB// 1ffwAAAAAAAAAAAAAAAAAAAAAAAAAB//2Q== ------=_NextPart_000_95e_2c6b_405f-- From Gloria.C.Ruiz@m.cc.utah.edu Sun, 5 Nov 2000 00:29:29 -0700 (MST) Date: Sun, 5 Nov 2000 00:29:29 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] video Quoting Rachel Norris <norrisrachel@freeport.com>: First at all, his charges were when he was a teen, very young, seconly I think the police wanted somebody and they found the one, third Jenniffer really wanted to find someone, and she did. All these factors influenced people day after day currently in our legal system and society. Small budgets, lack of interest, tiredness and the fact that many men convicted don't have the resources to grant a new trial make our jails be filled with many innocent people. If this man would't keep begging his lawyer he may be in jail still!!. On the other hand is so wonderful that the law accepts DNA testing today. It is wonderful to know that there is a hope in our system, if not for many who are in jails right now, at least for future cases like this. G.R. > This video really got me thinking about how many are > convicted of crimes they didn't actually commit. In "What > Jennifer Saw" I felt really bad for the man that was > originally convicted. Although, he did have previous > convictions for rape and assault, he had probably alreay > done the time for those crimes. It would also have been > very frustrating to be in Jennifer's shoes because even > though she didn't get that good of a look at the > perpetrator because it was mostly dark, she probably wanted > so badly for him to pay for his crime that it may be > possible that she convinced herself of his identity? I > would probably have done the same thing if I were in her > shoes. > > > When watching the video "What Jennifer saw" the hardest > part I think would > > be trying to match the persons identity to those stupid > little overhead > > pieces that show ten thousand different eyes, noses, > mouths and so forth. I > > mean really how many of us could actually do this and > accurately? I don't > > even think I would be very good at trying to match some > of those fake face > > pieces up to my picture of someone really close to me, > say for instance my > > mom. How sad is that. I don't know, maybe it's my lack > of confidence in > > accurately describing somebody but I think that task > would be really hard to > > do because you memory or things are not concrete they > change all the time > > and it can even perhaps change depending on the mood you > are in. > > The other interesting part of the video is the fact that > there are many > > innocent people in jail and pretty much nothing is being > done about it. > > It's a tough thing because who is to say that this person > is innocent and > > then another is guilty? It's like if we find a person > guilty in the court > > system then we all believe that they were put into prison > for a very good > > reason. Most of us never question the fact that all of > the lawyers, judges, > > jurors and even witnesses could be wrong. It's a crazy > thing to think about > > and an even hard thing to try to fix. >> > > Erica >> > ________________________________________________________ ____ > _____________ > > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > > Share information about yourself, create your own public > profile at > > http://profiles.msn.com. >> >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From gleim@uswest.net Mon, 6 Nov 2000 14:36:26 -0700 Date: Mon, 6 Nov 2000 14:36:26 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] answers Thank you so much Matt for putting all of the time and effort into helping the rest of us out. Your contribution of composing all of the answers together is serving as an outstanding source for study. Thanks, Heather Gleim -----Original Message----From: matt garff <garffdog@hotmail.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Sunday, November 05, 2000 5:16 PM Subject: [Psych3120] answers >Here are as many answers as I have. > >1. I have attached a file that shows the graph of what the linear function >will look like. What this shows us is that attention is limited and can be >allocated to two or more activities. However, the more attention we >allocate to one task, the better the performance will be for that task, and >the poorer it will be for the other task. As subjects become more >proficient at performing the two tasks the graph would be pushed to the >right, until it would be a perfect time share. This means that performance >of those two particular tasks are performed just as well separately as they >are jointly. This only occurs in very specific circumstances. I have >included a graph of what that looks like as well. It's crude but it gets >the point across. > >2. There are four types of tests that could be used. 1)Primary task-this >involves giving the subject a particular task to perform and recording the >number of mistakes that are made. This is highly valid because it is a do >or don't situation. The disadvantage is that these are hard to find in >situations other than simulations, because the task is intentionally made >harder than what someone would normally face, which is not always prudent in >a real life situation. Also these don't show how close someone is to their >limits or the resources used. 2)Secondary task-this involves giving the >subject some task other than the primary task, such as counting backward by >threes. As mental workload increases for the primary task, the secondary >task will deteriorate. This is advantageous because it will show at which >points of a task workload is higher. The disadvantage is that it is an >obtrusive task that people are not fond of performing. 3)Physiological >measures-This involves taking measures of various physiological >functions(Heart rate, pupil diameter, blood pressure). As workload >increases, changes will be displayed in the physiological functions. This >gives a constant readout, so it can be determined which aspects of the task >cause more workload than others, and it is unobtrusive in that all the >subject has to do is the primary task. A disadvantage is that it is easier >in design than application, meaning that all the instruments needed to get >accurate measures may not be conducive to a real-world test. 4)Subjective >measures-this involves administering a questionaire type test after the task >has been performed about which aspects were most difficult. This is easy to >administure, unobtrusive, and is highly accepted by the subjects. The >problem with this type of measure is that it is measured on subjective >perception of workload which may or may not be accurate for the actual >mental workload experienced. > >3. The Sternberg search paradigm is used to determine how contents are >retrieved from STM. A subject is given a memory set of letters and timing >begins. The subjuect is presented with a probe letter which may or may not >be part of of the memory set. The subject would then encode the probe, make >a comparison of the probe against the memory set, make a yes or no decision >if there was a match, and make a response and timing would stop. This is >designed to find how long it takes to make the comparison of the probe and >the memory set, because all other functions would be the same for all tests >and can be negated. Serial Exhaustive searches predict that there would be >no time differences for yes and no searches. This is because regardless of >whether there was a match or not, each position would be compared with the >probe. So each position in the memory set would be searched on every trial. > For a serial self-terminating search, yes searches, overall would take >less time than the no searches. Assuming that the position of the yes match >would vary from trial to trial, then overall they would take half the time >of the no searches. This is because as soon as there was a match the yes >search would end. The no searches would have to be compared to every >position of the memory set every time. Sternbergs results supported the >Serial exhaustive search. The response times for yes and no searches were >almost identical for memory sets up to the size of six. Also the time that >response time increased equally for yes and no searches for memory sets up >to the size of six. > >4. Brown and Peterson hypothesized that loss of info from STM was due to >decay-fading of a memory trace over time. To test this subjects would be >presented with a tri-gram(three letter stimulus) and to prevent rehearsal, >they were given a distractor task of counting backwards by threes from a >certain #. They used this task assuming that the tasks(remembering the >trigram and counting backwards) were different enough not to interfere with >each other. Subjects were then asked what the trigram was at differing time >intervals ranging from 3-18 seconds. What they found is that the longer the >tri-gram was in STM the worse the recall. From this they concluded that >decay was the cause of information being lost from STM. Waugh and Norman >believed that it wasn't decay that caused the loss of the information but >the distractor task. To test this, they read subjects a series of 16 >digits. The last digit was a repeat of one of the digits in the sequence, >and acted as a prompt for the subject to recall the digit that immediately >followed it in the sequence. To vary time the information was in STM the >digits were read at differing rates of 1 per second(total 16 seconds) and 4 >per second(total 4 seconds). There results showed virtually no diference >between the groups, supporting the idea that loss from STM was not due to >decay. Their results also showed that the critical factor in forgetting was >the number of intervening stimuli between the critical digit and the prompt >for recall. From this they concluded that loss of information from STM was >due to interference, new information bumping old information out of memory. > >5. Serial position effects are the effects that the position of a stimulus >has on the recall of that stimulus from a sequence of stimuli. The two most >noted effects are Primacy(recall for the first items on a list) and >Recency(recall for the last items on a list-of the two this is a larger >effect). What this would look like on a graph would be(you can draw it here >or explain it) a line that starts at a point and steadily decreases until it >flatlines(end of primacy effect). Then at the end of the chart it would >shoot up dramatically(recency effect). Rhundus did an experiment where >subjects were presented with a series of 20 unrelated words and a pace of 5 >per second and were told to rehearse the list out loud. Rhundus noted how >often each word was rehearsed. At the end of the task the subjects were >told to recall as many of the words that they could. He found that subjects >tended to rehearse the items in the order in which they were presented and >so the first words on the list were rehearsed more than later items on the >list. When the rehearsal curve and the recall curve were graphed together >they were almost identical. From this Rhundus concluded that the primacy >effect was due to the information being transferred to LTM. Glazner did a >similar experiment, except for at the end of the task subjects were given a >distractor task of varying lengths of time. What he found is that the >longer the distractor task the less pronounced the recency effect was, until >it wouldn't even show an effect on a graph, but the primacy effects were >still there. From this he concluded that the recency effects were due to >readout from the STM and the distractor task just caused those stimulus to >be bumped from STM. > >6. Tulving's model of semantic memory consisted of observables which induce >processes that are affected by static. An original event(observable) leads >to the process of encoding of the original event to form an original memory >engram. The encoding process is affected by the cognitive environment in >which it occured. An interpolated event is an observable that could cause >the original engram to be recoded(process), or changed in some way. This >could be a wide variety of events like how a question was asked, or even the >simple asking of a question. The recoding process is also affected by the >cognitive environment. The new memory is called the recoded engram. It is >important to note that a recoded engram is indistinguishable from an >original engram. At some point a person may be asked to recall an >experience(retrieval cue-observable) which may also act as an interpolated >event. This retrieval cue leads to the process of ecphory-the process of >combining the retrieval cue to the memory engram. This is also affected by >the cognitive environment. This leads to the recollective experience and is >converted(process) into a memory performance task which is an observable >outcome of memory retrieval. State dependant memory, or remembering things >learned in a certain state when he/she is in that state, is a function of >the cognitive environment. Part of a memory can act as a prompt which leads >to the recall of the entire memory. Basic information is not coded just as >information, it is also encoded with whatever was presented with it. The >cognitive environment affects the encoding and is encoded with the >information. So if a person is in a similar state, the cognitive >environment acts as a prompt for recall of the entire memory. Loftus has >found that eye witness testimony is very fallible. Asking people how fast a >car was going when it hit/smashed/collided with another car has markedly >different results based on the adjective used. This has to do with the >recoding process. Things that happen after the event can cause the original >memory to change, and those changes become part of the memory and are very >real to the person remembering it. As mentioned earlier the recoded memory >is indistinguishable from the original memory. So a person can in fact >remember things that never occured. > >7. 1) Semantic memory is organizes as a hiearchial network of interrelated >concepts. 2) Concepts are represented by a node-or point in semantic space. > 3) Nodes in the network are connected by pathways. 4) Activation of one >concept will spread to adjoining concepts(when activation of two concepts >meets it is called an intersection). 5) Concepts are only stored >once(cognitive economy) in semantic space. Lexical decision(giving two sets >of letter stimuli and deciding if they are both words) studies on priming >support this model. Given a set of words, if the first word is related to >the second word, reaction time in deciding if both are words is faster if >the first word is related to the second word, than if the first word is >unrelated or if it is just a symbol of some sort. This demonstrates that >activation from the first word spreads to the related word before the second >word is shown. Also Sentance verification tasks support this theory. If >given the question, are robins birds, RT is shorter than if the question is, >are robins animals, because robin and bird have a closer relationship than >robin and animal. Collin and Quillian believed that all subclasses under a >main class ie (bird-robin, bird-sparrow, bird-ostrich) were stored equally >distant from the main class, so typicality effects(typical members of a >group having faster RT's than atypical members) were not accounted for. To >make up for this semanitic relatedness effects were added to the model. >Related concepts were presumed to be stored together in semantic space with >short, strong connections between them. The less related the concept the >longer the connection and the weaker the link between the two. Also, more >redundancy was added to the revised model. > >8. Lexical decision tasks are deciding if two sets of letter stimuli are >words. They have been used to study semantic priming-if both stimuli are >words and if they are related RT is faster than if the words are unrelated >or if the first stimuli is a symbol or nonsense letters. The process >thought to underlie semantic priming is automatic spreading activation(ASA). > When one word is activated, it spreads to the related words connected to >it in the network. Neely used the lexical decision task to study this and >he added some unique attributes. First of all, participants were told that >if the first word they saw was a bird, they should expect to see a bird as >the second word 80% of the time. They were also told that if they saw a >body part they should expect to see a part of a building 80% of the time and >vice-versa. These set up the no shift/shift categories that he used. Neely >also varied the Stimulus Onset Asynchrony(SOA) or the duration of time >between the prime and the target. In the no shift category(subjects did not >expect a shift to occur), there were expected-related(bird-bird) and >unexpected unrelated(bird-building) In the expected related group, ASA was >given support because there were benefits displayed(faster reaction time) at >short and long SOA's, indicating that regardless of time there was some >function that was facilitating faster RTs. In the unexpected unrelated >category, there was costs at short SOAs and bigger costs at longer SOAs. >This supported the concept of limited capacity attention(LCA) because at the >longer intervals when subjects had time to think that a related concept was >coming and the second concept was not, it caused longer RT's. In the >shift(subjects expected a shift to occur) group there were >Expected-Unrelated(body-door), Unexpected-Unrelated(Body-robin), and >Unexpected-Related-(body-heart). The Expected-Unrelated group gave support >for LCA because at short SOAs there were poorer reaction times but at longer >SOAs the reaction times improved, indicating that given time to make the >switch in their heads, LCA would help the subjects make the connection. The >unexpected-unrelated group displayed nothing but costs regardless of SOA. >The words were unrelated so ASA would not be helpful in making a connection >at shorter SOA's and LCA would not be helpful at longer SOAs because the >shift was to a category that was not expected by the subjects. The >Unexpected-Related group showed benefits at short SOAs but costs at long >SOAs. The short SOA trials gave support for ASA because the subject did not >have the time to make the switch in their head so the normal spreading >activation made the connection. The longer SOAs show that when the LCA made >the shift in the subjects minds, they were prepared for an unrelated word >and reaction times were slowed. > >There they are. I'm sorry if the last one isn't as fluent as the rest, but >it took me a while to type all of this and my attention was waning. The >information is right, you just might have to wade through it to make it flow >better. I hope this helps. > >MATT GARFF > >To know me is to love me and I want you all to know me! > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From amark2@uswest.net Mon, 6 Nov 2000 16:51:28 -0700 Date: Mon, 6 Nov 2000 16:51:28 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] answers THANKS MATT, ----- Original Message ----From: "matt garff" <garffdog@hotmail.com> To: <psych3120@lists.csbs.utah.edu> Sent: Sunday, November 05, 2000 5:15 PM Subject: [Psych3120] answers > Here are as many answers as I have. > > 1. I have attached a file that shows the graph of what the linear function > will look like. What this shows us is that attention is limited and can be > allocated to two or more activities. However, the more attention we > allocate to one task, the better the performance will be for that task, and > the poorer it will be for the other task. As subjects become more > proficient at performing the two tasks the graph would be pushed to the > right, until it would be a perfect time share. This means that performance > of those two particular tasks are performed just as well separately as they > are jointly. This only occurs in very specific circumstances. I have > included a graph of what that looks like as well. It's crude but it gets > the point across. > > 2. There are four types of tests that could be used. 1)Primary task-this > involves giving the subject a particular task to perform and recording the > number of mistakes that are made. This is highly valid because it is a do > or don't situation. The disadvantage is that these are hard to find in > situations other than simulations, because the task is intentionally made > harder than what someone would normally face, which is not always prudent in > a real life situation. Also these don't show how close someone is to their > limits or the resources used. 2)Secondary task-this involves giving the > subject some task other than the primary task, such as counting backward by > threes. As mental workload increases for the primary task, the secondary > task will deteriorate. This is advantageous because it will show at which > points of a task workload is higher. The disadvantage is that it is an > obtrusive task that people are not fond of performing. 3)Physiological > measures-This involves taking measures of various physiological > functions(Heart rate, pupil diameter, blood pressure). As workload > increases, changes will be displayed in the physiological functions. This > gives a constant readout, so it can be determined which aspects of the task > cause more workload than others, and it is unobtrusive in that all the > subject has to do is the primary task. A disadvantage is that it is easier > in design than application, meaning that all the instruments needed to get > accurate measures may not be conducive to a real-world test. 4)Subjective > measures-this involves administering a questionaire type test after the task > has been performed about which aspects were most difficult. This is easy to > administure, unobtrusive, and is highly accepted by the subjects. The > problem with this type of measure is that it is measured on subjective > perception of workload which may or may not be accurate for the actual > mental workload experienced. > > 3. The Sternberg search paradigm is used to determine how contents are > retrieved from STM. A subject is given a memory set of letters and timing > begins. The subjuect is presented with a probe letter which may or may not > be part of of the memory set. The subject would then encode the probe, make > a comparison of the probe against the memory set, make a yes or no decision > if there was a match, and make a response and timing would stop. This is > designed to find how long it takes to make the comparison of the probe and > the memory set, because all other functions would be the same for all tests > and can be negated. Serial Exhaustive searches predict that there would be > no time differences for yes and no searches. This is because regardless of > whether there was a match or not, each position would be compared with the > probe. So each position in the memory set would be searched on every trial. > For a serial self-terminating search, yes searches, overall would take > less time than the no searches. Assuming that the position of the yes match > would vary from trial to trial, then overall they would take half the time > of the no searches. This is because as soon as there was a match the yes > search would end. The no searches would have to be compared to every > position of the memory set every time. Sternbergs results supported the > Serial exhaustive search. The response times for yes and no searches were > almost identical for memory sets up to the size of six. Also the time that > response time increased equally for yes and no searches for memory sets up > to the size of six. > > 4. Brown and Peterson hypothesized that loss of info from STM was due to > decay-fading of a memory trace over time. To test this subjects would be > presented with a tri-gram(three letter stimulus) and to prevent rehearsal, > they were given a distractor task of counting backwards by threes from a > certain #. They used this task assuming that the tasks(remembering the > trigram and counting backwards) were different enough not to interfere with > each other. Subjects were then asked what the trigram was at differing time > intervals ranging from 3-18 seconds. What they found is that the longer the > tri-gram was in STM the worse the recall. From this they concluded that > decay was the cause of information being lost from STM. Waugh and Norman > believed that it wasn't decay that caused the loss of the information but > the distractor task. To test this, they read subjects a series of 16 > digits. The last digit was a repeat of one of the digits in the sequence, > and acted as a prompt for the subject to recall the digit that immediately > followed it in the sequence. To vary time the information was in STM the > digits were read at differing rates of 1 per second(total 16 seconds) and 4 > per second(total 4 seconds). There results showed virtually no diference > between the groups, supporting the idea that loss from STM was not due to > decay. Their results also showed that the critical factor in forgetting was > the number of intervening stimuli between the critical digit and the prompt > for recall. From this they concluded that loss of information from STM was > due to interference, new information bumping old information out of memory. > > 5. Serial position effects are the effects that the position of a stimulus > has on the recall of that stimulus from a sequence of stimuli. The two most > noted effects are Primacy(recall for the first items on a list) and > Recency(recall for the last items on a list-of the two this is a larger > effect). What this would look like on a graph would be(you can draw it here > or explain it) a line that starts at a point and steadily decreases until it > flatlines(end of primacy effect). Then at the end of the chart it would > shoot up dramatically(recency effect). Rhundus did an experiment where > subjects were presented with a series of 20 unrelated words and a pace of 5 > per second and were told to rehearse the list out loud. Rhundus noted how > often each word was rehearsed. At the end of the task the subjects were > told to recall as many of the words that they could. He found that subjects > tended to rehearse the items in the order in which they were presented and > so the first words on the list were rehearsed more than later items on the > list. When the rehearsal curve and the recall curve were graphed together > they were almost identical. From this Rhundus concluded that the primacy > effect was due to the information being transferred to LTM. Glazner did a > similar experiment, except for at the end of the task subjects were given a > distractor task of varying lengths of time. What he found is that the > longer the distractor task the less pronounced the recency effect was, until > it wouldn't even show an effect on a graph, but the primacy effects were > still there. From this he concluded that the recency effects were due to > readout from the STM and the distractor task just caused those stimulus to > be bumped from STM. > > 6. Tulving's model of semantic memory consisted of observables which induce > processes that are affected by static. An original event(observable) leads > to the process of encoding of the original event to form an original memory > engram. The encoding process is affected by the cognitive environment in > which it occured. An interpolated event is an observable that could cause > the original engram to be recoded(process), or changed in some way. This > could be a wide variety of events like how a question was asked, or even the > simple asking of a question. The recoding process is also affected by the > cognitive environment. The new memory is called the recoded engram. It is > important to note that a recoded engram is indistinguishable from an > original engram. At some point a person may be asked to recall an > experience(retrieval cue-observable) which may also act as an interpolated > event. This retrieval cue leads to the process of ecphory-the process of > combining the retrieval cue to the memory engram. This is also affected by > the cognitive environment. This leads to the recollective experience and is > converted(process) into a memory performance task which is an observable > outcome of memory retrieval. State dependant memory, or remembering things > learned in a certain state when he/she is in that state, is a function of > the cognitive environment. Part of a memory can act as a prompt which leads > to the recall of the entire memory. Basic information is not coded just as > information, it is also encoded with whatever was presented with it. The > cognitive environment affects the encoding and is encoded with the > information. So if a person is in a similar state, the cognitive > environment acts as a prompt for recall of the entire memory. Loftus has > found that eye witness testimony is very fallible. Asking people how fast a > car was going when it hit/smashed/collided with another car has markedly > different results based on the adjective used. This has to do with the > recoding process. Things that happen after the event can cause the original > memory to change, and those changes become part of the memory and are very > real to the person remembering it. As mentioned earlier the recoded memory > is indistinguishable from the original memory. So a person can in fact > remember things that never occured. > > 7. 1) Semantic memory is organizes as a hiearchial network of interrelated > concepts. 2) Concepts are represented by a node-or point in semantic space. > 3) Nodes in the network are connected by pathways. 4) Activation of one > concept will spread to adjoining concepts(when activation of two concepts > meets it is called an intersection). 5) Concepts are only stored > once(cognitive economy) in semantic space. Lexical decision(giving two sets > of letter stimuli and deciding if they are both words) studies on priming > support this model. Given a set of words, if the first word is related to > the second word, reaction time in deciding if both are words is faster if > the first word is related to the second word, than if the first word is > unrelated or if it is just a symbol of some sort. This demonstrates that > activation from the first word spreads to the related word before the second > word is shown. Also Sentance verification tasks support this theory. If > given the question, are robins birds, RT is shorter than if the question is, > are robins animals, because robin and bird have a closer relationship than > robin and animal. Collin and Quillian believed that all subclasses under a > main class ie (bird-robin, bird-sparrow, bird-ostrich) were stored equally > distant from the main class, so typicality effects(typical members of a > group having faster RT's than atypical members) were not accounted for. To > make up for this semanitic relatedness effects were added to the model. > Related concepts were presumed to be stored together in semantic space with > short, strong connections between them. The less related the concept the > longer the connection and the weaker the link between the two. Also, more > redundancy was added to the revised model. > > 8. Lexical decision tasks are deciding if two sets of letter stimuli are > words. They have been used to study semantic priming-if both stimuli are > words and if they are related RT is faster than if the words are unrelated > or if the first stimuli is a symbol or nonsense letters. The process > thought to underlie semantic priming is automatic spreading activation(ASA). > When one word is activated, it spreads to the related words connected to > it in the network. Neely used the lexical decision task to study this and > he added some unique attributes. First of all, participants were told that > if the first word they saw was a bird, they should expect to see a bird as > the second word 80% of the time. They were also told that if they saw a > body part they should expect to see a part of a building 80% of the time and > vice-versa. These set up the no shift/shift categories that he used. Neely > also varied the Stimulus Onset Asynchrony(SOA) or the duration of time > between the prime and the target. In the no shift category(subjects did not > expect a shift to occur), there were expected-related(bird-bird) and > unexpected unrelated(bird-building) In the expected related group, ASA was > given support because there were benefits displayed(faster reaction time) at > short and long SOA's, indicating that regardless of time there was some > function that was facilitating faster RTs. In the unexpected unrelated > category, there was costs at short SOAs and bigger costs at longer SOAs. > This supported the concept of limited capacity attention(LCA) because at the > longer intervals when subjects had time to think that a related concept was > coming and the second concept was not, it caused longer RT's. In the > shift(subjects expected a shift to occur) group there were > Expected-Unrelated(body-door), Unexpected-Unrelated(Body-robin), and > Unexpected-Related-(body-heart). The Expected-Unrelated group gave support > for LCA because at short SOAs there were poorer reaction times but at longer > SOAs the reaction times improved, indicating that given time to make the > switch in their heads, LCA would help the subjects make the connection. The > unexpected-unrelated group displayed nothing but costs regardless of SOA. > The words were unrelated so ASA would not be helpful in making a connection > at shorter SOA's and LCA would not be helpful at longer SOAs because the > shift was to a category that was not expected by the subjects. The > Unexpected-Related group showed benefits at short SOAs but costs at long > SOAs. The short SOA trials gave support for ASA because the subject did not > have the time to make the switch in their head so the normal spreading > activation made the connection. The longer SOAs show that when the LCA made > the shift in the subjects minds, they were prepared for an unrelated word > and reaction times were slowed. > > There they are. I'm sorry if the last one isn't as fluent as the rest, but > it took me a while to type all of this and my attention was waning. The > information is right, you just might have to wade through it to make it flow > better. I hope this helps. > > MATT GARFF > > To know me is to love me and I want you all to know me! > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From amark2@uswest.net Mon, 6 Nov 2000 16:52:26 -0700 Date: Mon, 6 Nov 2000 16:52:26 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] review sessions... Reviews help a ton ----- Original Message ----From: "Rachel Marie Lovato" <rlovat2@hotmail.com> To: <psych3120@lists.csbs.utah.edu> Sent: Sunday, November 05, 2000 11:16 PM Subject: Re: [Psych3120] review sessions... > I have to agree with you here!!! I think that the review sessions help > tremendously!! Before the session I was looking at the study guide thinking > that it was a foreign language...but AFTER the review I feel very confident > about the material. The session really helps me put all of the big words > and names into "lay-mans terms". > > Rachel > > > ----Original Message Follows---> From: Mexpebbles@aol.com > Reply-To: psych3120@lists.csbs.utah.edu > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] review sessions... > Date: Sun, 5 Nov 2000 18:10:43 EST > > Just a little tip: Go to the review sessions...it really helps! She even > writes the answers on the board to make sure everyone understands. I'm very > grateful that we have a great TA who is willing to help us out! > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From Masterit77@cs.com Mon, 6 Nov 2000 20:31:51 EST Date: Mon, 6 Nov 2000 20:31:51 EST From: Masterit77@cs.com Masterit77@cs.com Subject: [Psych3120] question about #8 I am a little unclear about something we discussed in the review session. On question 8 what exactly did she mean when a word was facilitated? I think she said that by that she meant the reaction time was lower, does anyone have a easier explanation? #00071290 From must_09@hotmail.com Mon, 06 Nov 2000 18:38:16 MST Date: Mon, 06 Nov 2000 18:38:16 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] (no subject) On #7 I need to know what the problems with typicality effects on the model?????? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From norrisrachel@freeport.com Mon, 06 Nov 2000 23:44:05 GMT Date: Mon, 06 Nov 2000 23:44:05 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] answers I would also like to thank Matt for helping us with the answers. I also went to the review, but I found that the review was very similar to Matt's answers. Thanks a bunch! > Thank you so much Matt for putting all of the time and effort > into helping the rest of us out. Your contribution of composing > all of the answers together is serving as an outstanding > source for study. > > Thanks, > Heather Gleim > > > -----Original Message----> From: matt garff <garffdog@hotmail.com> > To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> > Date: Sunday, November 05, 2000 5:16 PM > Subject: [Psych3120] answers > > > >Here are as many answers as I have. >> > >1. I have attached a file that shows the graph of what the linear function > >will look like. What this shows us is that attention is limited and can be > >allocated to two or more activities. However, the more attention we > >allocate to one task, the better the performance will be for that task, and > >the poorer it will be for the other task. As subjects become more > >proficient at performing the two tasks the graph would be pushed to the > >right, until it would be a perfect time share. This means that performance > >of those two particular tasks are performed just as well separately as they > >are jointly. This only occurs in very specific circumstances. I have > >included a graph of what that looks like as well. It's crude but it gets > >the point across. >> > >2. There are four types of tests that could be used. 1) Primary task-this > >involves giving the subject a particular task to perform and recording the > >number of mistakes that are made. This is highly valid because it is a do > >or don't situation. The disadvantage is that these are hard to find in > >situations other than simulations, because the task is intentionally made > >harder than what someone would normally face, which is not always prudent > in > >a real life situation. Also these don't show how close someone is to their > >limits or the resources used. 2)Secondary task-this involves giving the > >subject some task other than the primary task, such as counting backward by > >threes. As mental workload increases for the primary task, the secondary > >task will deteriorate. This is advantageous because it will show at which > >points of a task workload is higher. The disadvantage is that it is an > >obtrusive task that people are not fond of performing. 3)Physiological > >measures-This involves taking measures of various physiological > >functions(Heart rate, pupil diameter, blood pressure). As workload > >increases, changes will be displayed in the physiological functions. This > >gives a constant readout, so it can be determined which aspects of the task > >cause more workload than others, and it is unobtrusive in that all the > >subject has to do is the primary task. A disadvantage is that it is easier > >in design than application, meaning that all the instruments needed to get > >accurate measures may not be conducive to a real-world test. 4)Subjective > >measures-this involves administering a questionaire type test after the > task > >has been performed about which aspects were most difficult. This is easy > to > >administure, unobtrusive, and is highly accepted by the subjects. The > >problem with this type of measure is that it is measured on subjective > >perception of workload which may or may not be accurate for the actual > >mental workload experienced. >> > >3. The Sternberg search paradigm is used to determine how contents are > >retrieved from STM. A subject is given a memory set of letters and timing > >begins. The subjuect is presented with a probe letter which may or may not > >be part of of the memory set. The subject would then encode the probe, > make > >a comparison of the probe against the memory set, make a yes or no decision > >if there was a match, and make a response and timing would stop. This is > >designed to find how long it takes to make the comparison of the probe and > >the memory set, because all other functions would be the same for all tests > >and can be negated. Serial Exhaustive searches predict that there would be > >no time differences for yes and no searches. This is because regardless of > >whether there was a match or not, each position would be compared with the > >probe. So each position in the memory set would be searched on every > trial. > > For a serial self-terminating search, yes searches, overall would take > >less time than the no searches. Assuming that the position of the yes > match > >would vary from trial to trial, then overall they would take half the time > >of the no searches. This is because as soon as there was a match the yes > >search would end. The no searches would have to be compared to every > >position of the memory set every time. Sternbergs results supported the > >Serial exhaustive search. The response times for yes and no searches were > >almost identical for memory sets up to the size of six. Also the time that > >response time increased equally for yes and no searches for memory sets up > >to the size of six. >> > >4. Brown and Peterson hypothesized that loss of info from STM was due to > >decay-fading of a memory trace over time. To test this subjects would be > >presented with a tri-gram(three letter stimulus) and to prevent rehearsal, > >they were given a distractor task of counting backwards by threes from a > >certain #. They used this task assuming that the tasks (remembering the > >trigram and counting backwards) were different enough not to interfere with > >each other. Subjects were then asked what the trigram was at differing > time > >intervals ranging from 3-18 seconds. What they found is that the longer > the > >tri-gram was in STM the worse the recall. From this they concluded that > >decay was the cause of information being lost from STM. Waugh and Norman > >believed that it wasn't decay that caused the loss of the information but > >the distractor task. To test this, they read subjects a series of 16 > >digits. The last digit was a repeat of one of the digits in the sequence, > >and acted as a prompt for the subject to recall the digit that immediately > >followed it in the sequence. To vary time the information was in STM the > >digits were read at differing rates of 1 per second (total 16 seconds) and 4 > >per second(total 4 seconds). There results showed virtually no diference > >between the groups, supporting the idea that loss from STM was not due to > >decay. Their results also showed that the critical factor in forgetting > was > >the number of intervening stimuli between the critical digit and the prompt > >for recall. From this they concluded that loss of information from STM was > >due to interference, new information bumping old information out of memory. >> > >5. Serial position effects are the effects that the position of a stimulus > >has on the recall of that stimulus from a sequence of stimuli. The two > most > >noted effects are Primacy(recall for the first items on a list) and > >Recency(recall for the last items on a list-of the two this is a larger > >effect). What this would look like on a graph would be (you can draw it > here > >or explain it) a line that starts at a point and steadily decreases until > it > >flatlines(end of primacy effect). Then at the end of the chart it would > >shoot up dramatically(recency effect). Rhundus did an experiment where > >subjects were presented with a series of 20 unrelated words and a pace of 5 > >per second and were told to rehearse the list out loud. Rhundus noted how > >often each word was rehearsed. At the end of the task the subjects were > >told to recall as many of the words that they could. He found that > subjects > >tended to rehearse the items in the order in which they were presented and > >so the first words on the list were rehearsed more than later items on the > >list. When the rehearsal curve and the recall curve were graphed together > >they were almost identical. From this Rhundus concluded that the primacy > >effect was due to the information being transferred to LTM. Glazner did a > >similar experiment, except for at the end of the task subjects were given a > >distractor task of varying lengths of time. What he found is that the > >longer the distractor task the less pronounced the recency effect was, > until > >it wouldn't even show an effect on a graph, but the primacy effects were > >still there. From this he concluded that the recency effects were due to > >readout from the STM and the distractor task just caused those stimulus to > >be bumped from STM. >> > >6. Tulving's model of semantic memory consisted of observables which > induce > >processes that are affected by static. An original event (observable) leads > >to the process of encoding of the original event to form an original memory > >engram. The encoding process is affected by the cognitive environment in > >which it occured. An interpolated event is an observable that could cause > >the original engram to be recoded(process), or changed in some way. This > >could be a wide variety of events like how a question was asked, or even > the > >simple asking of a question. The recoding process is also affected by the > >cognitive environment. The new memory is called the recoded engram. It is > >important to note that a recoded engram is indistinguishable from an > >original engram. At some point a person may be asked to recall an > >experience(retrieval cue-observable) which may also act as an interpolated > >event. This retrieval cue leads to the process of ecphory-the process of > >combining the retrieval cue to the memory engram. This is also affected by > >the cognitive environment. This leads to the recollective experience and > is > >converted(process) into a memory performance task which is an observable > >outcome of memory retrieval. State dependant memory, or remembering things > >learned in a certain state when he/she is in that state, is a function of > >the cognitive environment. Part of a memory can act as a prompt which > leads > >to the recall of the entire memory. Basic information is not coded just as > >information, it is also encoded with whatever was presented with it. The > >cognitive environment affects the encoding and is encoded with the > >information. So if a person is in a similar state, the cognitive > >environment acts as a prompt for recall of the entire memory. Loftus has > >found that eye witness testimony is very fallible. Asking people how fast >a > >car was going when it hit/smashed/collided with another car has markedly > >different results based on the adjective used. This has to do with the > >recoding process. Things that happen after the event can cause the > original > >memory to change, and those changes become part of the memory and are very > >real to the person remembering it. As mentioned earlier the recoded memory > >is indistinguishable from the original memory. So a person can in fact > >remember things that never occured. >> > >7. 1) Semantic memory is organizes as a hiearchial network of interrelated > >concepts. 2) Concepts are represented by a node-or point in semantic > space. > > 3) Nodes in the network are connected by pathways. 4) Activation of one > >concept will spread to adjoining concepts(when activation of two concepts > >meets it is called an intersection). 5) Concepts are only stored > >once(cognitive economy) in semantic space. Lexical decision(giving two > sets > >of letter stimuli and deciding if they are both words) studies on priming > >support this model. Given a set of words, if the first word is related to > >the second word, reaction time in deciding if both are words is faster if > >the first word is related to the second word, than if the first word is > >unrelated or if it is just a symbol of some sort. This demonstrates that > >activation from the first word spreads to the related word before the > second > >word is shown. Also Sentance verification tasks support this theory. If > >given the question, are robins birds, RT is shorter than if the question > is, > >are robins animals, because robin and bird have a closer relationship than > >robin and animal. Collin and Quillian believed that all subclasses under a > >main class ie (bird-robin, bird-sparrow, bird-ostrich) were stored equally > >distant from the main class, so typicality effects (typical members of a > >group having faster RT's than atypical members) were not accounted for. To > >make up for this semanitic relatedness effects were added to the model. > >Related concepts were presumed to be stored together in semantic space with > >short, strong connections between them. The less related the concept the > >longer the connection and the weaker the link between the two. Also, more > >redundancy was added to the revised model. >> > >8. Lexical decision tasks are deciding if two sets of letter stimuli are > >words. They have been used to study semantic priming-if both stimuli are > >words and if they are related RT is faster than if the words are unrelated > >or if the first stimuli is a symbol or nonsense letters. The process > >thought to underlie semantic priming is automatic spreading > activation(ASA). > > When one word is activated, it spreads to the related words connected to > >it in the network. Neely used the lexical decision task to study this and > >he added some unique attributes. First of all, participants were told that > >if the first word they saw was a bird, they should expect to see a bird as > >the second word 80% of the time. They were also told that if they saw a > >body part they should expect to see a part of a building 80% of the time > and > >vice-versa. These set up the no shift/shift categories that he used. > Neely > >also varied the Stimulus Onset Asynchrony(SOA) or the duration of time > >between the prime and the target. In the no shift category(subjects did > not > >expect a shift to occur), there were expected-related (bird-bird) and > >unexpected unrelated(bird-building) In the expected related group, ASA was > >given support because there were benefits displayed (faster reaction time) > at > >short and long SOA's, indicating that regardless of time there was some > >function that was facilitating faster RTs. In the unexpected unrelated > >category, there was costs at short SOAs and bigger costs at longer SOAs. > >This supported the concept of limited capacity attention (LCA) because at > the > >longer intervals when subjects had time to think that a related concept was > >coming and the second concept was not, it caused longer RT's. In the > >shift(subjects expected a shift to occur) group there were > >Expected-Unrelated(body-door), Unexpected-Unrelated(Bodyrobin), and > >Unexpected-Related-(body-heart). The Expected-Unrelated group gave support > >for LCA because at short SOAs there were poorer reaction times but at > longer > >SOAs the reaction times improved, indicating that given time to make the > >switch in their heads, LCA would help the subjects make the connection. > The > >unexpected-unrelated group displayed nothing but costs regardless of SOA. > >The words were unrelated so ASA would not be helpful in making a connection > >at shorter SOA's and LCA would not be helpful at longer SOAs because the > >shift was to a category that was not expected by the subjects. The > >Unexpected-Related group showed benefits at short SOAs but costs at long > >SOAs. The short SOA trials gave support for ASA because the subject did > not > >have the time to make the switch in their head so the normal spreading > >activation made the connection. The longer SOAs show that when the LCA > made > >the shift in the subjects minds, they were prepared for an unrelated word > >and reaction times were slowed. >> > >There they are. I'm sorry if the last one isn't as fluent as the rest, but > >it took me a while to type all of this and my attention was waning. The > >information is right, you just might have to wade through it to make it > flow > >better. I hope this helps. >> > >MATT GARFF >> > >To know me is to love me and I want you all to know me! >> > >___________________________________________________________ ______________ > >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. >> > >Share information about yourself, create your own public profile at > >http://profiles.msn.com. >> >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From RGeofam06@cs.com Mon, 6 Nov 2000 21:35:42 EST Date: Mon, 6 Nov 2000 21:35:42 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] Autism and perception I work with autistic kids, and I have heard that one of the theories as to why the autistic act abnormally is that they perceive the world differently than the rest of us. Some think that their nervous systems are under stimulated. I would be interested to know if anyone else knows more about this. From Elizabeth.Gardner@m.cc.utah.edu Mon, 6 Nov 2000 20:44:18 -0700 (MST) Date: Mon, 6 Nov 2000 20:44:18 -0700 (MST) From: Elizabeth Gardner Elizabeth.Gardner@m.cc.utah.edu Subject: [Psych3120] Autism and perception Sorry to sound redundant, but I also want to say thanks to Matt for spending so much time writing out those answers. I also am definitely in favor of a review session later in the evening. I'm not able to make it during the day either. Just a comment on eyewitness testimony, when I took Psych 101 at Boston University, I had a professor who spent the majority of the semester talking about memory and the unreliability of eyewitness testimony. She even went so far as to make the class buy her book, "Whores of the Court," and tested us on it. I guess she was passionate about it but hey, I thought it was Psych 101. Anyway, Prof. Hagen really emphasized the harm that can come from recovered childhood memories of sexual abuse, etc. It's pretty scary how impressionable our memories really are and how they can be added to or cut down when we reconstruct them over a period of years. ANyway, especially since I'm currently studying for this test, I want to say that I now know more about memory than I EVER EVER would want to, as if I have a choice in the matter. From SilAcciardi@aol.com Mon, 6 Nov 2000 23:56:41 EST Date: Mon, 6 Nov 2000 23:56:41 EST From: SilAcciardi@aol.com SilAcciardi@aol.com Subject: [Psych3120] to Mike Brooks about #7 >From what I got out of the review session, typicality effect is when typical or more strongly connected members of a group like a robin in the bird group, have faster retrieval times than less connected members of that same group, like the penguins. These effects were not accounted for in Collins and Quillian's model so Semantic Relatedness was added to account for it. Basically, semantic relatedness states that objects that are more related to eachother are related or connected faster than those that are connected to a lesser degree. I am not sure if this helps or not, but that is my understanding of the concept. Silvana Acciardi From SilAcciardi@aol.com Mon, 6 Nov 2000 23:58:48 EST Date: Mon, 6 Nov 2000 23:58:48 EST From: SilAcciardi@aol.com SilAcciardi@aol.com Subject: [Psych3120] question about #8 >From what I understand, all that she meant by the word "facilitated" was that the word was recalled in some way, easy as that. Just a fancy way of saying it I guess. Hope that helps, Silvana Acciardi From tarahdavis@yahoo.com Mon, 6 Nov 2000 21:06:51 -0800 (PST) Date: Mon, 6 Nov 2000 21:06:51 -0800 (PST) From: Tarah davis tarahdavis@yahoo.com Subject: [Psych3120] Memories When "false" memories are remembered by the person as being true, how are they proved as being false? __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From ham070@hotmail.com Mon, 06 Nov 2000 22:27:02 MST Date: Mon, 06 Nov 2000 22:27:02 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] your the man matt i dont know who you are matt, but i really appreciate the time you spent in putting together the extra help for everyone. i have used your email for reference several times and thank you a bunch. you should take a bow next class. good luck, it sounds like you will do great. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Mon, 06 Nov 2000 22:50:54 MST Date: Mon, 06 Nov 2000 22:50:54 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] number six State Dependant learning refers to the fact that if you learn something in a certain mental and physical environment, you will recall that information better in the same environment. This is due to the mental cues that are stored with the memory. jason From: "Erica Fleming" <ilikeduplos@hotmail.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] number six Date: Sat, 04 Nov 2000 20:59:17 MST on number six on the study guide, can someone describe the Tulving model of episodic memory......I'm a little fuzzy on that one. Also, what is state dependent learning? Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Mon, 06 Nov 2000 22:54:55 MST Date: Mon, 06 Nov 2000 22:54:55 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] Study Guide # 4, 5 (help!) Brown and Peterson concluded that the loss of information in short term memory was due to time decay, not interference. Their study was flawed though and later researchers determined it was actually interferance. From: J Doonan <jsd1022@yahoo.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Study Guide # 4, 5 (help!) Date: Sun, 5 Nov 2000 14:55:58 -0800 (PST) Could someone elaborate on number 4, "What were their conlusions (Brown and Peterson)about the loss of information from short term memory?" I'm also having trouble with number 5. The question asks what do serial position effects look like? Is the question refering to the graph? __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Mon, 06 Nov 2000 23:02:09 MST Date: Mon, 06 Nov 2000 23:02:09 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] Memories My guess would be that most of the time there are other witnesses to the event who all agree how it happened. Also, like in some court cases, it seems that all of the evidence disproves the memory, making it almost certain that the memory is false. Jason From: Tarah davis <tarahdavis@yahoo.com> Reply-To: psych3120@lists.csbs.utah.edu To: Psych3120 <psych3120@lists.csbs.utah.edu> Subject: [Psych3120] Memories Date: Mon, 6 Nov 2000 21:06:51 -0800 (PST) When "false" memories are remembered by the person as being true, how are they proved as being false? __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Mon, 06 Nov 2000 23:11:26 MST Date: Mon, 06 Nov 2000 23:11:26 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] (no subject) What I think is messed up is that this happens in almost every field. In physics for instance, they thought the atom was the smallest particle, then protons and neutrons were, then suddenly quarks were found and people said that it was impossible to get any smaller. Then they even broke up quarks. It just amazes me how little we really understand about the world around us, and how much most of us think that we know. Jason From: "s.brandon liston" <listonbr@yahoo.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] (no subject) Date: Mon, 6 Nov 2000 10:03:46 -0800 (PST) It does seem like we are always coming up with something that is better of proves something previously was right or wrong, I have felt your frustrations in the past. One-thing that I have learned is that everything we overwrite or find out was incorrect, the only way that we are able tofind these things out is because we had the previous theory or what, and I think this is true with many things it seems like even know we later find out that it was incorrect, it's still contributes to us. It's just like with experiments even know they may not prove your thesis we still can use a lot of that information, either for out continued study or a new study. Liston matt wilson <mattdhubby@hotmail.com> wrote: Don't you ever get tired of all these different studies that prove this or prove that? Have you ever noticed how you will hear about some study that supposedly proves something, and then a while later hear about a study that proves exactly the opposite? It gets a little old. We even have an example of this in our study guide questions, #4. These two geniuses, Brown and Peterson did this big "break through" study about memory loss being due to decay. Then come along good old Waugh and Norman who completely blow their study out of the water, showing that Brown and Peterson's experiment was completely invalid. Doesn't it kind of make you wonder how many things we're learning that will turn out to be complete bull? The truth is anyone can "prove" anything if they want to bad enough. I would not at all be surprised if in ten years we find out that all these things we've been learning will be completely worthless. But that's just an idea. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 --------------------------------Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Wallet. Millions of Products. All with one _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From CatherineW123@aol.com Tue, 7 Nov 2000 01:20:08 EST Date: Tue, 7 Nov 2000 01:20:08 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] My suggestion... I would totally agree to a Saturday review session. From mikebaker13@yahoo.com Mon, 6 Nov 2000 23:09:06 -0800 (PST) Date: Mon, 6 Nov 2000 23:09:06 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] Another view for #2 I wanted to practice my answers for the test so here is my take on #2. Thanks for those who posted their ideas. When people test mental work load there are 4 ways to accomplish the task. They are: 1) Primary Task Test 2) Secondary task test 3) Physiological Measures 4) Subjective Measures The primary task test involves observing and recording the efficiency of a person doing a primary task. The observer observes and recors the number of errors that are committed on the task. This type of test is highly valid because the person is either efficient and capable of completing the task or they aren't. Answers are easily determined. This test however does not measure mental capacity. Another disadvantage of the study is that it is difficult to have hogh external validity, due to the test being conducted in a controlled atmosphere. Secondary task tests involve giving the subject two tasks to perform at the same time. The primary task is the main task, but the secondary task must be completed as efficiently as possible. The number of errors is recorded and it is expected that as the primary task gets more difficult more errors will occur in the secondary task. This test is great becasuse it measure mental capacity. The disadvatage is that it is a very obtrusive and obnoxious test and many people do not like to participate. Physiological measures are used to see the physiological response to the tasks. Machines are brought in and tehy are hooked up to the participants. They are monitored and as the task gets harder a greater physilogical response will be measured ie. heart rate, blood pressure. This type of testing shows great accuarate results, but can be very expensive to administer. The subjective measures are perhaps the easiest ones to administer. The subject simply fills out a questionnaire or is interviewed and asked which parts of the tests wer more difficult. This gives a real human view on the tasks but is also difficult because you are not always sure that what you are measuring is actually what you are measuring. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From mikebaker13@yahoo.com Mon, 6 Nov 2000 23:34:22 -0800 (PST) Date: Mon, 6 Nov 2000 23:34:22 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] #3 second try Sternberg was responsible for explaining how we search for things in our minds. Sternberg began his study by giving the participants a set of letters that they needed to remember. They were timed and were presented with anotherletter and were asked to deterine if that letter was in the origimnal group of letters. Sternberg had two ideas about retrieval. One was that the mind did a Serial self terminating searc. It would look until the correct item was found and then stop. The other idea was that the mind conducted a serial exhaustive search.The mind would continue lookking even after the correct response was found. Sternberg predicted that if the serial self terminating search was used than there would be a difference in reaction times in the answers yes or no. If the serial exhaustive search was used, then no differnce would be noted. Sternberg found that our mind uses the serial exhaustive search when scanning the STM for answers. \ __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From mikebaker13@yahoo.com Mon, 6 Nov 2000 23:27:30 -0800 (PST) Date: Mon, 6 Nov 2000 23:27:30 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] False Memory Syndrome When I was at the community college I had to write a paper about false memory syndome(FMS) I was shocked to learn that therapists could create in the minds of their clients these awful memories that never even took place. The discovery of these memories destroyed many lives. I guess now that I konw more about the memory process I can see even better how this could have happened. The Tulvings episodic memory model I can see how a memory could even be created. The therapist notices something in the client and begins to ask questions about abuse or something like that. The patient begins to encode the information and statics get involved and create this awful memory that never took place. Through further probing the memory can grow into an awful thing that destroys reputaions and families. Some therapists do this without any intention of creating a life, but even the mere suggestion can lead into something if caution is not used. Just a thought. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From AnnieJ312@aol.com Tue, 7 Nov 2000 02:32:55 EST Date: Tue, 7 Nov 2000 02:32:55 EST From: AnnieJ312@aol.com AnnieJ312@aol.com Subject: [Psych3120] just a thought That review on Tulvings model of memory today made me think about something. Not only do we recode memories of traumatic events (like what we saw in the movie) but we do this all the time. I thought that was interesting. So that might explain why grandparents think they walked 5 miles to school in the snow up-hill both ways. Telling their story over and over - each time they recoded it a little bit differently. That's probably not the best example...but it's true of a lot of stories I find myself telling...and later I realize that I might have embellished just a little...but the more I tell the story..the more I honestly believe that's how it really happened. So just like in traumatic experiences that would require people to bear eye-witness testimonies...stupid things that happen everyday get messed up in our heads too. From sweet_sun_nymph@yahoo.com Tue, 7 Nov 2000 07:40:17 -0800 (PST) Date: Tue, 7 Nov 2000 07:40:17 -0800 (PST) From: Kris Turpin sweet_sun_nymph@yahoo.com Subject: [Psych3120] Memories The problem I see with this is that most people (the common jury member) does not know that memories can be false. As in the case with Ronald Cotton that had very little physical evidence to support his guilt, he was convicted twice based on Jennifer's testimony alone. Also, like in the case of a car accident, witnesses standing around talking to each other after the accident can recode information such that they all agree on a story that might be less than completely accurate. How can this be avoided? Does anyone know? --- Jason Logsdon <jasonwlogsdon@hotmail.com> wrote: > My guess would be that most of the time there are > other witnesses to the > event who all agree how it happened. Also, like in > some court cases, it > seems that all of the evidence disproves the memory, > making it almost > certain that the memory is false. > Jason > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From gtalebreza@shoutmail.com Tue, 7 Nov 2000 13:21:19 -0800 Date: Tue, 7 Nov 2000 13:21:19 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] multiple choice Can someone explain the multiple choice question about which two types of tasks are the best to be done at the same time? The answer was something including verbal, spatial, and auditory. Sorry I don't remember the question too well. ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From kwan_carrie@hotmail.com Tue, 07 Nov 2000 18:50:01 MST Date: Tue, 07 Nov 2000 18:50:01 MST From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] thanks everyone I just wanted to thank everyone for helping out with the exam questions. It has been a great help for my understanding of the material. I hope everyone did well on the exam. <: Thanks again. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From M.Burchett@m.cc.utah.edu Tue, 07 Nov 2000 19:23:42 -0700 Date: Tue, 07 Nov 2000 19:23:42 -0700 From: Michele Burchett M.Burchett@m.cc.utah.edu Subject: [Psych3120] multiple choice Gloria, If I remember the question correctly (and if I got it right), the answer was the only one that didn't overlap at all. I don't remember the specifics about it either. But it would be something like conducting two tasks at the same time, and judging how much they would interfere. So, walking and talking might be easy to do at the same time (because they demand different things from our attention. But it is hard to talk and read at the same time, because they both require us to process words. When you get the test back, reread and compare the lists of each pairing. Three of them have the same words as part of the lists (for example, it may be talking about two verbal tasks). Only one had no repeated words. Sorry, I know this probably doesn't make a lot of sense. Once we get the test back, if you still have questions, I could help you a little more when I have it in front of me. The main thing to remember is the more closely related the tasks are in terms of their attentional demands, the more likely they are to interfere with one another. Gloria Talebreza wrote: > > > > > Can someone explain the multiple choice question about which two types of tasks are the best to be done at the same time? The answer was something including verbal, spatial, and auditory. Sorry I don't remember the question too well. > > > > > > > > > > ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From rybo@xmission.com Wed, 8 Nov 2000 02:23:54 -0600 Date: Wed, 8 Nov 2000 02:23:54 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] MC questions This is a multi-part message in MIME format. ------=_NextPart_000_0041_01C0492A.F0BDD280 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I found it interesting that by the time the class period is over that = 80% of the class was still in there taking the test.. I found myself = well prepared for the essay questions but not the MC.. Was that the = case for everybody else? So far everybody I have talked to found the MC = section to be the most challenging.=20 Kristen hinted on one of the emails to go over the lecture slides to = prepare for MC questions... I ran out of time to do that effectively... = Did anybody else study the lectures and find it helpful in the MC = section? Ryan *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen *************************************************************************= ********************************************** ------=_NextPart_000_0041_01C0492A.F0BDD280 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>I found it interesting that by the time the class = period is=20 over that 80% of the class was still in there taking the test..&nbsp; I = found=20 myself well prepared for the essay questions but not the MC..&nbsp; Was = that the=20 case for everybody else?&nbsp; So far everybody&nbsp;I have talked to = found the=20 MC section to be the most challenging.&nbsp;</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>&nbsp;Kristen hinted on one of the emails to go over = the=20 lecture slides to prepare for MC questions...&nbsp; I ran out of time to = do that=20 effectively...&nbsp; Did anybody else study the lectures and find it = helpful in=20 the MC section?</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT=20 size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is that = sex=20 relieves tension, and love causes it." -Woody=20 Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BOD= Y></HTML> ------=_NextPart_000_0041_01C0492A.F0BDD280-- From lauraebarron@hotmail.com Wed, 08 Nov 2000 14:30:05 MST Date: Wed, 08 Nov 2000 14:30:05 MST From: laura barron lauraebarron@hotmail.com Subject: [Psych3120] MC questions once again, i was caught off guard by the multiple choice questions. i reviewed the slides that were available on the internet and all my notes from class, but i still had a hard time with them. i'm kinda glad to see that it wasn't just me. i really appreciated all the help from the message board and the review session to prepare for the essays. i felt much more prepared for them. From: "Ryan Nay" <rybo@xmission.com> Reply-To: psych3120@lists.csbs.utah.edu To: <psych3120@lists.csbs.utah.edu> Subject: [Psych3120] MC questions Date: Wed, 8 Nov 2000 02:23:54 -0600 I found it interesting that by the time the class period is over that 80% of the class was still in there taking the test.. I found myself well prepared for the essay questions but not the MC.. Was that the case for everybody else? So far everybody I have talked to found the MC section to be the most challenging. Kristen hinted on one of the emails to go over the lecture slides to prepare for MC questions... I ran out of time to do that effectively... Did anybody else study the lectures and find it helpful in the MC section? Ryan ********************************************************************************** ************************************* Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and love causes it." -Woody Allen ********************************************************************************** ************************************* _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From ham070@hotmail.com Wed, 08 Nov 2000 15:28:35 MST Date: Wed, 08 Nov 2000 15:28:35 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] MC questions i was one of the 80% left in the classroom. i scrambled to get the essays done while it was still on my mind, and by the time i got to the multiple choice we were almost out of time. not that time was the only issue on the multiple choice, but it would have been nice to at least review them. i seem to always be caught off guard by the mc and feel pretty prepared for the essays. its also hard to know exactly what to go over, i was drained just preparing for the essays, let alone going over the pages and pages of class notes. anyways, i feel better knowing that someone else found the mc difficult. >From: "Ryan Nay" <rybo@xmission.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] MC questions >Date: Wed, 8 Nov 2000 02:23:54 -0600 > >I found it interesting that by the time the class period is over that 80% >of the class was still in there taking the test.. I found myself well >prepared for the essay questions but not the MC.. Was that the case for >everybody else? So far everybody I have talked to found the MC section to >be the most challenging. > > Kristen hinted on one of the emails to go over the lecture slides to >prepare for MC questions... I ran out of time to do that effectively... >Did anybody else study the lectures and find it helpful in the MC section? > >Ryan >********************************************************************************* ************************************** >Ryan Nay >http://www.ryboslc.homepage.com >ICQ: 9443264 >AOL: RyboUT75 >"The difference between sex and love is that sex relieves tension, and love >causes it." -Woody Allen >********************************************************************************* ************************************** _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From artemishae@yahoo.com Wed, 8 Nov 2000 14:41:41 -0800 (PST) Date: Wed, 8 Nov 2000 14:41:41 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] MC questions I just glanced over the notes and I still found it to be a great refresher for the MC section of the test. Not all of the questions were spelled out in the notes, but if you had the general knowledge, it wasn't too difficult to decide on a most correct answer --- Ryan Nay <rybo@xmission.com> wrote: > I found it interesting that by the time the class > period is over that 80% of the class was still in > there taking the test.. I found myself well > prepared for the essay questions but not the MC.. > Was that the case for everybody else? So far > everybody I have talked to found the MC section to > be the most challenging. > > Kristen hinted on one of the emails to go over the > lecture slides to prepare for MC questions... I ran > out of time to do that effectively... Did anybody > else study the lectures and find it helpful in the > MC section? > > Ryan > ********************************************************************************** ************************************* > Ryan Nay > http://www.ryboslc.homepage.com > ICQ: 9443264 > AOL: RyboUT75 > "The difference between sex and love is that sex > relieves tension, and love causes it." -Woody Allen > ********************************************************************************** ************************************* > __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From trichardson@acs.utah.edu Wed, 08 Nov 2000 16:33:13 -0700 Date: Wed, 08 Nov 2000 16:33:13 -0700 From: Tim Richardson trichardson@acs.utah.edu Subject: [Psych3120] Test I too was part of the 80% left. And I still had 10 multiple choice questions to go. They need to shorten the multiple choice questions or give more time for the test. Some people can write faster than others. Plus the essay questions have 3-4 questions within them, maybe cut each essay question to 1-2 questions. The biggest problem was people who sit in the front of class get their test 5-10 minutes before the people in the back. I seriously had to basically guess on the last 5 questions. Its very upsetting. From jonnyutah@mindspring.com Wed, 08 Nov 2000 18:29:00 -0700 Date: Wed, 08 Nov 2000 18:29:00 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] MC Questions SUCKED!!! Okay, whew, there were others who had difficulty with the mc as well! I consider myself to be a rather studious student, setting aside four or five hours a day for serious study (my wife makes the big money, so I sit back and study-she's my sugar-mama!). Even after studying the notes, lecture slides and reviewing the chapters a few times, I was blown away by the mc! Also, for exams such as these that require a good deal of time in trying to figure out the mc and spill out what you know on the essay section, more time really needs to be alloted (or the exams need to be shorter). One more thing, I know that there is only one test left, but can we devise some other system for distributing them? It took around five minutes for a third of the class to even get the test, cutting into valuable time. I'm only offering suggestions, these aren't slams against the course. Hope everyone did well! Jon From listonbr@yahoo.com Wed, 8 Nov 2000 18:57:23 -0800 (PST) Date: Wed, 8 Nov 2000 18:57:23 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] MC questions I agree the test seemed to long for the time allotted, I know I had about ten MC questions that I wanted to go back over and look at in detail, but time did not permit, I guess I have a 25% chance of guessing the right one I just wish I had a little more time to eliminate the other obvious wrong ones. As for the essay I felt prepared once again, although there is always that factor of time in the back of your head that makes you kind of rush, usually causing you to forget some pertinent information. I appreciate all the people that helped out once again, Matt you Da man! Liston --- amber kresser <ham070@hotmail.com> wrote: > i was one of the 80% left in the classroom. i > scrambled to get the essays > done while it was still on my mind, and by the time > i got to the multiple > choice we were almost out of time. not that time was > the only issue on the > multiple choice, but it would have been nice to at > least review them. i seem > to always be caught off guard by the mc and feel > pretty prepared for the > essays. its also hard to know exactly what to go > over, i was drained just > preparing for the essays, let alone going over the > pages and pages of class > notes. > anyways, i feel better knowing that someone else > found the mc difficult. > > > >From: "Ryan Nay" <rybo@xmission.com> > >Reply-To: psych3120@lists.csbs.utah.edu > >To: <psych3120@lists.csbs.utah.edu> > >Subject: [Psych3120] MC questions > >Date: Wed, 8 Nov 2000 02:23:54 -0600 >> > >I found it interesting that by the time the class > period is over that 80% > >of the class was still in there taking the test.. > I found myself well > >prepared for the essay questions but not the MC.. > Was that the case for > >everybody else? So far everybody I have talked to > found the MC section to > >be the most challenging. >> > > Kristen hinted on one of the emails to go over > the lecture slides to > >prepare for MC questions... I ran out of time to > do that effectively... > >Did anybody else study the lectures and find it > helpful in the MC section? >> > >Ryan > >********************************************************************************* ************************************** > >Ryan Nay > >http://www.ryboslc.homepage.com > >ICQ: 9443264 > >AOL: RyboUT75 > >"The difference between sex and love is that sex > relieves tension, and love > >causes it." -Woody Allen > >********************************************************************************* ************************************** > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From dgrappe@bitcorp.net Wed, 8 Nov 00 21:25:26 -0700 Date: Wed, 8 Nov 00 21:25:26 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] eye witness testimony I have heard of an organization that is called the False Memory Syndrome Foundation. I think that is the name. They testifiy in congress, give seminars, and provide support for those individuals who claim to be falsely accused of something. I think cases, like what we saw in the video are somewhat common. It seems to be easier to convict someone who already has a criminal. It also seems like when someone has been convicted of crimes in the past that when they are accused again, they have to prove they are innocent, otherwise they are assumed guilty. Does that make sense? From dgrappe@bitcorp.net Wed, 8 Nov 00 22:02:44 -0700 Date: Wed, 8 Nov 00 22:02:44 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] Next Reading Assign. Does anyone know what is this weeks reading assignment? I had kind of a hard time on this last test. I think what I am going to do next time is read over the lecture notes more in advance and print off the lectures so I can take notes on them. That will ensure that I get the necesary information. Does any anyone else have any suggestions? From ilikeduplos@hotmail.com Wed, 08 Nov 2000 22:08:53 MST Date: Wed, 08 Nov 2000 22:08:53 MST From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] thanks I also just want to thank everyone who worked so hard at trying to help out the rest of the class, as well as myself on the essay portion of the quiz. I think that the message board and the review session really made the difference for me. So thanks everyone! Erica _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From CatherineW123@aol.com Thu, 9 Nov 2000 02:53:37 EST Date: Thu, 9 Nov 2000 02:53:37 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] MC questions I studied the lecture notes I printed out from the web and I still found the multiple choice to be difficult, but I think studying the slides helped. From E.J.Dickerson@m.cc.utah.edu Thu, 9 Nov 2000 09:51:23 -0700 (MST) Date: Thu, 9 Nov 2000 09:51:23 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Test I agree with the other coments on the test. I sit in the back and it took 15 min. to get a test. At 11:50 a looked up to see many students still working. I personally still had 15 mpc to complete. Because of time pressure I had to basiclly guess on the last 15 questions. It only seems fair that given the test format, more time needs to be allowed. That is, provide a different location or time or whatever. I just want the chance to truly show what I know about the class material and I feel I wasn't given a fair chance at doing so on exam 2. From JRWoods@aol.com Thu, 09 Nov 2000 11:54:27 EST Date: Thu, 09 Nov 2000 11:54:27 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] Class video After watching the video I started to review some of my "oldest" memories and past experiences. Just like Jennifer, It seems that I also have created a few memories that seem very real but I know that I could not have remembered with such clarity. My family went to Disneyland when I was three and I distinctly remember riding on the tea cup ride. I don't remember anything else about the trip. The reason I find this memory to be suspect is that there is a picture of me in the family album riding in the tea cup ride, and that is the only memory I have of the trip. Therefore I think that seeing the picture and having my father tell me about the trip was a type of interpolary event that created a memory of Disneyland. Jennifer had many opportunities to recreate her memory as the police and legal officials continually questioned her with respect to Ronald Cotton. From JRWoods@aol.com Thu, 09 Nov 2000 11:56:59 EST Date: Thu, 09 Nov 2000 11:56:59 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] Re: [Psych3120]Thanks Matt I would also like to thank Matt for all his hard work and the help he provided us on this last test. Thank You Very Much! Chris From jlallatin@yahoo.com Thu, 9 Nov 2000 11:06:40 -0800 (PST) Date: Thu, 9 Nov 2000 11:06:40 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] thanks I want to thank everyone as well. The message board has been VERY helpful especially for the essay questions. I just wish we had more time to do them. --- Erica Fleming <ilikeduplos@hotmail.com> wrote: > I also just want to thank everyone who worked so > hard at trying to help out > the rest of the class, as well as myself on the > essay portion of the quiz. > I think that the message board and the review > session really made the > difference for me. So thanks everyone! > > Erica > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From Thurie@aol.com Thu, 9 Nov 2000 14:08:37 EST Date: Thu, 9 Nov 2000 14:08:37 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re: MC ?'s I totally thought the MC questions were the hardest part of the test. I printed out all the lecture notes, but there were so many of them that it was impossible to learn it all. I basically tried to scan over the notes and hoped something that I looked at would stick in my mind. There were a couple questions were that happened. From wilson624@hotmail.com Thu, 09 Nov 2000 12:10:19 MST Date: Thu, 09 Nov 2000 12:10:19 MST From: alanna wilson wilson624@hotmail.com Subject: [Psych3120] POC curves There is a direct relation between attention and performance. The more attention you give to something the better you will perform, of course if you are not having to divide your attention to multiple tasks. I find it interesting that we will reach a certain point of attention where performance will not improve. Is that saying that you can only be so good and that's it? Is it saying you've reached your full potential? I find that to be an interesting statement. In the POC curve the more attention you give to Task A the less efficiently you can give to task B, which is also called the see-saw affect. I know for myself that I cannot give equal attention to more than one thing at a time, I focus completely on one thing and then move to the next thing. For example, if I'm driving and talking on the phone at the same time my car is basically driving itself. I wonder if there are a lot of people out there that can give an equal amount of attention to more than one task. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From wilson624@hotmail.com Thu, 09 Nov 2000 12:17:34 MST Date: Thu, 09 Nov 2000 12:17:34 MST From: alanna wilson wilson624@hotmail.com Subject: [Psych3120] a study I thought the whole Brown-Peterson and Waugh-Norman studies were quite intersting. I couldn't believe the conclusion B.P. made with there study. They said that counting backwards was not an intereference because numbers are too different then letters therefore, it was due to decay. I completely disagreed with there results for the fact that doing another task and focusing on that will often times cause you to forget what you were originally doing or trying to do. I don't think it matters that numbers are not letters, it was interfering and that's it. I agreed with W.N. completely. They found their study not to be because of decay but more possibly interference because the results for both groups were too close to say that it was due to decay. I think that if you are trying to remember something and then have to repeat something else then you are more than likely going to forget what you are trying to remember and that is due to interference. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From Marsha.Snow@m.cc.utah.edu Thu, 9 Nov 2000 12:19:44 -0700 (MST) Date: Thu, 9 Nov 2000 12:19:44 -0700 (MST) From: Marsha.Snow@m.cc.utah.edu Marsha.Snow@m.cc.utah.edu Subject: [Psych3120] extra credit Good news for everyone who did less than perfectly on the test (and wasn't in class today to hear about it). Dr. Strayer is offering extra credit. Answer #8 on the study guide and turn it in to him before Friday the 10th (that's tomorrow) at 5:00 pm. You can take it to his office, fax it (581-5841), or e-mail directly to Kristin (Krisin.Ward@psych.utah.edu). From wilson624@hotmail.com Thu, 09 Nov 2000 12:29:39 MST Date: Thu, 09 Nov 2000 12:29:39 MST From: alanna wilson wilson624@hotmail.com Subject: [Psych3120] rehearsal How do we go about remembering information for a test, life, common knowledge, etc? I know that a lot of things I learn I forget very quickly and I believe it is because if I have no use for it at the moment or in the near future I will basically not care and just forget. I think a lot of memory has to do with our attitude on information not just the cognitive reasons. Rehearsal is a good way for me to remember information. When I rehearse something it tends to go to my short term memory and then I forget it once I've already used it. Sometimes, if I rehearse enough and really want to rememer the information it will go to my long term memory. Rehearsal is a good way to remember information but there are other ways to remember it a lot better. A lot of common knowledge and worthless information goes to my long term memory but it seems like the stuff I should remember goes to my short term and then quickly leaves. I wonder how many people have that problem. :) _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jefbruwid@excite.com Thu, 9 Nov 2000 11:25:01 -0800 (PST) Date: Thu, 9 Nov 2000 11:25:01 -0800 (PST) From: Jeff Widdison jefbruwid@excite.com Subject: [Psych3120] Positively accelerated learning curve, etc. I have taken a course on motor learning before, and it is really helping me to understand most of what Dr. Strayer is teaching about power function learning. This is just a little FYI: If I remember correctly, there are three types of learning curves: positively accelerated, negatively accelerated, and linear. The negatively accelerated curve is like the one Dr. Strayer showed in the slide in class. There is a lot of observable improvement at first until the curve dimineshes into a practically horizontal line. The postively accelerated learning curve is one in which there is little improvement at first, then suddenly a large improvement is made in the latter part of the curve. The linear learning curve (I believe this is the name) is where there is constant improvement and no bend in the line. In learning a new task, the negatively and positively accelerated curve may be observed together during the process to form an "S" shaped curve. There are three periods of learning during this type of a learned task: cognitive (beginner), associative (intermediate), and autonomous (advanced). This is probably more info than needed, but it is helping me to understand a lot easier. _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html From becky@lumintech.com Thu, 9 Nov 2000 12:59:46 -0700 Date: Thu, 9 Nov 2000 12:59:46 -0700 From: Becky Alder becky@lumintech.com Subject: [Psych3120] today's lecture I wanted to drop this email to the bulletin board while it is fresh on my mind. I found today's class really intriguing. I am the director of Human Resources for my cooperation. In this role I help with a lot of the hiring. It is always so amazing to me that we can hire some people with a beautiful resume of all this education and certifications. Yet they have no business even touching our software/hardware because they have no skills. Sometimes it takes a year of working before they are truly up to speed. My comment is that isn't it kind of ironic that a person can have a plethora of skills and yet because they are not good testers and do not have all the certifications they either 1) don't get hired or 2)have a drastically reduced salary. Sadly it is the person with all the skills that all the beautiful resume-well schooled people turn to in order to do their jobs. Thanks becky From jlallatin@yahoo.com Thu, 9 Nov 2000 12:02:29 -0800 (PST) Date: Thu, 9 Nov 2000 12:02:29 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: What were the grades like?[Psych3120] extra credit I have already done the extra credit because of your message(thanks by the way) but I wasn't in class today. What were the grades like? Are they that bad? Did some people do real well and others bad? Is the curve thrown off and alot of us in trouble? Will someone please let me know? Thanks Jon --- Marsha.Snow@m.cc.utah.edu wrote: > > Good news for everyone who did less than perfectly > on > the test (and wasn't in class today to hear about > it). > Dr. Strayer is offering extra credit. Answer #8 on > the > study guide and turn it in to him before Friday the > 10th > (that's tomorrow) at 5:00 pm. You can take it to > his > office, fax it (581-5841), or e-mail directly to > Kristin > (Krisin.Ward@psych.utah.edu). > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From Mexpebbles@aol.com Thu, 9 Nov 2000 19:46:57 EST Date: Thu, 9 Nov 2000 19:46:57 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: [Psych3120] MC questions I was also one of the many people left doing the MC after the class was over. I was only about half way through them when we were told to leave. I wasn't about to leave only half done so I hung around. But I did not have enough time to read the questions thoroughly so I know I will miss many of those questions. Plus, it took about 10-15 minutes into the class to actual get the exam. I guess I need to sit closer to the front next time! From Mexpebbles@aol.com Thu, 9 Nov 2000 20:11:04 EST Date: Thu, 9 Nov 2000 20:11:04 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: What were the grades like?[Psych3120] extra credit They haven't graded the tests yet. He just gave us this extra credit option because of all the people complaining about not having enough time to finish the test. From kgriffin2001@yahoo.com Thu, 9 Nov 2000 17:21:26 -0800 (PST) Date: Thu, 9 Nov 2000 17:21:26 -0800 (PST) From: Karen Griffin kgriffin2001@yahoo.com Subject: [Psych3120] Update to "What Jennifer Saw" I finally read the transcript of the video that you all saw in class, "What Jennifer Saw." This is the same case that was in the Salt Lake Tribune back in September (something about the perfect witness) recently that I mentioned in a previous posting. Jennifer and Cotton did meet and she did have a chance to apologize to him. Amazingly, he doesn't hold any animosity toward her. She is now actively working to make people aware of how faulty eyewitness testimony can be. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From beet@mstar2.net Thu, 9 Nov 2000 22:03:26 -0800 Date: Thu, 9 Nov 2000 22:03:26 -0800 From: Sarah Moore beet@mstar2.net Subject: [Psych3120] the test This is a multi-part message in MIME format. ------=_NextPart_000_007C_01C04A98.E29D06C0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable It sounds as though we all had fun with the test!!;) Anyway I would = like to thank Matt also and all those who helped those of us who could = not make it to the study sessions. I think we need to have = different times for study sessions for those who work or have other = obligations and can't make it that early in the evening or the = afternoon. Does anyone else agree? ------=_NextPart_000_007C_01C04A98.E29D06C0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>It sounds as though we all had fun with = the=20 test!!;)&nbsp; Anyway I would like to thank Matt also and all those who = helped=20 those of us who could not make it to the study=20 sessions.&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; I think we need to have = different times=20 for study sessions for those who work or have other obligations and = can't make=20 it that early in the evening or the afternoon.&nbsp; Does anyone else=20 agree?</FONT></DIV></BODY></HTML> ------=_NextPart_000_007C_01C04A98.E29D06C0-- From CatherineW123@aol.com Fri, 10 Nov 2000 00:37:37 EST Date: Fri, 10 Nov 2000 00:37:37 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Question I was a little late to class today and I thought I heard Dr. Strayer mention something about an assignment due. Maybe for extra credit. Was I hearing things? Thanks, Catherine From CatherineW123@aol.com Fri, 10 Nov 2000 00:38:52 EST Date: Fri, 10 Nov 2000 00:38:52 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] a study I agree with you! I think counting backwards could be distracting! From CatherineW123@aol.com Fri, 10 Nov 2000 00:39:23 EST Date: Fri, 10 Nov 2000 00:39:23 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] extra credit Thanks so much! I was late to class so I missed this! From CatherineW123@aol.com Fri, 10 Nov 2000 00:43:16 EST Date: Fri, 10 Nov 2000 00:43:16 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: What were the grades like?[Psych3120] extra credit I am really glad he gave us the extra credit! I think this makes the test a lot fairer! From Gloria.C.Ruiz@m.cc.utah.edu Thu, 9 Nov 2000 10:02:36 -0700 (MST) Date: Thu, 9 Nov 2000 10:02:36 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] Test Quoting E.J.Dickerson@m.cc.utah.edu: > I agreed with your comments, especially with the MC questions. It is hard for me to think under pression and I felt in a rush during the test. I will like to thanks Matt for his help. I really appreciated it. I think that without it would't be more confuse to me, although I went to the two reviews, his help was great. Thanks to Matt again.G.Ruiz > I agree with the other coments on the test. I sit in > the back and it took 15 min. to get a test. At 11:50 a > looked up to see many students still working. I > personally still had 15 mpc to complete. Because of > time pressure I had to basiclly guess on the last 15 > questions. It only seems fair that given the test > format, more time needs to be allowed. That is, > provide a different location or time or whatever. I > just want the chance to truly show what I know about > the class material and I feel I wasn't given a fair > chance at doing so on exam 2. > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From gleim@uswest.net Fri, 10 Nov 2000 01:47:05 -0700 Date: Fri, 10 Nov 2000 01:47:05 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] extra credit Thank you Marsha for the "heads up" on the extra credit. I was late to class and missed the announcment, and I desperately need the extra credit. So thanks a lot for spreading the word. Heather Gleim -----Original Message----- From: Marsha.Snow@m.cc.utah.edu <Marsha.Snow@m.cc.utah.edu> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Thursday, November 09, 2000 12:19 PM Subject: [Psych3120] extra credit > >Good news for everyone who did less than perfectly on >the test (and wasn't in class today to hear about it). >Dr. Strayer is offering extra credit. Answer #8 on the >study guide and turn it in to him before Friday the 10th >(that's tomorrow) at 5:00 pm. You can take it to his >office, fax it (581-5841), or e-mail directly to Kristin >(Krisin.Ward@psych.utah.edu). > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From cstorms29@hotmail.com Fri, 10 Nov 2000 15:47:19 GMT Date: Fri, 10 Nov 2000 15:47:19 GMT From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] Extra Credit Due Today I too ran out of time taking the test and found the mc questions very tricky. I hope he gives us a break on the final. For those of you who weren't in class yesterday, if you get this email in time, he is allowing up to 10 points of extra credit for doing question 8 on the study guide. Just fax it to him at 581-5841 of put it in his box by 5:00 pm Friday (today!). Hope this gets to those who need it on time! _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mobiaz@excite.com Fri, 10 Nov 2000 10:18:49 -0800 (PST) Date: Fri, 10 Nov 2000 10:18:49 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Test? I was wondering if there was any feedback on the exact averages concerning the test? I don't remeber anyone saying if the tests were completely graded or if the feedback was completely preliminary. Oh and one more question. What significance is ten points for the extra credit. I already did it an turned it in. However I was wondering is it ten points for the test, ten percentage points on the test, etc.... Thanks for any info that anyone could provide. Oh yeah, I too would like to thank everyone for helping out on the review for the exam. Tyler Burnett _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html From kmarc1@yahoo.com Fri, 10 Nov 2000 12:21:00 -0800 (PST) Date: Fri, 10 Nov 2000 12:21:00 -0800 (PST) From: Marcus Kimsey kmarc1@yahoo.com Subject: [Psych3120] Test I'm surprised that so many people had a hard time completing the test, I didn't have any difficulty completing it in time. However I did sit in the front and was the first person to recieve a test, so I can see how that could have made a difference. I think it would be a good idea to make sure that there is a quicker system for distributing tests next time, just having two people to do it instead of one would probably be an enormous help. __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From becky@lumintech.com Fri, 10 Nov 2000 13:53:31 -0700 Date: Fri, 10 Nov 2000 13:53:31 -0700 From: Becky Alder becky@lumintech.com Subject: [Psych3120] Test? I understood that this is ten points directly to the test. I am under the impression that the tests have not been graded but this extra ten points is to compensate for the delay in handing out the tests as most of the class did not have enough time to complete the test. thanks Becky -----Original Message----From: psych3120-admin@lists.csbs.utah.edu [mailto:psych3120-admin@lists.csbs.utah.edu]On Behalf Of mobiaz@excite.com Sent: Friday, November 10, 2000 11:19 AM To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Test? I was wondering if there was any feedback on the exact averages concerning the test? I don't remeber anyone saying if the tests were completely graded or if the feedback was completely preliminary. Oh and one more question. What significance is ten points for the extra credit. I already did it an turned it in. However I was wondering is it ten points for the test, ten percentage points on the test, etc.... Thanks for any info that anyone could provide. Oh yeah, I too would like to thank everyone for helping out on the review for the exam. Tyler Burnett _______________________________________________________ Say Bye to Slow Internet! http://www.home.com/xinbox/signup.html _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From marcisparks@hotmail.com Fri, 10 Nov 2000 15:19:56 MST Date: Fri, 10 Nov 2000 15:19:56 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] learning In class when we were discussing learning, I thought of my 5 year old niece, she has an ability to pick up on some things and learn them more quickly than a lot of adults I know. My dad is teaching her spanish, she can pronounce and remember words a lot better than my mother can, who has been trying to learn spanish for many years. We will tell her a word, and even a week later out of the blue she will just toss out that word. I think that there is a genetic ability that my mother doesn't have and also that neural deterioration that Dr. Strayer discussed in class isn't helping my mother out. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From marcisparks@hotmail.com Fri, 10 Nov 2000 15:25:45 MST Date: Fri, 10 Nov 2000 15:25:45 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] Psych experiment I did a really interesting experiment yesterday, I won't explain it fully, in case someone else is going to do it, but, it involved memory and visualization. I either would visualize objects moving or myself. When I visualized the objects moving, I could not remember the order they were in, but, when I pictured myself moving, I could easily tell which object I was in front of and where the other objects were in relation to that object in front of me. I wonder if this is the case with most people or, if this type of loci technique just seemed to drastically improve my ability of recall. It was really interesting to me to see how that visualization really works. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From kwan_carrie@hotmail.com Fri, 10 Nov 2000 15:48:21 MST Date: Fri, 10 Nov 2000 15:48:21 MST From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] exam II mc I would agree concerning the mc questions that they tend to be tricky. There were quite a few questions that I found either the wording of the question or the answers were difficult to understand. I felt that if the wording were more straight forward, I would have less problem coming up with the correct answer. But my chances of answering the questions correctly diminshes a great deal if I have to guess what the wording means, especially since we had so little time to work on the test, I didn't feel like I can spend a whole lot of time asking for Kristin to clarify all the wording of the questions and answers. I wonder if I am the only person with this problem, or if it's just me since English is not my native tongue. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From artemishae@yahoo.com Fri, 10 Nov 2000 15:05:15 -0800 (PST) Date: Fri, 10 Nov 2000 15:05:15 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] Next Reading Assign. The notes for the class were pretty comprehensive and easy to follow for the last test. I think going over the notes will boost your grade a lot. The reading is not totally necessary, but it helps build on the concepts and a few mulitple choice questions like the one about the rental car. --- Derrel and Magen Grappendorf <dgrappe@bitcorp.net> wrote: > Does anyone know what is this weeks reading > assignment? I had kind of a > hard time on this last test. I think what I am > going to do next time is > read over the lecture notes more in advance and > print off the lectures so > I can take notes on them. That will ensure that I > get the necesary > information. Does any anyone else have any > suggestions? > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From yellekb@yahoo.com Fri, 10 Nov 2000 15:13:41 -0800 (PST) Date: Fri, 10 Nov 2000 15:13:41 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] exam II mc I agree, the some of the questions were worded tricky. I didn't dare go up and ask because i was already stressing about the time. I felt that if i could have had a answer or a question that was more direct to the point I would have done a lot better Kelly --- Carrie Kwan <kwan_carrie@hotmail.com> wrote: > I would agree concerning the mc questions that they > tend to be tricky. There > were quite a few questions that I found either the > wording of the question > or the answers were difficult to understand. I felt > that if the wording were > more straight forward, I would have less problem > coming up with the correct > answer. But my chances of answering the questions > correctly diminshes a > great deal if I have to guess what the wording > means, especially since we > had so little time to work on the test, I didn't > feel like I can spend a > whole lot of time asking for Kristin to clarify all > the wording of the > questions and answers. I wonder if I am the only > person with this problem, > or if it's just me since English is not my native > tongue. > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. All in one Place. http://shopping.yahoo.com/ From artemishae@yahoo.com Fri, 10 Nov 2000 15:21:25 -0800 (PST) Date: Fri, 10 Nov 2000 15:21:25 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] exam II mc I know this issue has been run into the ground, but I was just wondering what everybody thought about this election thing? Do you think they should keep recounting, or revote or just leave it as is? --- kelly stucki <yellekb@yahoo.com> wrote: > I agree, the some of the questions were worded > tricky. > I didn't dare go up and ask because i was already > stressing about the time. I felt that if i could > have > had a answer or a question that was more direct to > the > point I would have done a lot better > Kelly > > > --- Carrie Kwan <kwan_carrie@hotmail.com> wrote: > > I would agree concerning the mc questions that > they > > tend to be tricky. There > > were quite a few questions that I found either the > > wording of the question > > or the answers were difficult to understand. I > felt > > that if the wording were > > more straight forward, I would have less problem > > coming up with the correct > > answer. But my chances of answering the questions > > correctly diminshes a > > great deal if I have to guess what the wording > > means, especially since we > > had so little time to work on the test, I didn't > > feel like I can spend a > > whole lot of time asking for Kristin to clarify > all > > the wording of the > > questions and answers. I wonder if I am the only > > person with this problem, > > or if it's just me since English is not my native > > tongue. >> > _________________________________________________________________________ > > Get Your Private, Free E-mail from MSN Hotmail at > > http://www.hotmail.com. >> > > Share information about yourself, create your own > > public profile at > > http://profiles.msn.com. >> >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > > ===== > STUCKI POWER!!!!! > > > > __________________________________________________ > Do You Yahoo!? > Thousands of Stores. Millions of Products. All in > one Place. > http://shopping.yahoo.com/ > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ All in one Place. From CatherineW123@aol.com Fri, 10 Nov 2000 20:27:48 EST Date: Fri, 10 Nov 2000 20:27:48 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] learning I have heard that children have a much easier time learning second languages than adults. I am not sure why this works though. From CatherineW123@aol.com Fri, 10 Nov 2000 20:31:02 EST Date: Fri, 10 Nov 2000 20:31:02 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] exam II mc Personally I think there should be a revote. Everyone thinks that if there is a revote it is not a democracy, but in my opinion throwing out people's votes and not allowing people to revote makes our voting system not a democracy. From kimcrocheron@mail.com Sat, 11 Nov 2000 02:08:55 -0500 (EST) Date: Sat, 11 Nov 2000 02:08:55 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] Review time I agree. I wasn't able to make it to either of the review sessions this time due to my work schedule. I think that one later in the evening or on a Saturday would be great! ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From Thurie@aol.com Sun, 12 Nov 2000 11:34:24 EST Date: Sun, 12 Nov 2000 11:34:24 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re: Election I think we should do away with the electoral college. The people that vote are supposed to represent the population they represent. Obviously they don't represent the population very well. Gore won the popular vote and Bush is probably going to be the next president. Our votes should be the only ones that matter and Gore should be president. As for the recount, I think Gore has a right to ask for it. The vote is so close, and there were so many problems with Florida I think the recount was necessary. From norrisrachel@freeport.com Sun, 12 Nov 2000 13:50:28 GMT Date: Sun, 12 Nov 2000 13:50:28 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] extra credit Thanks for posting this info! I wasn't in class to hear about it and I really needed the extra credit! Thanks again! > > > > > > > > > > > > > > Good news for everyone who did less than perfectly on the test (and wasn't in class today to hear about it). Dr. Strayer is offering extra credit. Answer #8 on the study guide and turn it in to him before Friday the 10th (that's tomorrow) at 5:00 pm. You can take it to his office, fax it (581-5841), or e-mail directly to Kristin (Krisin.Ward@psych.utah.edu). _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From norrisrachel@freeport.com Sun, 12 Nov 2000 13:55:27 GMT Date: Sun, 12 Nov 2000 13:55:27 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] state dependent memory I had a thought on state dependent memory (which I should've posted a long time ago, but have been too busy!) It's so true that if you are in a similar state of a time before that you are able to trigger the entire memory. When I was a little girl I was coming back from a fishing trip with my friend and I remember being so tired, more tired than I had ever been before and I was trying so hard to stay awake on the way home. Whenever I am really tired, it triggers my memory of that day when I was a little girl thinking that I had never been that tired before. There are a lot of things such as this that happen concerning state dependent memory, but this is just a short example. From gleim@uswest.net Sun, 12 Nov 2000 14:50:20 -0700 Date: Sun, 12 Nov 2000 14:50:20 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] Re: Election I agree with you. The electoral college does not make much sense. I think it's always been a weakness of our system and now that we have an example of just how ridiculously it negates peoples votes I think most people will demand a change for the next election. Heather Gleim -----Original Message----From: Thurie@aol.com <Thurie@aol.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Sunday, November 12, 2000 9:35 AM Subject: [Psych3120] Re: Election > I think we should do away with the electoral college. The people that >vote are supposed to represent the population they represent. Obviously they >don't represent the population very well. Gore won the popular vote and Bush >is probably going to be the next president. Our votes should be the only ones >that matter and Gore should be president. As for the recount, I think Gore >has a right to ask for it. The vote is so close, and there were so many >problems with Florida I think the recount was necessary. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From mismash1@hotmail.com Sun, 12 Nov 2000 18:42:38 MST Date: Sun, 12 Nov 2000 18:42:38 MST From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #185 - 3 msgs It's nice to see how different america is. I think the electoral college is the only thing that keeps us from being ruled by Ney york and California. The smaller states need help in their voice. I do think we should split the votes, as they do in some states, based by popular vote. As for florida, I want all the Floridians to stop whinine about why they can't read, and end this nonsense talk about legal action. The whole things sickens me, and I would rather see the whole state of floridas vote be thrown out then let them re-vote. I just hope this is over and soon. ********************************** I think we should do away with the electoral college. The people that vote are supposed to represent the population they represent. Obviously they don't represent the population very well. Gore won the popular vote and Bush is probably going to be the next president. Our votes should be the only ones that matter and Gore should be president. As for the recount, I think Gore has a right to ask for it. The vote is so close, and there were so many problems with Florida I think the recount was necessary. ************************** _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mismash1@hotmail.com Sun, 12 Nov 2000 18:48:06 MST Date: Sun, 12 Nov 2000 18:48:06 MST From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #185 - 3 msgs I know we have just left this section behind but I have some questions .. maybe someone has an answer. One, how dos the network model work on can (verb) words, like cats can run..?? The second is how do know how to use, and the meaning of words like and, or that. I want to know how we get these concepts in our brain to begin with.... >From: psych3120-admin@lists.csbs.utah.edu >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Psych3120 digest, Vol 1 #185 - 3 msgs >Date: Sun, 12 Nov 2000 12:00:07 -0700 (MST) > >Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > >To subscribe or unsubscribe via the web, visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >or, via email, send a message with subject or body 'help' to > psych3120-request@lists.csbs.utah.edu >You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > >When replying, please edit your Subject line so it is more specific than >"Re: Contents of Psych3120 digest..." > >Today's Topics: > > 1. Re: Election (thurie@aol.com) > 2. Re: extra credit (Rachel Norris) > 3. state dependent memory (Rachel Norris) ><< message5.txt >> ><< message7.txt >> ><< message9.txt >> >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From must_09@hotmail.com Sun, 12 Nov 2000 21:59:36 MST Date: Sun, 12 Nov 2000 21:59:36 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] State dependent learning I never really put too much thought into how much state dependent learning actully plays in the real world. I suppose that when studying for a test while watching t.v. would create an environment that would not coenside with the environment in schoool, however it has always helped me. Perhaps it is the noise that I experience while taking the test that coinsides with watching t.v......... _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From sailoruranus@altavista.net Mon, 13 Nov 2000 01:21:59 -0500 (EST) Date: Mon, 13 Nov 2000 01:21:59 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] (no subject) I was watching a television show about hauntings this weekend, and I began thinking about this class. I know we'll go over this later in the semester, but I wanted to say something. Concerning hallucinations, it is safe to say that a religious experience doesn't count as a hallucination, at least in the eyes of the person who has the experience. However, how do you make that distinction? My aunt has her own religion out in Ohio, because she believes that she has visions of Jesus, and the Holy virgin. She's met with the pope, has published several books, and has been on television a few times. Personally, I think she's insane. But for her, and her followers, she is receiving holy visions from God. How do we make that distinction between insanity and inspiration? It appears to me that we believe the things that we want to believe, and say that everything else isn't real. Unfortunately, there are other people who say that what we deem as unreal is real. So how do we sa! y that things like ghosts and visions aren't real, when the people who have them(and undoubtedly several other people) believe them to be true? Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From sailoruranus@altavista.net Mon, 13 Nov 2000 01:27:26 -0500 (EST) Date: Mon, 13 Nov 2000 01:27:26 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] (no subject) A few people have been discussing the mess down in Florida on the bulletin board, so I thought I would add my two cents. I believe that the county of Palm Springs should be allowed to re-vote. The ballots were obviously confusing, in that it placed a third-party candidate between the bipartisan candidates. Add that to the fact that half of the candidates were listed on the right hand side of the ballot, and it is easy to see why people were confused. We have all undoubtedly voted, and seem the way the ballots are designed. If I had been given the ballot that these people had, I can see that I may have blocked out the right hand side of the ballot because I was not used to it. It's a result of our minds being used to one thing, and filling it in for us without our actually seeing it. The people undoubtedly missed the entire right hand side because it was brand new to them. Couple that with the fact that most of the people who mis-voted were elderely, and they had undoub! tedly seen the same ballot for the past several decades, is it any wonder that confusion resulted? Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From sailoruranus@altavista.net Mon, 13 Nov 2000 01:37:30 -0500 (EST) Date: Mon, 13 Nov 2000 01:37:30 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] Try this!!! I'm including the address to a website which purports to be sensitive to ESP. However this works, it's very cool, and should be tried by everyone. I suspect that it works by an algorithm that predicts, based upon the selection of our first card, and how we move our mouse, which card we think of. http://sprott.physics.wisc.edu/pickover/esp.html Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From gtalebreza@shoutmail.com Sun, 12 Nov 2000 20:07:37 -0800 Date: Sun, 12 Nov 2000 20:07:37 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] test I also felt that I had to read the question very carefully (which is hard when you are pressed for time). However, I found that reading the text helped a lot with the MC questions. It linked all the information (available in the notes) in a coherent fashion. Did anyone else feel the text was helpful? Date: Fri, 10 Nov 2000 15:13:41 -0800 (PST) From: kelly stucki <yellekb@yahoo.com> Subject: Re: [Psych3120] exam II mc To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu I agree, the some of the questions were worded tricky. I didn't dare go up and ask because i was already stressing about the time. I felt that if i could have had a answer or a question that was more direct to the point I would have done a lot better Kelly ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From gtalebreza@shoutmail.com Sun, 12 Nov 2000 20:14:59 -0800 Date: Sun, 12 Nov 2000 20:14:59 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] Multiple choice question Michele, Thank you for answering my question. I understand what you described and now remember some mention of it in class. I'll be sure to look at my test to fully understand your comments. Gloria, If I remember the question correctly (and if I got it right), the answer was the only one that didn't overlap at all. I don't remember the specifics about it either. But it would be something like conducting two tasks at the same time, and judging how much they would interfere. So, walking and talking might be easy to do at the same time (because they demand different things from our attention. But it is hard to talk and read at the same time, because they both require us to process words. When you get the test back, reread and compare the lists of each pairing. Three of them have the same words as part of the lists (for example, it may be talking about two verbal tasks). Only one had no repeated words. Sorry, I know this probably doesn't make a lot of sense. Once we get the test back, if you still have questions, I could help you a little more when I have it in front of me. The main thing to remember is the more closely related the tasks are in terms of their attentional demands, the more likely they are to interfere with one another. Gloria Talebreza wrote: > Can someone explain the multiple choice question about which > two types of tasks are the best to be done at the same time? The > answer was something including verbal, spatial, and auditory. > ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From marcisparks@hotmail.com Mon, 13 Nov 2000 09:34:27 MST Date: Mon, 13 Nov 2000 09:34:27 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] Thurs discussion I found Thursdays discussion pretty interesting, especially the part about declarative and procedual knowledge. I think that there are some people who just seem to have more procedural knowledge and some people that have more declarative knowledge. Let me know if I am not understanding this, but, my brother in law is a mechanic and he seems to have a lot of "know how" or procedural knowledge, but, not a lot of "know what" or declarative knowledge. Did I understand that correctly? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jlallatin@yahoo.com Mon, 13 Nov 2000 09:30:07 -0800 (PST) Date: Mon, 13 Nov 2000 09:30:07 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] test I found the text to be helpful. But I 'm waiting to see how I did on the test before I can fully answer that question. --- Gloria Talebreza <gtalebreza@shoutmail.com> wrote: > I also felt that I had to read the question very > carefully (which is > hard when you are pressed for time). However, I > found that reading the text helped a lot with the MC > questions. It linked all the information (available > in the notes) in a coherent fashion. Did > anyone else feel the text was helpful? > > Date: Fri, 10 Nov 2000 15:13:41 -0800 (PST) > From: kelly stucki <yellekb@yahoo.com> > Subject: Re: [Psych3120] exam II mc > To: psych3120@lists.csbs.utah.edu > Reply-To: psych3120@lists.csbs.utah.edu > > I agree, the some of the questions were worded > tricky. > I didn't dare go up and ask because i was already > stressing about the time. I felt that if i could > have > had a answer or a question that was more direct to > the > point I would have done a lot better > Kelly > > > > > > ______________________________________________________________________ > Shoutmail.com - Send a voice email, go to > http://shoutmail.com/instant > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From neomorpheus9@hotmail.com Mon, 13 Nov 2000 12:47:13 EST Date: Mon, 13 Nov 2000 12:47:13 EST From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] Re: Election I think that the electoral college is in place to make sure that people don't stuff the balot box during elections. Anyone heard about Chicago during the 1920's and 30's? The mobsters stuffed the boxes to get the most corrupt candidates in the offices. I think it is supposed to be a safeguard against these types of things, but it is a pain in the neck in this case. >From: "The Gleim's" <gleim@uswest.net> >Reply-To: psych3120@lists.csbs.utah.edu >To: <psych3120@lists.csbs.utah.edu> >Subject: Re: [Psych3120] Re: Election >Date: Sun, 12 Nov 2000 14:50:20 -0700 > >I agree with you. The electoral college does not >make much sense. I think it's always been a >weakness of our system and now that we have >an example of just how ridiculously it negates >peoples votes I think most people will demand >a change for the next election. > >Heather Gleim >-----Original Message---->From: Thurie@aol.com <Thurie@aol.com> >To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> >Date: Sunday, November 12, 2000 9:35 AM >Subject: [Psych3120] Re: Election > > >> I think we should do away with the electoral college. The people that > >vote are supposed to represent the population they represent. Obviously >they > >don't represent the population very well. Gore won the popular vote and >Bush > >is probably going to be the next president. Our votes should be the only >ones > >that matter and Gore should be president. As for the recount, I think >Gore > >has a right to ask for it. The vote is so close, and there were so many > >problems with Florida I think the recount was necessary. >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From neomorpheus9@hotmail.com Mon, 13 Nov 2000 12:50:37 EST Date: Mon, 13 Nov 2000 12:50:37 EST From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] exam II mc I also found some of the questions confusing. answers on most questions that matched what I was testing about our memories concerning the semantic processing and our short term memory study anyway). >From: "Carrie Kwan" <kwan_carrie@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] exam II mc It seemed like there were 2 had studied. Maybe Dr. Strayer info in his class, like our (since that's how many of us >Date: Fri, 10 Nov 2000 15:48:21 MST > >I would agree concerning the mc questions that they tend to be tricky. >There >were quite a few questions that I found either the wording of the question >or the answers were difficult to understand. I felt that if the wording >were >more straight forward, I would have less problem coming up with the correct >answer. But my chances of answering the questions correctly diminshes a >great deal if I have to guess what the wording means, especially since we >had so little time to work on the test, I didn't feel like I can spend a >whole lot of time asking for Kristin to clarify all the wording of the >questions and answers. I wonder if I am the only person with this problem, >or if it's just me since English is not my native tongue. >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jonnyutah@mindspring.com Mon, 13 Nov 2000 12:49:46 -0700 Date: Mon, 13 Nov 2000 12:49:46 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] Election... I just wanted to add my two cents worth concerning the election. I am mainly disenchanted with the electoral college and believe that it is an out of date process for our nearly 220 year old country. When the electoral college was set up, it was because the founding fathers saw our democracy as "immature", meaning that it was young. It was a balance between the populous states, and those small populations who were expanding on the new nations western frontier. However, now that our population is in excess of 260 million, and we occupy every corner of this country, the electoal college is obsolete, and the popular vote is more applicable. Whew, I feel better now! This message board can be therapeutic, right? Jon From jpix@networld.com Mon, 13 Nov 2000 14:29:23 -0700 Date: Mon, 13 Nov 2000 14:29:23 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] (no subject) Along these lines, I just wanted to say that I work at a mental health clinic and I have often had the thought that what if people who hallucinate are actually seeing things clearer that the average joe? Hallucinations are not typically seen as normal, but maybe the way it really is is that only a few people actually can be enlightened enough to experience visions, and we just see them as insane. What if they have it all figured out and we just wont listen? I might have seen "The Sixth Sense" too many times. -----Original Message----From: sailoruranus@altavista.net To: psych3120@lists.csbs.utah.edu Date: Mon, 13 Nov 2000 01:21:59 -0500 (EST) Subject: [Psych3120] (no subject) >I was watching a television show about hauntings this weekend, and I >began thinking about this class. I know we'll go over this later in >the semester, but I wanted to say something. Concerning >hallucinations, it is safe to say that a religious experience doesn't >count as a hallucination, at least in the eyes of the person who has >the experience. However, how do you make that distinction? My aunt >has her own religion out in Ohio, because she believes that she has >visions of Jesus, and the Holy virgin. She's met with the pope, has >published several books, and has been on television a few times. >Personally, I think she's insane. But for her, and her followers, she >is receiving holy visions from God. How do we make that distinction >between insanity and inspiration? It appears to me that we believe >the things that we want to believe, and say that everything else isn't >real. Unfortunately, there are other people who say that what we deem >as unreal is real. So how do we sa! >! >y that things like ghosts and visions aren't real, when the people who >have them(and undoubtedly several other people) believe them to be >true? > >Aaron Davies > >--------------------------------------------------------------->Get your free email from AltaVista at http://altavista.iname.com > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From yellekb@yahoo.com Mon, 13 Nov 2000 13:44:48 -0800 (PST) Date: Mon, 13 Nov 2000 13:44:48 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] Try this!!! o-kay that was trippy! I did the experiment twice and he got it right both times!!! It is kind of creepy. I don't know how he could have guessed it right, because I purposely tried to make it difficult. Everyone should try this. It is too wierd. kelly stucki --- sailoruranus@altavista.net wrote: > I'm including the address to a website which > purports to be sensitive to ESP. However this > works, it's very cool, and should be tried by > everyone. I suspect that it works by an algorithm > that predicts, based upon the selection of our first > card, and how we move our mouse, which card we think > of. > > http://sprott.physics.wisc.edu/pickover/esp.html > > Aaron Davies > > ---------------------------------------------------------------> Get your free email from AltaVista at > http://altavista.iname.com > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From listonbr@yahoo.com Mon, 13 Nov 2000 15:21:13 -0800 (PST) Date: Mon, 13 Nov 2000 15:21:13 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] WHO IS the NEW BOSS! Since I have read some of the postings about the elections I agree that we need to get it over with. I don't feel even by looking at the ballot in Florida that it would be that difficult to figure out, maybe people should pay more attention to detail. My sister and brother and law voted on that exact same ballot, they live in Florida and they figured it out, And I also agree that we should go buy the popular vote, but the facts are these, none of the over sea ballots have came in and once they do it is pretty easy to say who will win all of those votes, so when they recount the popular vote since it is as close as it is, Bush either way would be the president. Liston 00154324, I have a question, I have posted seven new ones including this one and my currnt count on my grade is still the same as it has been for many weeks, is there a problem with my email, naybe it is not being received? Let me know thank you. --- sailoruranus@altavista.net wrote: > I'm including the address to a website which > purports to be sensitive to ESP. However this > works, it's very cool, and should be tried by > everyone. I suspect that it works by an algorithm > that predicts, based upon the selection of our first > card, and how we move our mouse, which card we think > of. > > http://sprott.physics.wisc.edu/pickover/esp.html > > Aaron Davies > > ---------------------------------------------------------------> Get your free email from AltaVista at > http://altavista.iname.com > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From amark2@uswest.net Mon, 13 Nov 2000 16:30:10 -0700 Date: Mon, 13 Nov 2000 16:30:10 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #185 - 3 msgs sounds like a republican ----- Original Message ----From: "chris mismash" <mismash1@hotmail.com> To: <psych3120@lists.csbs.utah.edu> Sent: Sunday, November 12, 2000 6:42 PM Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #185 - 3 msgs > It's nice to see how different america is. I think the electoral college > is the only thing that keeps us from being ruled by Ney york and California. > The smaller states need help in their voice. I do think we should split > the votes, as they do in some states, based by popular vote. As for > florida, I want all the Floridians to stop whinine about why they can't > read, and end this nonsense talk about legal action. The whole things > sickens me, and I would rather see the whole state of floridas vote be > thrown out then let them re-vote. I just hope this is over and soon. > ********************************** > I think we should do away with the electoral college. The people that > vote are supposed to represent the population they represent. Obviously they > don't represent the population very well. Gore won the popular vote and Bush > is probably going to be the next president. Our votes should be the only > ones > that matter and Gore should be president. As for the recount, I think Gore > has a right to ask for it. The vote is so close, and there were so many > problems with Florida I think the recount was necessary. > ************************** > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From amark2@uswest.net Mon, 13 Nov 2000 16:30:57 -0700 Date: Mon, 13 Nov 2000 16:30:57 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] extra credit Thanks for the heads up ----- Original Message ----- From: "Rachel Norris" <norrisrachel@freeport.com> To: <psych3120@lists.csbs.utah.edu> Sent: Sunday, November 12, 2000 6:50 AM Subject: Re: [Psych3120] extra credit > > > > > > > > > > > > > > > > > > > > > > > > > > Thanks for posting this info! I wasn't in class to hear about it and I really needed the extra credit! Thanks again! > > > > > > > > > > > > > > Good news for everyone who did less than perfectly on the test (and wasn't in class today to hear about it). Dr. Strayer is offering extra credit. Answer #8 on the study guide and turn it in to him before Friday the 10th (that's tomorrow) at 5:00 pm. You can take it to his office, fax it (581-5841), or e-mail directly to Kristin (Krisin.Ward@psych.utah.edu). _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From artemishae@yahoo.com Mon, 13 Nov 2000 16:03:54 -0800 (PST) Date: Mon, 13 Nov 2000 16:03:54 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] (no subject) maybe I am being really cruel about this, but I don't think the ballot was that confusing. I think if you cannot follow an arrow and punch out a corresponding dot, perhaps you shouldn't be picking the person who is supposed to run the country. And how do all these people know they made a mistake. If it was an actual mistake, how are they aware of it now, when they weren't before and if they were aware of it then, why the heck didn't they get a new ballot and some help with the voting process. It's not like there aren't 20 people hanging around the voting booths to help you or anything. --- sailoruranus@altavista.net wrote: > A few people have been discussing the mess down in > Florida on the bulletin board, so I thought I would > add my two cents. I believe that the county of Palm > Springs should be allowed to re-vote. The ballots > were obviously confusing, in that it placed a > third-party candidate between the bipartisan > candidates. Add that to the fact that half of the > candidates were listed on the right hand side of the > ballot, and it is easy to see why people were > confused. We have all undoubtedly voted, and seem > the way the ballots are designed. If I had been > given the ballot that these people had, I can see > that I may have blocked out the right hand side of > the ballot because I was not used to it. It's a > result of our minds being used to one thing, and > filling it in for us without our actually seeing it. > The people undoubtedly missed the entire right hand > side because it was brand new to them. Couple that > with the fact that most of the people who mis-voted > were elderely, and they had undoub! >! > tedly seen the same ballot for the past several > decades, is it any wonder that confusion resulted? > > Aaron Davies > > ---------------------------------------------------------------> Get your free email from AltaVista at > http://altavista.iname.com > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From jjfoust@ix.netcom.com Mon, 13 Nov 2000 17:10:35 -0700 Date: Mon, 13 Nov 2000 17:10:35 -0700 From: Jaime C. Foust jjfoust@ix.netcom.com Subject: [Psych3120] ESP Test [Psych3120] Try this!!! kelly stucki yellekb@yahoo.com I hate to ruin this for everyone, but there is a trick to it. No matter what card you select, it will NEVER be there. NONE of the cards that were there for the first round are there for the second round. This is an illusion! Sorry :( Jaime Foust Mon, 13 Nov 2000 13:44:48 -0800 (PST) Previous message: [Psych3120] exam II mc Next message: [Psych3120] WHO IS the NEW BOSS! Messages sorted by: [ date ] [ thread ] [ subject ] [ author ] o-kay that was trippy! I did the experiment twice and he got it right both times!!! It is kind of creepy. I don't know how he could have guessed it right, because I purposely tried to make it difficult. Everyone should try this. It is too wierd. kelly stucki --- sailoruranus@altavista.net wrote: > I'm including the address to a website which > purports to be sensitive to ESP. However this > works, it's very cool, and should be tried by > everyone. I suspect that it works by an algorithm > that predicts, based upon the selection of our first > card, and how we move our mouse, which card we think > of. > > http://sprott.physics.wisc.edu/pickover/esp.html > > Aaron Davies From artemishae@yahoo.com Mon, 13 Nov 2000 16:12:35 -0800 (PST) Date: Mon, 13 Nov 2000 16:12:35 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] (no subject) I think that the vision thing is done on a socially acceptable basis. If you see dead people or spirits it is okay, because most people believe in that sort of thing, but if you see little green men, you are on your way to the looney bin. I think it just has to do with that whole culturally defined deviance. You are a man and you wear a dress here you are considered a transvestite, whereas in other countries, you are seen as obeying the dress code. It is all about what everybody else is doing and not doing. --- sailoruranus@altavista.net wrote: > I was watching a television show about hauntings > this weekend, and I began thinking about this class. > I know we'll go over this later in the semester, > but I wanted to say something. Concerning > hallucinations, it is safe to say that a religious > experience doesn't count as a hallucination, at > least in the eyes of the person who has the > experience. However, how do you make that > distinction? My aunt has her own religion out in > Ohio, because she believes that she has visions of > Jesus, and the Holy virgin. She's met with the > pope, has published several books, and has been on > television a few times. Personally, I think she's > insane. But for her, and her followers, she is > receiving holy visions from God. How do we make > that distinction between insanity and inspiration? > It appears to me that we believe the things that we > want to believe, and say that everything else isn't > real. Unfortunately, there are other people who say > that what we deem as unreal is real. So how do we > sa! >! > y that things like ghosts and visions aren't real, > when the people who have them(and undoubtedly > several other people) believe them to be true? > > Aaron Davies > > ---------------------------------------------------------------> Get your free email from AltaVista at > http://altavista.iname.com > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From artemishae@yahoo.com Mon, 13 Nov 2000 16:38:24 -0800 (PST) Date: Mon, 13 Nov 2000 16:38:24 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] learning I heard that children have the ability to make a whole spectrum of sounds and that ability fades away as they get older if they aren't used. That helps explain the pronunciation part, for the ability to learn (meanings etc) I don't know. i think kids just learn quick. They absorb everything like a sponge. --- CatherineW123@aol.com wrote: > I have heard that children have a much easier time > learning second languages > than adults. I am not sure why this works though. > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From cgshupe@hotmail.com Mon, 13 Nov 2000 18:51:36 -0700 Date: Mon, 13 Nov 2000 18:51:36 -0700 From: Casey Shupe cgshupe@hotmail.com Subject: [Psych3120] what jennifer saw This is a multi-part message in MIME format. ------=_NextPart_000_003C_01C04DA2.BFA9F080 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable this web page is in addition to that frontline movie we saw two weeks = ago it has some more commentary about the program and some more in depth = information about contextual clues, race, and police line up procedures = with respect to accuracy enjoy Casey shupe 00084664 ------=_NextPart_000_003C_01C04DA2.BFA9F080 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>this web page is in addition to that = frontline=20 movie we saw two weeks ago it has some more commentary about the program = and=20 some more in depth information about contextual clues, race, and police = line up=20 procedures with respect to accuracy</FONT></DIV> <DIV><FONT face=3DArial size=3D2>enjoy</FONT></DIV> <DIV><FONT face=3DArial size=3D2>Casey shupe = 00084664</FONT></DIV></BODY></HTML> ------=_NextPart_000_003C_01C04DA2.BFA9F080-- From cgshupe@hotmail.com Mon, 13 Nov 2000 18:54:37 -0700 Date: Mon, 13 Nov 2000 18:54:37 -0700 From: Casey Shupe cgshupe@hotmail.com Subject: [Psych3120] what jennifer saw This is a multi-part message in MIME format. ------=_NextPart_000_005A_01C04DA3.2BE4D940 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable sorry about that guys the web address is http://www.pbs.org/wgbh/pages/frontline/shows/dna/ ----- Original Message -----=20 From: Casey Shupe=20 To: psych3120@lists.csbs.utah.edu=20 Sent: Monday, November 13, 2000 6:51 PM Subject: [Psych3120] what jennifer saw this web page is in addition to that frontline movie we saw two weeks = ago it has some more commentary about the program and some more in depth = information about contextual clues, race, and police line up procedures = with respect to accuracy enjoy Casey shupe 00084664 ------=_NextPart_000_005A_01C04DA3.2BE4D940 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>sorry about that guys the web address=20 is</FONT></DIV> <DIV>&nbsp;</DIV> <BLOCKQUOTE=20 style=3D"BORDER-LEFT: #000000 2px solid; MARGIN-LEFT: 5px; MARGIN-RIGHT: = 0px; PADDING-LEFT: 5px; PADDING-RIGHT: 0px"> <DIV style=3D"FONT: 10pt arial"><A=20 = href=3D"http://www.pbs.org/wgbh/pages/frontline/shows/dna/">http://www.pb= s.org/wgbh/pages/frontline/shows/dna/</A></DIV> <DIV style=3D"FONT: 10pt arial">&nbsp;</DIV> <DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV> <DIV=20 style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: = black"><B>From:</B>=20 <A href=3D"mailto:cgshupe@hotmail.com" = title=3Dcgshupe@hotmail.com>Casey Shupe</A>=20 </DIV> <DIV style=3D"FONT: 10pt arial"><B>To:</B> <A=20 href=3D"mailto:psych3120@lists.csbs.utah.edu"=20 = title=3Dpsych3120@lists.csbs.utah.edu>psych3120@lists.csbs.utah.edu</A> = </DIV> <DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Monday, November 13, 2000 = 6:51=20 PM</DIV> <DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [Psych3120] what = jennifer=20 saw</DIV> <DIV><BR></DIV> <DIV><FONT face=3DArial size=3D2>this web page is in addition to that = frontline=20 movie we saw two weeks ago it has some more commentary about the = program and=20 some more in depth information about contextual clues, race, and = police line=20 up procedures with respect to accuracy</FONT></DIV> <DIV><FONT face=3DArial size=3D2>enjoy</FONT></DIV> <DIV><FONT face=3DArial size=3D2>Casey shupe=20 00084664</FONT></DIV></BLOCKQUOTE></BODY></HTML> ------=_NextPart_000_005A_01C04DA3.2BE4D940-- From ham070@hotmail.com Mon, 13 Nov 2000 19:19:04 MST Date: Mon, 13 Nov 2000 19:19:04 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] Election... i have never been interested in politics, but i too have been thinking about the electoral college. i am pretty confused on how it works. when we vote, are we basically just voting for enough votes to overide the electoral votes. does popular vote only make a difference if there are enough to change the electoral? basically utah will always be republican with the electoral right? so in order to change that vote would the popular vote have to be more democratic than republican? sorry if i sound completely naive, but it would be great if you could shed some light. this is the first time i have really bothered to question it, i guess i should get with it. sorry. amber >From: Jon Lindberg <jonnyutah@mindspring.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Election... >Date: Mon, 13 Nov 2000 12:49:46 -0700 > >I just wanted to add my two cents worth concerning the election. I am >mainly disenchanted with the electoral college and believe that it is an >out of date process for our nearly 220 year old country. When the >electoral college was set up, it was because the founding fathers saw >our democracy as "immature", meaning that it was young. It was a >balance between the populous states, and those small populations who >were expanding on the new nations western frontier. However, now that >our population is in excess of 260 million, and we occupy every corner >of this country, the electoal college is obsolete, and the popular vote >is more applicable. Whew, I feel better now! This message board can be >therapeutic, right? Jon > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jonnyutah@mindspring.com Mon, 13 Nov 2000 20:59:30 -0700 Date: Mon, 13 Nov 2000 20:59:30 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] No class on the 16th, right? Okay, I was looking over the online syllabus and saw that there isn't going to be any class on this thursday. Is this correct? Can anyone else corroborate this? PLEASE SAY YES!!!!! Thanks, Jon From Mexpebbles@aol.com Tue, 14 Nov 2000 00:46:24 EST Date: Tue, 14 Nov 2000 00:46:24 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: [Psych3120] No class on the 16th, right? --part1_b1.324dc92.27422bb0_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Yes, there is no class on the 16th!! or someplace like that. :) Dr. Strayer is going to be in Seattle --part1_b1.324dc92.27422bb0_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit <HTML><FONT SIZE=2 FAMILY="SANSSERIF" FACE="Verdana" LANG="0">Yes, there is no class on the 16th!! &nbsp;Dr. Strayer is going to be in Seattle <BR>or someplace like that. &nbsp;:)</FONT></HTML> --part1_b1.324dc92.27422bb0_boundary-- From gsl9@hotmail.com Tue, 14 Nov 2000 09:44:21 MST Date: Tue, 14 Nov 2000 09:44:21 MST From: Greg Leigh gsl9@hotmail.com Subject: [Psych3120] Election... This is in response to Amber's question. As far as I understand (please correct me if I'm wrong), the electoral votes work like this: Each state is assigned a certain number of electoral votes that they get. It is based on population, and so mirrors the number of representatives each state gets to the House. So, for a state with a small population, such as Utah, they only get like 3 votes. A state such as Florida, gets 25, California gets something like 56. Except for 2 states, which have certain county exceptions, whichever candidate that wins the popular vote in that certain state gets all of the electoral votes of that state. This gives each of the states a say in who wins. The problem is, that if a candidate wins the popular vote by 1 vote in that certain state, or by a million votes, he wins the electoral votes. So, as in this election, Gore could win the popular vote, but having Bush win by one vote in Florida, he gets all 25 of their electoral votes, and could win the election. Anyway, you must get 270 electoral (a majority of electoral) votes to win. Does that make sense? Greg >From: "amber kresser" <ham070@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] Election... >Date: Mon, 13 Nov 2000 19:19:04 MST > >i have never been interested in politics, but i too have been thinking >about >the electoral college. i am pretty confused on how it works. when we vote, >are we basically just voting for enough votes to overide the electoral >votes. does popular vote only make a difference if there are enough to >change the electoral? >basically utah will always be republican with the electoral right? so in >order to change that vote would the popular vote have to be more democratic >than republican? >sorry if i sound completely naive, but it would be great if you could shed >some light. this is the first time i have really bothered to question it, i >guess i should get with it. sorry. amber > > >>From: Jon Lindberg <jonnyutah@mindspring.com> >>Reply-To: psych3120@lists.csbs.utah.edu >>To: psych3120@lists.csbs.utah.edu >>Subject: [Psych3120] Election... >>Date: Mon, 13 Nov 2000 12:49:46 -0700 >> >>I just wanted to add my two cents worth concerning the election. I am >>mainly disenchanted with the electoral college and believe that it is an >>out of date process for our nearly 220 year old country. When the >>electoral college was set up, it was because the founding fathers saw >>our democracy as "immature", meaning that it was young. It was a >>balance between the populous states, and those small populations who >>were expanding on the new nations western frontier. However, now that >>our population is in excess of 260 million, and we occupy every corner >>of this country, the electoal college is obsolete, and the popular vote >>is more applicable. Whew, I feel better now! This message board can be >>therapeutic, right? Jon >> >> >>_______________________________________________ >>Psych3120 mailing list >>Psych3120@lists.csbs.utah.edu >>http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From A.Cahoon@m.cc.utah.edu Tue, 14 Nov 2000 10:26:17 -0700 (MST) Date: Tue, 14 Nov 2000 10:26:17 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] Ch.11 I just read chapter 11 and I thought it was so interesting. I especially liked the section on the simulation heuristic. It made me realize how often I actually use "if only" in my reasoning of things. It's amazing to think of how everything we do and everything that happens to us has an equally possible outcome. For instance, one day last week the power went out so I was about 15 minutes late getting up. That particular day, I had a test. I was on time leaving my house, but I was about one minute late catching my bus. So, I had to wait 15 minutes for the next bus, which was 5 minutes late. Then I had to transfere buses and I had to wait 15 minutes for the next bus, which was 5 minutes late. So, I ended up being 15 minutes late for my test. And it had snowed that day. There were so many things that factored in to my being late. If only one of those things had changed, I might have been on time. This happens with so many things, like getting into a car accident or missing an airplane flight and then learning that the plane crashes. So many things have happened in my life because I have been in a particular place at a particular time (both good and bad). Does anyone else agree or have anything to add on to this? Amy Cahoon From jameshaymond@hotmail.com Tue, 14 Nov 2000 14:16:13 EST Date: Tue, 14 Nov 2000 14:16:13 EST From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Concerning Power function learning: Both models are convincing in the context of the examples used in class. While we covered Anderson's processed based learning, I considered it a good way of explaining what is taking place as I have learned new motor skills. Like snowboarding, wakeboarding, biking, golfing. And as I think about how I learned math. Logan's model worked well explain how I achieved that learning. Is it possible that these models are for specific types of learning and not exclusive to all types of learning that follow a powerfunction learning curve? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From marcisparks@hotmail.com Tue, 14 Nov 2000 12:23:58 MST Date: Tue, 14 Nov 2000 12:23:58 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] hallucinations In response to the message about hallucinations, I think religious experiences or visions can definitely also be hallucinations. There is a section of Rome Italy that it is believed one woman saw the virgin Mary and in the middle of July because of this miracle a blizzard started. Noone else saw this blizzard, yet it is now considered a sacred spot. Sorry if this sounds sacreligious to anyone, but, I would consider that a hallucination. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From sweetfogs@hotmail.com Tue, 14 Nov 2000 20:15:04 GMT Date: Tue, 14 Nov 2000 20:15:04 GMT From: Jaimie Cogswell sweetfogs@hotmail.com Subject: [Psych3120] Ch.11 Amy~ I found chapter 11 quite interesting too. As for the "if only" syndrome humans tend to have, I try my hardest not to do that because I think it's dumb. Yeah it would have been nice "if only" something happened a certain way, but I find that I can't dwell on it because it only interferes with the now and the now is the most important thing. you can't change the past so why waste time thinking about it too much. And the only reason why I am this way is because I was hit by a drunk driver about five years ago and although I survived, two of my friends were killed. I didn't play the "if only" game too much, but other friends of ours did. For instance, it was someone's birthday and there was a party and we were suppose to be invited but someone forgot to invite us so if only they had invited us we wouldn't have been in the "wrong place at the wrong time" (which, as the book pointed out, is a horrendous phrase since it kinda puts the blame on the victims and we were definitely not to blame) And those friends still today, feel very guilty about forgetting to invite us. Of course it's not their fault at all, but humans are irrational and I hope they resolve those feelings some day. So "if only" is something to be aware of so that we can improve our lives and the way we think about things in the future, but I don't think we should spend too much time thinking about things we can't change. Just adjust and cope. So there you go. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Tue, 14 Nov 2000 13:30:01 MST Date: Tue, 14 Nov 2000 13:30:01 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] Try this!!! When you go to this site, write down all of the cards then click to continue. Look at the cards that are now showing, they have all changed. The site just uses the theory of selective attention which says that when we are focusing on one thing, we normally won't focus on the details of anything else around us. Jason From: sailoruranus@altavista.net Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Try this!!! Date: Mon, 13 Nov 2000 01:37:30 -0500 (EST) I'm including the address to a website which purports to be sensitive to ESP. However this works, it's very cool, and should be tried by everyone. I suspect that it works by an algorithm that predicts, based upon the selection of our first card, and how we move our mouse, which card we think of. http://sprott.physics.wisc.edu/pickover/esp.html Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jasonwlogsdon@hotmail.com Tue, 14 Nov 2000 13:33:54 MST Date: Tue, 14 Nov 2000 13:33:54 MST From: Jason Logsdon jasonwlogsdon@hotmail.com Subject: [Psych3120] learning I think kids can learn so quickly because their neural pathways are still mostly unformed and felxible. This allows them to quickly form new pathways and form new memories faster. Jason From: Kelly Symes <artemishae@yahoo.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] learning Date: Mon, 13 Nov 2000 16:38:24 -0800 (PST) I heard that children have the ability to make a whole spectrum of sounds and that ability fades away as they get older if they aren't used. That helps explain the pronunciation part, for the ability to learn (meanings etc) I don't know. i think kids just learn quick. They absorb everything like a sponge. --- CatherineW123@aol.com wrote: > I have heard that children have a much easier time > learning second languages > than adults. I am not sure why this works though. > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From listonbr@yahoo.com Tue, 14 Nov 2000 12:35:08 -0800 (PST) Date: Tue, 14 Nov 2000 12:35:08 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] No class on the 16th, right? I just wanted to make sure that the film that will be showing on Thurs. It is not mandatory and will not be on the test, can anyone confirm this thanks a lot Liston --- Mexpebbles@aol.com wrote: > Yes, there is no class on the 16th!! > going to be in Seattle > or someplace like that. :) > Dr. Strayer is __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From garffdog@hotmail.com Tue, 14 Nov 2000 13:50:20 MST Date: Tue, 14 Nov 2000 13:50:20 MST From: matt garff garffdog@hotmail.com Subject: [Psych3120] No class on the 16th, right? You got it right Brandon. MATT GARFF Not mandatory. >From: "s.brandon liston" <listonbr@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] No class on the 16th, right? >Date: Tue, 14 Nov 2000 12:35:08 -0800 (PST) > >I just wanted to make sure that the film that will be >showing on Thurs. It is not mandatory and will not be >on the test, can anyone confirm this thanks a lot > >Liston > > > >--- Mexpebbles@aol.com wrote: > > Yes, there is no class on the 16th!! Dr. Strayer is > > going to be in Seattle > > or someplace like that. :) >> > > >__________________________________________________ >Do You Yahoo!? >Yahoo! Calendar - Get organized for the holidays! >http://calendar.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From CatherineW123@aol.com Tue, 14 Nov 2000 19:17:05 EST Date: Tue, 14 Nov 2000 19:17:05 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] WHO IS the NEW BOSS! Sometimes it takes a while for the message board postings on your grade to get updated. From CatherineW123@aol.com Tue, 14 Nov 2000 19:22:35 EST Date: Tue, 14 Nov 2000 19:22:35 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] No class on the 16th, right? No class this Thursday or next Thursday if I am correct. From Gloria.C.Ruiz@m.cc.utah.edu Mon, 13 Nov 2000 22:44:20 -0700 (MST) Date: Mon, 13 Nov 2000 22:44:20 -0700 (MST) From: Gloria.C.Ruiz@m.cc.utah.edu Gloria.C.Ruiz@m.cc.utah.edu Subject: [Psych3120] No class on the 16th, right? Quoting Jon Lindberg <jonnyutah@mindspring.com>: Yes, Jon, we don't have class this Th and the next Th. is Thanksgiving so we don't have class either, have a good time!!.Gloria R. > Okay, I was looking over the online syllabus and saw that there isn't going > to > be any class on this thursday. Is this correct? Can anyone else > corroborate > this? PLEASE SAY YES!!!!! Thanks, Jon > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From kw3217@csbs.utah.edu Tue, 14 Nov 2000 14:08:34 -700 Date: Tue, 14 Nov 2000 14:08:34 -700 From: Kristin Ward kw3217@csbs.utah.edu Subject: [Psych3120] Election In order to relate the recent political mess to what we are studying in class, consider: In what way (if any) did human error affect the election? If you were the human factors engineer for the ballot system, how would you have designed it? From rybo@xmission.com Tue, 14 Nov 2000 06:51:48 -0600 Date: Tue, 14 Nov 2000 06:51:48 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] Indecision 2000 This is a multi-part message in MIME format. ------=_NextPart_000_0042_01C04E07.5C0A7260 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I just want to add my two quick cents.. If we abide by how the constitution is set up then Bush should and = probably will be president. If we abide by the voice of the people = (popular vote) then Gore should be president. Both sides have valid = arguements to fight for the position.. As much as I would like to see = it end, I think this is going to take a while.. Ryan *************************************************************************= ********************************************** Ryan Nay http://www.ryboslc.homepage.com ICQ: 9443264 AOL: RyboUT75 "The difference between sex and love is that sex relieves tension, and = love causes it." -Woody Allen *************************************************************************= ********************************************** ------=_NextPart_000_0042_01C04E07.5C0A7260 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>I just want to add my two quick cents..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>If we abide by how the constitution is set up then = Bush should=20 and probably will be president.&nbsp; If we abide by the voice of the = people=20 (popular vote) then Gore should be president.&nbsp; Both sides have = valid=20 arguements to fight for the position..&nbsp; As much as I would like to = see it=20 end, I think this is going to take a while..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT=20 size=3D2>****************************************************************= *******************************************************<BR>Ryan=20 Nay<BR><A=20 href=3D"http://www.ryboslc.homepage.com">http://www.ryboslc.homepage.com<= /A><BR>ICQ:=20 9443264<BR>AOL: RyboUT75<BR>"The difference between sex and love is that = sex=20 relieves tension, and love causes it." -Woody=20 Allen<BR>****************************************************************= *******************************************************</FONT></DIV></BOD= Y></HTML> ------=_NextPart_000_0042_01C04E07.5C0A7260-- From Masterit77@cs.com Tue, 14 Nov 2000 22:28:04 EST Date: Tue, 14 Nov 2000 22:28:04 EST From: Masterit77@cs.com Masterit77@cs.com Subject: [Psych3120] Extra credit? No we do not have class on Thursday. Does anybody know what the extra credit is. I think I heard Dr. Strayer mention it in class today, and if anyone knows when is it suppose to be handed in? #00071290 From CatherineW123@aol.com Tue, 14 Nov 2000 23:08:40 EST Date: Tue, 14 Nov 2000 23:08:40 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Extra credit? The extra credit was question eight on the study guide. I think it was due last Friday or Saturday evening, but I think Kristin was accepting them until today (Tuesday) at six.... From thesaint@networld.com Tue, 14 Nov 2000 21:43:54 -0700 Date: Tue, 14 Nov 2000 21:43:54 -0700 From: Fred DeSanto thesaint@networld.com Subject: [Psych3120] class pages I don't know if anyone else is having this same problem but I cannot seem to get into the class pages very often. I try in the morning, afternoon and in the evening and 3 out of 5 times I cannot get in. This is very frustrating. I would like to print the class lecture notes but haven't been able to except for a few times. Is anyone else experiencing this problem? D. Hutchins 00078355 From dgrappe@bitcorp.net Tue, 14 Nov 00 22:27:53 -0700 Date: Tue, 14 Nov 00 22:27:53 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] learning Dr Strayer also talked about how we loose 16 grams of brain cells everday after we reach 20 years old. This may contribute to that fact that learning slows. This kind of scares me because there is so much more I want to learn. Do think if we are loosing our brain cells that we will start learning or that we will forget what we learn faster? Getting old is kind of depressing! From dgrappe@bitcorp.net Tue, 14 Nov 00 22:31:17 -0700 Date: Tue, 14 Nov 00 22:31:17 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] class pages I had the same problem. You might try a different browser like Explorer or Netscape. This worked for me. I have also gone into the computer lab in the library and have been able to download them there. From ham070@hotmail.com Tue, 14 Nov 2000 22:24:46 MST Date: Tue, 14 Nov 2000 22:24:46 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] Extra credit? when i asked her about it after class today, she said that she would continue to accept them today until 6pm. i think via e-mail was the only way to get them in, but im not sure. its past six now so this does you no good, but i thought i would try to help, sorry. >From: Masterit77@cs.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Extra credit? >Date: Tue, 14 Nov 2000 22:28:04 EST > >No we do not have class on Thursday. Does anybody know what the extra >credit >is. I think I heard Dr. Strayer mention it in class today, and if anyone >knows when is it suppose to be handed in? > >#00071290 > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From dgrappe@bitcorp.net Tue, 14 Nov 00 22:36:21 -0700 Date: Tue, 14 Nov 00 22:36:21 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] Election Interesting question. Did you watch Jay Leno Monday night? He asked, "How can people from Florida play Bingo, hold 4 or 5 cards, and keep track of them all, but they can't read ballot?" I thought it was funny. On a more serious note, I would have had a canidate on each page and you would vote either yes or no. From beet@mstar2.net Tue, 14 Nov 2000 23:12:58 -0800 Date: Tue, 14 Nov 2000 23:12:58 -0800 From: Sarah Moore beet@mstar2.net Subject: [Psych3120] extra credit. This is a multi-part message in MIME format. ------=_NextPart_000_0013_01C04E90.6D4E9EA0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I didn't hear about the extra credit until today, and I haven't been = able to be in class. Does anyone know if you can still turn in the = extra credit? Also did I miss anything in class except what's on the = online lecture notes? Please help! Thanks, Sarah ------=_NextPart_000_0013_01C04E90.6D4E9EA0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>I didn't hear about the extra credit = until today,=20 and I haven't been able to be in class.&nbsp; Does anyone know if you = can still=20 turn in the extra credit?&nbsp; Also did I miss anything in class except = what's=20 on the online lecture notes?&nbsp; Please help!&nbsp; Thanks,=20 Sarah</FONT></DIV></BODY></HTML> ------=_NextPart_000_0013_01C04E90.6D4E9EA0-- From jonnyutah@mindspring.com Wed, 15 Nov 2000 00:45:45 -0700 Date: Wed, 15 Nov 2000 00:45:45 -0700 From: Jon Lindberg jonnyutah@mindspring.com Subject: [Psych3120] GRADES ARE POSTED!!! Just thought I would let everyone know that the grades for the last exam were posted today at the website!!!!! WOOHOOO!!! Jon From amark2@uswest.net Wed, 15 Nov 2000 07:50:15 -0700 Date: Wed, 15 Nov 2000 07:50:15 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] extra credit. This is a multi-part message in MIME format. ------=_NextPart_000_0008_01C04ED8.B0E257E0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I would talk to Kristen, you never know, but the xtra-credit was due on = friday 5pm ----- Original Message -----=20 From: Sarah Moore=20 To: psych3120@lists.csbs.utah.edu=20 Sent: Wednesday, November 15, 2000 12:12 AM Subject: [Psych3120] extra credit. I didn't hear about the extra credit until today, and I haven't been = able to be in class. Does anyone know if you can still turn in the = extra credit? Also did I miss anything in class except what's on the = online lecture notes? Please help! Thanks, Sarah ------=_NextPart_000_0008_01C04ED8.B0E257E0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>I would talk to Kristen, you never = know, but the=20 xtra-credit was due on friday 5pm</FONT></DIV> <BLOCKQUOTE dir=3Dltr=20 style=3D"PADDING-RIGHT: 0px; PADDING-LEFT: 5px; MARGIN-LEFT: 5px; = BORDER-LEFT: #000000 2px solid; MARGIN-RIGHT: 0px"> <DIV style=3D"FONT: 10pt arial">----- Original Message ----- </DIV> <DIV=20 style=3D"BACKGROUND: #e4e4e4; FONT: 10pt arial; font-color: = black"><B>From:</B>=20 <A title=3Dbeet@mstar2.net href=3D"mailto:beet@mstar2.net">Sarah = Moore</A> </DIV> <DIV style=3D"FONT: 10pt arial"><B>To:</B> <A=20 title=3Dpsych3120@lists.csbs.utah.edu=20 = href=3D"mailto:psych3120@lists.csbs.utah.edu">psych3120@lists.csbs.utah.e= du</A>=20 </DIV> <DIV style=3D"FONT: 10pt arial"><B>Sent:</B> Wednesday, November 15, = 2000 12:12=20 AM</DIV> <DIV style=3D"FONT: 10pt arial"><B>Subject:</B> [Psych3120] extra = credit.</DIV> <DIV><BR></DIV> <DIV><FONT face=3DArial size=3D2>I didn't hear about the extra credit = until today,=20 and I haven't been able to be in class.&nbsp; Does anyone know if you = can=20 still turn in the extra credit?&nbsp; Also did I miss anything in = class except=20 what's on the online lecture notes?&nbsp; Please help!&nbsp; Thanks,=20 Sarah</FONT></DIV></BLOCKQUOTE></BODY></HTML> ------=_NextPart_000_0008_01C04ED8.B0E257E0-- From lauraebarron@hotmail.com Wed, 15 Nov 2000 09:25:10 MST Date: Wed, 15 Nov 2000 09:25:10 MST From: laura barron lauraebarron@hotmail.com Subject: [Psych3120] Election one thing that i have found very interesting in this whole election mess is the fact that a hand count of every vote is to be taken. i was watching the news last night and thinking that human error will probably skew the results even more than a machine would. if there are so many votes, what makes everyone think that each person is going to be able to keep track of every single vote they are responsible for. we all make little mistakes, and i doubt that i would keep track of the votes so accurately. sometimes i have a hard time keeping track of 20 things and i have to repeatedly start over to make sure that i'm counting right. if i were either of the candidates, i think that i would encourage an electronic re-count. From: Kristin Ward <kw3217@csbs.utah.edu> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Election Date: Tue, 14 Nov 2000 14:08:34 -700 In order to relate the recent political mess to what we are studying in class, consider: In what way (if any) did human error affect the election? If you were the human factors engineer for the ballot system, how would you have designed it? _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From lauraebarron@hotmail.com Wed, 15 Nov 2000 09:30:19 MST Date: Wed, 15 Nov 2000 09:30:19 MST From: laura barron lauraebarron@hotmail.com Subject: [Psych3120] learning i have to agree with you derrel, getting old sucks, even when your still young. i find it absolutely amazing that young children are able to learn so much in such a short period of time. and it seems that every generation is able to comprehend more and more at a younger age. i have a friend who has an 8 year old son, and he was telling me about his son being in 3rd grade and being taught about molecules. i remember that i didn't learn about molecules until i was in 6th or 7th and i found it amazing that the teachers were teaching that kind of information and the children were understanding it. i would be interested in knowing what it is that helps kids understand so much. maybe there's something in the water. From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> Reply-To: psych3120@lists.csbs.utah.edu To: "PSYCH 3120" <psych3120@lists.csbs.utah.edu> Subject: Re: [Psych3120] learning Date: Tue, 14 Nov 00 22:27:53 -0700 Dr Strayer also talked about how we loose 16 grams of brain cells everday after we reach 20 years old. This may contribute to that fact that learning slows. This kind of scares me because there is so much more I want to learn. Do think if we are loosing our brain cells that we will start learning or that we will forget what we learn faster? Getting old is kind of depressing! _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From norrisrachel@freeport.com Wed, 15 Nov 2000 13:25:17 GMT Date: Wed, 15 Nov 2000 13:25:17 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] mode credit Does anyone know, if our grade shows "CR" under mode, does that mean that we don't have to post messages anymore? Thanks! From mobiaz@excite.com Wed, 15 Nov 2000 10:35:55 -0800 (PST) Date: Wed, 15 Nov 2000 10:35:55 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] learning I was wondering if the brain cell loss mentioned by Dr. Strayer contributed to any neurological disorders prevalent among older individuals (i.e. such as altzheimers or parkinson's.). Furthermore, is the loss of cells located specifically in certain parts of the brain or is it evenly spread all over? What type of brain cells is it? Is it the actual neurons that make the connections or is cells like the ones that make up the blood brain barrier or the support for the neurological network? Thanks, Tyler Burnett _______________________________________________________ Tired of slow Internet? Get @Home Broadband Internet http://www.home.com/xinbox/signup.html From viper@xmission.com Wed, 15 Nov 2000 11:36:55 -0700 Date: Wed, 15 Nov 2000 11:36:55 -0700 From: Corey Raemer viper@xmission.com Subject: [Psych3120] children and learning I am not sure if this is correct but I thought I read somewhere that it is hypothesized that children can learn things faster because there brains have many more neurons than that of an adult. When our brains are formed and developing through adolescence there is an over abundance of neurons. As time goes on and we develope our body eliminates a lot of those neurons and pathways between them. We are basically born with a brain which is more efficient but as time goes by our body realizes its overkill and begins to reduce the # of neurons and pathways between them to have no more, no less than needed. If only we could find away to reverse this process and hang on to everything up there we were born with. :) I am not sure if I represented this idea exactly how it is but it would make sense that children can pick things up much faster than adults if this is the case. From viper@xmission.com Wed, 15 Nov 2000 11:38:21 -0700 Date: Wed, 15 Nov 2000 11:38:21 -0700 From: Corey Raemer viper@xmission.com Subject: [Psych3120] Modes Credit Does anybody know how many messages we need to post to recieve a credit for the modes of learning. I just wanted to make sure that I am engaging this enough to get my credit. I thought Dr. Strayer said 1 per week but I am not sure. Anybody know? thx, From mobiaz@excite.com Wed, 15 Nov 2000 10:40:23 -0800 (PST) Date: Wed, 15 Nov 2000 10:40:23 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Election I too agree that manual recounting could offer more opportunity for human error to enter the equation. I don't really claim to know the motivation behind the endless recounts, but it seems to me that the more potential for error the less satisfied each side would be. I was wondering if anyone knew the actual viewpoint supporting the motion concering the manual recount. Tyler Burnett On Wed, 15 Nov 2000 09:25:10 MST, psych3120@lists.csbs.utah.edu wrote: > one thing that i have found very interesting in this whole election mess is > the fact that a hand count of every vote is to be taken. i was watching the > news last night and thinking that human error will probably skew the results > even more than a machine would. if there are so many votes, what makes > everyone think that each person is going to be able to keep track of every > single vote they are responsible for. we all make little mistakes, and i > doubt that i would keep track of the votes so accurately. sometimes i have > a hard time keeping track of 20 things and i have to repeatedly start over > to make sure that i'm counting right. if i were either of the candidates, i > think that i would encourage an electronic re-count. > > > From: Kristin Ward <kw3217@csbs.utah.edu> > Reply-To: psych3120@lists.csbs.utah.edu > To: psych3120@lists.csbs.utah.edu > Subject: [Psych3120] Election > Date: Tue, 14 Nov 2000 14:08:34 -700 > > In order to relate the recent political mess to what we are studying in > class, consider: > > In what way (if any) did human error affect the election? > > If you were the human factors engineer for the ballot system, how would you > have designed it? > > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _______________________________________________________ Tired of slow Internet? Get @Home Broadband Internet http://www.home.com/xinbox/signup.html From A.Cahoon@m.cc.utah.edu Wed, 15 Nov 2000 11:51:55 -0700 (MST) Date: Wed, 15 Nov 2000 11:51:55 -0700 (MST) From: A Cahoon A.Cahoon@m.cc.utah.edu Subject: [Psych3120] Ch.11 Jaime, Thank you for sharing your story and your input. I'm so sorry to hear about your friends. You have a very good reason to not let yourself become a victim of the "if only" syndrome. I think it's a very healthy thing not to do. It's good advice. Amy On Tue, 14 Nov 2000, Jaimie Cogswell wrote: > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Amy~ I found chapter 11 quite interesting too. As for the "if only" syndrome humans tend to have, I try my hardest not to do that because I think it's dumb. Yeah it would have been nice "if only" something happened a certain way, but I find that I can't dwell on it because it only interferes with the now and the now is the most important thing. you can't change the past so why waste time thinking about it too much. And the only reason why I am this way is because I was hit by a drunk driver about five years ago and although I survived, two of my friends were killed. I didn't play the "if only" game too much, but other friends of ours did. For instance, it was someone's birthday and there was a party and we were suppose to be invited but someone forgot to invite us so if only they had invited us we wouldn't have been in the "wrong place at the wrong time" (which, as the book pointed out, is a horrendous phrase since it kinda puts the blame on the victims and we were definitely not to blame) And those friends still today, feel very guilty about forgetting to invite us. Of course it's not their fault at all, but humans are irrational and I hope they resolve those feelings some day. So "if only" is something to be aware of so that we can improve our lives and the way we think about things in the future, but I don't think we should spend too much time thinking about things we can't change. Just adjust and cope. So there you go. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. > > > > > > _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From falsecents@hotmail.com Wed, 15 Nov 2000 19:00:24 GMT Date: Wed, 15 Nov 2000 19:00:24 GMT From: F.C.S. S.L.C. falsecents@hotmail.com Subject: [Psych3120] Attention The other day I saw a television show on the newest Air-Force jets. They were talking about how the displays have all become digital and combined in to 4 or 5 screens instead of the 50 or so gauges. They did this so that it would be easier for the pilots to focus their attention. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From CatherineW123@aol.com Wed, 15 Nov 2000 15:33:15 EST Date: Wed, 15 Nov 2000 15:33:15 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] class pages I was having a really hard time getting the class notes too using AOL, so I tried Netscape and Internet Explorer and still couldn't get them. Then I tried excite and I don't have any problems at all getting them...sometimes it is slow, but thats all. From CatherineW123@aol.com Wed, 15 Nov 2000 15:37:13 EST Date: Wed, 15 Nov 2000 15:37:13 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Election I heard that the problem with the machine count was that if the holes weren't completely punched the machine would push the paper back up and not count them. This is why I thought they wanted a hand count. From gleim@uswest.net Wed, 15 Nov 2000 14:14:46 -0700 Date: Wed, 15 Nov 2000 14:14:46 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] learning That is a really interesting idea that kids learn quickly because of their unformed and flexible neural pathways. I had never considered that a reason for a childs amazing ability to acquire so many new concepts in a short amount of time, but it totally makes sense. Heather Gleim -----Original Message----From: Jason Logsdon <jasonwlogsdon@hotmail.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Tuesday, November 14, 2000 1:34 PM Subject: Re: [Psych3120] learning >I think kids can learn so quickly because their neural pathways are still >mostly unformed and felxible. This allows them to quickly form new pathways >and form new memories faster. >Jason > > >From: Kelly Symes <artemishae@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] learning >Date: Mon, 13 Nov 2000 16:38:24 -0800 (PST) > >I heard that children have the ability to make a whole >spectrum of sounds and that ability fades away as they >get older if they aren't used. That helps explain the >pronunciation part, for the ability to learn (meanings >etc) I don't know. i think kids just learn quick. >They absorb everything like a sponge. >--- CatherineW123@aol.com wrote: > > I have heard that children have a much easier time > > learning second languages > > than adults. I am not sure why this works though. >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > >__________________________________________________ >Do You Yahoo!? >Yahoo! Calendar - Get organized for the holidays! >http://calendar.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From CatherineW123@aol.com Wed, 15 Nov 2000 15:38:26 EST Date: Wed, 15 Nov 2000 15:38:26 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] mode credit I thought we had to keep posting even if our grade shows CR. I thought CR just told you that you currently had credit for the modes. From CatherineW123@aol.com Wed, 15 Nov 2000 15:39:37 EST Date: Wed, 15 Nov 2000 15:39:37 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Modes Credit I also thought you had to post one message a week to get credit for the modes.... From kmarc1@yahoo.com Wed, 15 Nov 2000 13:19:37 -0800 (PST) Date: Wed, 15 Nov 2000 13:19:37 -0800 (PST) From: Marcus Kimsey kmarc1@yahoo.com Subject: [Psych3120] class pages I don't know what the problem is either, nothing I do at home will let me into the class site. However, I never have trouble getting into it from the computer lab, so if nothing else works for you, try going to the library, that always seems to work for me. __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From garffdog@hotmail.com Wed, 15 Nov 2000 15:04:28 -0700 Date: Wed, 15 Nov 2000 15:04:28 -0700 From: matt garff garffdog@hotmail.com Subject: [Psych3120] postings To get modes credit, it requires that you post 17 applicable messages to the board. Once this is done, credit has been obtained and it is no longer necessary to post anymore. MATT GARFF __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From alexispaulos@hotmail.com Wed, 15 Nov 2000 15:06:54 -0700 Date: Wed, 15 Nov 2000 15:06:54 -0700 From: Alexis Paulos alexispaulos@hotmail.com Subject: [Psych3120] election This election has been so crazy. As far as human errors pertaining to the election process I would have to say the Florida ballots were set up for trouble. Voting is totally inconvenient anyway, and for the people who have to run from work to hurry and vote probably did not look so closely at the ballot. Also new voters [such as myself] are confused anyway. Thus it is the states duty to first make the voting process as clear as possible and as convenient as possible. I really can't believe that we have not developed some sort of online or mailing system for votes. I also can't believe that it is not possible to register sooner to the election date. If I were to create a ballot for voting it would be as easy as 1 2 3. I keep hearing this nonsense about how the people who messed up on the ballots must have been stupid. That is totally ridiculous! But regardless, if someone is not totally intelligent they should still have a voice in who leads our country. As far as I'm conserned the whole election process needs to be reworked so anyone can understand what they are voting for as well as making it more convenient for people to vote. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From amark2@uswest.net Wed, 15 Nov 2000 15:53:58 -0700 Date: Wed, 15 Nov 2000 15:53:58 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] mode credit Anybody cofirm what the CR means? I thought it was extra credit, just a guess! ----- Original Message ----From: <CatherineW123@aol.com> To: <psych3120@lists.csbs.utah.edu> Sent: Wednesday, November 15, 2000 1:38 PM Subject: Re: [Psych3120] mode credit > > > > > > > > I thought we had to keep posting even if our grade shows CR. I thought CR just told you that you currently had credit for the modes. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From amark2@uswest.net Wed, 15 Nov 2000 15:58:25 -0700 Date: Wed, 15 Nov 2000 15:58:25 -0700 From: mark archibald amark2@uswest.net Subject: [Psych3120] mode credit Upon looking closer at the CR it appears the people with the most posts have the CR by their name! Don't know if they have to continue or if they are finished. ----- Original Message ----From: "mark archibald" <amark2@uswest.net> To: <psych3120@lists.csbs.utah.edu> Sent: Wednesday, November 15, 2000 3:53 PM Subject: Re: [Psych3120] mode credit > Anybody cofirm what the CR means? I thought it was extra credit, just a > guess! > ----- Original Message ----> From: <CatherineW123@aol.com> > To: <psych3120@lists.csbs.utah.edu> > Sent: Wednesday, November 15, 2000 1:38 PM > Subject: Re: [Psych3120] mode credit > > > > I thought we had to keep posting even if our grade shows CR. I thought CR > > just told you that you currently had credit for the modes. >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From yellekb@yahoo.com Wed, 15 Nov 2000 14:58:29 -0800 (PST) Date: Wed, 15 Nov 2000 14:58:29 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] WHO IS the NEW BOSS! This election has been turned into a political mess. I feel that whoever gets into the presidential office will have a lot of problems. For example, whoever wins will have some of the american people saying that it wasn't a fair election and that he doesn't deserve the office. I also feel that the Florida people who say that they voted for Buchanan instead of Gore by accident, are S.O.L. If they were not bright enough to punch in the right hole, to bad. I am also frustrated about the media and the projection of the new president. How many times can you announce the wrong president or the winning of a state that hasn't really finished counting? I believe other countries are just laughing at the mess that we have created... kelly stucki 00165065 --- "s.brandon liston" <listonbr@yahoo.com> wrote: > Since I have read some of the postings about the > elections I agree that we need to get it over with. >I > don't feel even by looking at the ballot in Florida > that it would be that difficult to figure out, maybe > people should pay more attention to detail. My > sister > and brother and law voted on that exact same ballot, > they live in Florida and they figured it out, And I > also agree that we should go buy the popular vote, > but > the facts are these, none of the over sea ballots > have > came in and once they do it is pretty easy to say > who > will win all of those votes, so when they recount > the > popular vote since it is as close as it is, Bush > either way would be the president. > > Liston 00154324, I have a question, I have posted > seven new ones including this one and my currnt > count on my grade is still the same as it has been > for > many weeks, is there a problem with my email, naybe > it > is not being received? Let me know thank you. > > > > > > --- sailoruranus@altavista.net wrote: > > I'm including the address to a website which > > purports to be sensitive to ESP. However this > > works, it's very cool, and should be tried by > > everyone. I suspect that it works by an algorithm > > that predicts, based upon the selection of our > first > > card, and how we move our mouse, which card we > think > > of. >> > > http://sprott.physics.wisc.edu/pickover/esp.html >> > > Aaron Davies >> >> > ---------------------------------------------------------------> > Get your free email from AltaVista at > > http://altavista.iname.com >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > > __________________________________________________ > Do You Yahoo!? > Yahoo! Calendar - Get organized for the holidays! > http://calendar.yahoo.com/ > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From cstorms29@hotmail.com Wed, 15 Nov 2000 23:11:27 Date: Wed, 15 Nov 2000 23:11:27 From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] Getting older, getting dumber I found it almost a relief when Dr. Strayer told us about losing our neurons on a continual basis after 20, not that I like that idea, but it sure explains a lot for me. When I went back to school after my kids were older and tried to study, I found it took me longer to memorize things and my retention was not nearly as good when I was younger. I always thought my brain had just atrophied over the years, but even after being back in school for a few years now, I find it still more difficult than when I was younger. Get the school thing over with while you're young. It's much easier that way. Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From rybo@xmission.com Wed, 15 Nov 2000 04:41:09 -0600 Date: Wed, 15 Nov 2000 04:41:09 -0600 From: Ryan Nay rybo@xmission.com Subject: [Psych3120] Reason for a manual recount This is a multi-part message in MIME format. ------=_NextPart_000_0034_01C04EBE.46197480 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Without a doubt, human error will play a factor in the recount. From = what I have seen on television, in one Florida county they are having at = least two people view each ballot to make sure both are seeing the same = thing. Manual recount should follow a tight set of procedures to keep = human error at a minimum. The reason that Democrats are fighting for a manual recount in some of = the disputed counties is because the machine completely discarded a = certain number of votes because the cards were not punched correctly. = So in this case, human error may be less than machine error. I would = like to see only the votes that were discarded by the machine counted = manually, and leave the rest the way they are.. I am not sure if they = can separate them though.. Ryan ------=_NextPart_000_0034_01C04EBE.46197480 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META http-equiv=3DContent-Type content=3D"text/html; = charset=3Diso-8859-1"> <META content=3D"MSHTML 5.50.4134.600" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT size=3D2>Without a doubt, human error will play a factor in = the=20 recount.&nbsp; From what I have seen on television, in one Florida = county they=20 are having at least two people view each ballot to make sure both=20 are&nbsp;seeing the same thing.&nbsp; Manual recount should follow a = tight set=20 of procedures to keep human error at a minimum.</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>The reason that Democrats are fighting for a manual = recount in=20 some of the disputed counties is because the machine completely = discarded a=20 certain number of votes because the cards were not punched=20 correctly.&nbsp;&nbsp; So in this case, human error may be less than = machine=20 error. &nbsp;I would like to see only the votes that were discarded by = the=20 machine counted manually, and leave the rest the way they are..&nbsp; I = am not=20 sure if they can separate them though..</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV> <DIV><FONT size=3D2>Ryan</FONT></DIV> <DIV><FONT size=3D2></FONT>&nbsp;</DIV></BODY></HTML> ------=_NextPart_000_0034_01C04EBE.46197480-- From Mexpebbles@aol.com Wed, 15 Nov 2000 19:31:27 EST Date: Wed, 15 Nov 2000 19:31:27 EST From: Mexpebbles@aol.com Mexpebbles@aol.com Subject: [Psych3120] mode credit --part1_cb.b40a2fe.274484df_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit CR means credit and once you have the CR by your name, you don't have to post anymore. I think you have to post 16 or 17 (one for each week of school). --part1_cb.b40a2fe.274484df_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit <HTML><FONT SIZE=2 FAMILY="SANSSERIF" FACE="Verdana" LANG="0">CR means credit and once you have the CR by your name, you don't have to post <BR>anymore. &nbsp;I think you have to post 16 or 17 (one for each week of school).</FONT></HTML> --part1_cb.b40a2fe.274484df_boundary-- From stephenmadsen@hotmail.com Thu, 16 Nov 2000 03:01:45 GMT Date: Thu, 16 Nov 2000 03:01:45 GMT From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] Process-based theory I had a job in which this theory of process based learning rings true to me. I worked in Alaska on a fishing boat. My job was to grade the fish and throw them down the right chute according to their freshness, overall look, etc. When I first started the job it was very stressful. The conveour belt never ceased to bring massive amount of fish to us. It was up to three people to grade all of this fish. There was no stopping the belts. We received more money for the #1 fish than we did for the #3 fish. I could not make any mistakes in grading the fish. At first I would have to look at the fish very carefully to make sure. Then I would have to think about which chute to throw the fish in. Over time though (I was working 16 hours a day), it came almost automatically. I got to the point where it was natural and most of the stress related to the job subsided. I was no longer having to go from point A, to B, to C, to D. I could do the job in one fell swoop. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From RGeofam06@cs.com Wed, 15 Nov 2000 22:30:31 EST Date: Wed, 15 Nov 2000 22:30:31 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] don't think about it I find it very interesting that once we have repeated something enough, thinking about it will only decrease performance. I have seen this in playing basketball; shooting foul shots is easy as long as I don't think about it too much. If I let the process be automatic, then I'm not that bad a shot; if I study the shot too much, however, it's almost guaranteed that I'll miss. Kyle From mikebaker13@yahoo.com Wed, 15 Nov 2000 21:41:46 -0800 (PST) Date: Wed, 15 Nov 2000 21:41:46 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] A FEW COMMENTS ABOUT LIFE I would just like to share a few things that I have noticed since we have been talking about memory. This evening I was teaching my a little spanish and she mentioned that, by learning these spanish words, she was able to remember the word in french as well. She has not spoken a word of french in many years. I was thinking that this was an example of spread activation. I know that they are 2 different languages but maybe they are still in a similar grouping. Also somebody was talking about hallucinations, My grandfather is in his eighties, he has suffered a few strokes and is in a wheelchair. WJen he is laying in bed he often complains of seeing flies on his body and that he is bleeding. We all know that there is nothing on him but he is sure of it. What is going on here? __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From mkarni@hotmail.com Thu, 16 Nov 2000 00:17:12 MST Date: Thu, 16 Nov 2000 00:17:12 MST From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] (no subject) I am replying to a message that was written about the more you practice a skill, the better you become and the less you have to think about it (basketball/shooting). This is interesting to me because in my Sport Psychology class we have been talking a great deal about thought processes and how they can interrupt individual performance a great deal. It's amazing what the mind can do to performance when you "think too hard" about the task you're doing or what you need to remember. It's not about actually having to remember. Just like we discussed in lecture "the harder you try, the worse off you may be". More often than less, when you get into demanding situations/tasks (exams or competitive games) the information or skill you're trying to acquire is often not accessible. Just a thought. #00154462 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From amberbarker@hotmail.com Thu, 16 Nov 2000 15:22:41 GMT Date: Thu, 16 Nov 2000 15:22:41 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Procedural vs Declarative The differences between procedural and declarative knowledge are very interesting. Declarative knowledge is "know that" knowledge, it is your long-term factual memory. It includes semantic and episodic memory and it is organized as a network with spreading activation. Procedural knowledge is the "know how" knowledge. It is the knowledge of how to do things. This knowledge is important for skill acquisition. It is often difficult to articulate and it is made up or propositions. hmmph.. interesting that it is all aranged this way. A. Barker 00067868 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From amberbarker@hotmail.com Thu, 16 Nov 2000 15:28:36 GMT Date: Thu, 16 Nov 2000 15:28:36 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Anderson's model The model of ACT-adaptive control of thought or Anderson's model is very helpful in organizing procedural and declarative memory with working memory. On one side of the model there is declarative memory, the other side production memory. Down and in the middle is the working memory. It all starts at the bottom, an outside word is encoded into working memory, it is then store in declarative memory where it can in turn be retrieved from declarative memory back into working memory. It can match up with a production memory where this has an application and then can in turn be involved with execution back to working memory. It seems very complex, but if you understand how this process works, it is very helpful. A. Barker 00067868 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From amberbarker@hotmail.com Thu, 16 Nov 2000 15:36:38 GMT Date: Thu, 16 Nov 2000 15:36:38 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] productions Productions are condition-action pairs. If condition x, then action y. It situation x, then action y. These are the building blocks for complex behavior. It is very interesting that the initial knowledge is governed by a special purpose that breaks down performance into simple units. For example, if you have the problem A + 3 = D, then you would be able to associate the letter A, adding 3 letters to it would make D. Then you could solve for D + 2 = ? It would equal F. The procedures behind this are first that the question is encoded in working memory. Then it would look for a match in procedural memory. It would execute production in working memory and etrieve the letter from declarative memory. It would compare the letter (+3) with the question. This is what Anderson's model describes. To summarize, it is a set of productions that break into smaller goals, little by little, to an end. A. Barker Hellstrand 00067868 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From amberbarker@hotmail.com Thu, 16 Nov 2000 15:45:39 GMT Date: Thu, 16 Nov 2000 15:45:39 GMT From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Instance Theory Instance theory deals with each time you see a problem you store it in a memory. These are separate memories or instances. Each time you attend to something, you form a new instance. When presented with a new problem, all instances are retrieved. Your performance is determine by a race between the algorithm and memory retrieval. Performance speeds up because as the number of instances increases, there are more chances that one of the instances will be retrieved fast. Improvement follows a power function because getting an extreme score makes it more difficult to find a more extreme score. A Barker Hellstrand 00067868 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jsd1022@yahoo.com Thu, 16 Nov 2000 07:46:15 -0800 (PST) Date: Thu, 16 Nov 2000 07:46:15 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] Modes Credit I believe Dr. Strayer said that he would like approximately one per week (16). So you don't necessarily have to post one per week, but your total count should be the equivalant of one per week. --- Corey Raemer <viper@xmission.com> wrote: > Does anybody know how many messages we need to post > to recieve a credit > for the modes of learning. I just wanted to make > sure that I am > engaging this enough to get my credit. I thought > Dr. Strayer said 1 per > > > > > > > > > week but I am not sure. thx, Anybody know? _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From jsd1022@yahoo.com Thu, 16 Nov 2000 07:52:05 -0800 (PST) Date: Thu, 16 Nov 2000 07:52:05 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] class pages I can access the pages fine from home, but I've heard that alot of people are having problems, so what you can do is go to the Marriott library, 3rd floor. You can access them from there and even print them for free on the 3rd floor. --- Fred DeSanto <thesaint@networld.com> wrote: > I don't know if anyone else is having this same > problem but I cannot > seem to get into the class pages very often. I try > in the morning, > afternoon and in the evening and 3 out of 5 times I > cannot get in. This > is very frustrating. I would like to print the > class lecture notes but > haven't been able to except for a few times. Is > anyone else > experiencing this problem? > > D. Hutchins > 00078355 > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From jsd1022@yahoo.com Thu, 16 Nov 2000 08:08:16 -0800 (PST) Date: Thu, 16 Nov 2000 08:08:16 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] Election I think the set up of the original ballot could have been improved by human factors engineering. Although it seems like it should have been simple enough to read and make a informed decision there are many people claiming that is not the case. Improvements probably could have been made to decrease the chance of individuals accidently voting for the wrong candidate. --- Kristin Ward <kw3217@csbs.utah.edu> wrote: > In order to relate the recent political mess to what > we are studying in class, consider: > > In what way (if any) did human error affect the > election? > > If you were the human factors engineer for the > ballot system, how would you have designed it? > > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From mkarni@hotmail.com Thu, 16 Nov 2000 11:16:07 MST Date: Thu, 16 Nov 2000 11:16:07 MST From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] Declaritive and Procedural Memory This is in regards to Amber's message about procedural vs. declaritve memory. Thank you for clearing up the difference. I actually wasn't in lecture on that day so it was quite helpful. Looking at the notes I printed of the class site, it is clear that these two definately interact. Do you know what type of negative outcomes could happen with retrieval problems? Anyone? Just curious. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mkarni@hotmail.com Thu, 16 Nov 2000 11:52:08 MST Date: Thu, 16 Nov 2000 11:52:08 MST From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] Viral Encephalitis I was talking with my mom about memory and issues we have addressed in class and she informed me that when I was a baby her and my father were infected with viral encephalitis. Scarey thought, beings it's quite rare. Anyhow, neither of them had any permanent damage but at the time my mother experienced temporary memory loss and my father didn't experience any memory loss effect, just the physical symptoms. Does anyone know what the cause of this might be(temporary memory loss)? It seems strange because from what we have learned in lecture that type of condition has a pretty serious effect on the memory. #00154462 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From stephenmadsen@hotmail.com Thu, 16 Nov 2000 20:09:12 GMT Date: Thu, 16 Nov 2000 20:09:12 GMT From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] Process based, instance theory and addiction I took a class at my other university about addictions. The theories posed in this class are paralell to how addictions are formed. There is a cycle that one goes through to become addicted to something. As time goes on, this cycle becomes automatic. Remember when you learned to first tie your shoes? You had to think about it while executing the commands. Now you probably don't think twice when tie shoes. Addiction works in the same way. The loop in the process becomes very automatic. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From yellekb@yahoo.com Thu, 16 Nov 2000 13:00:11 -0800 (PST) Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] don't think about it I agree it is all the thinking about a certain thing that fouls up your performance. For example, when i used to play tennis if i thought too much about my serve, like the technique of it, i would miss my serve, but if i just got up there and let the process be automatic and smooth without to much thinking about it go in. Our body gets used to the rhythm and the motion that it can do it automatically. kelly stucki 00165065 --- RGeofam06@cs.com wrote: > I find it very interesting that once we have > repeated something enough, > thinking about it will only decrease performance. I > have seen this in > playing basketball; shooting foul shots is easy as > long as I don't think > about it too much. If I let the process be > automatic, then I'm not that bad > a shot; if I study the shot too much, however, it's > almost guaranteed that > I'll miss. > > Kyle > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From salari_ali@hotmail.com Thu, 16 Nov 2000 14:56:15 MST Date: Thu, 16 Nov 2000 14:56:15 MST From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Election With everything we have learned in this class I do not think hand counting is a better way to count. It seems there are so many distractions and other areas for error, I don't know if a hand count is going to be an accurate or fair way to elect our next President. However, the current system does not seem to keen either. >From: CatherineW123@aol.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] Election >Date: Wed, 15 Nov 2000 15:37:13 EST > >I heard that the problem with the machine count was that if the holes >weren't >completely punched the machine would push the paper back up and not count >them. This is why I thought they wanted a hand count. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From salari_ali@hotmail.com Thu, 16 Nov 2000 15:02:04 MST Date: Thu, 16 Nov 2000 15:02:04 MST From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Election This whole system seems so outdated. We can do all sorts of incredible technical stuff but we cannot perform a single election. It makes me wonder how many other states are screwed up and how may past elections were inaccurate. It seems a simple way to get around all this would be a computer based election. Have a monitor with the different candidates pictures on the screen. All you have to do is touch the candidate you want to vote for and continue to the next screen and the next set of candidates. I don't know all the election laws and this may be too simple, but I think it may work. >From: Kristin Ward <kw3217@csbs.utah.edu> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Election >Date: Tue, 14 Nov 2000 14:08:34 -700 > >In order to relate the recent political mess to what we are studying in >class, consider: > >In what way (if any) did human error affect the election? > >If you were the human factors engineer for the ballot system, how would you >have designed it? > > > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From salari_ali@hotmail.com Thu, 16 Nov 2000 15:10:28 MST Date: Thu, 16 Nov 2000 15:10:28 MST From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Process based, instance theory and addiction This theory about addiction seems sort of simplistic. I assume there are a lot physiological conditions that go along with addictions. I am sure you are paraphrasing, but it raises an interesting point. I have always wondered about alcoholism being a disease or an addiction. I don't know if the two can be seperated. >From: "stephen madsen" <stephenmadsen@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Process based, instance theory and addiction >Date: Thu, 16 Nov 2000 20:09:12 GMT > >I took a class at my other university about addictions. The theories posed >in this class are paralell to how addictions are formed. There is a cycle >that one goes through to become addicted to something. As time goes on, >this cycle becomes automatic. Remember when you learned to first tie your >shoes? You had to think about it while executing the commands. Now you >probably don't think twice when tie shoes. Addiction works in the same >way. > The loop in the process becomes very automatic. >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From salari_ali@hotmail.com Thu, 16 Nov 2000 15:14:05 MST Date: Thu, 16 Nov 2000 15:14:05 MST From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Getting older, getting dumber I missed this lecture. It sounds like it was one I should not have missed. Was it ever mentioned if this loss could be somehow linked to the development of Parkinson's or Alzheimer's. It seems that we would all eventually develop neurological disorders if this kept up. >From: "CAROLYN STORMS" <cstorms29@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Getting older, getting dumber >Date: Wed, 15 Nov 2000 23:11:27 > >I found it almost a relief when Dr. Strayer told us about losing our >neurons >on a continual basis after 20, not that I like that idea, but it sure >explains a lot for me. When I went back to school after my kids were older >and tried to study, I found it took me longer to memorize things and my >retention was not nearly as good when I was younger. I always thought my >brain had just atrophied over the years, but even after being back in >school >for a few years now, I find it still more difficult than when I was >younger. >Get the school thing over with while you're young. It's much easier that >way. > >Carolyn Storms >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From mikebaker13@yahoo.com Thu, 16 Nov 2000 19:05:56 -0800 (PST) Date: Thu, 16 Nov 2000 19:05:56 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] viral encephelitis When I was growing up I knew people that had viral encephelitis. One guy was my age. He was in the hospital for a month or so, but recovered very well. He lost a liitle bit of memory, he could not remember getting into the hospital. My neighbor was seriously impaired. She is now very slow, and has seizures frequently. Her memory was also effected. She can remember things from her early childhood, but things after about 10 years old are very foggy. I guess that the fever just cooks the brain away. Large segments of the brain are unable to function normally. Does this just sever communication or are the memories actually lost? __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From LPinkywater@aol.com Thu, 16 Nov 2000 22:24:57 EST Date: Thu, 16 Nov 2000 22:24:57 EST From: LPinkywater@aol.com LPinkywater@aol.com Subject: [Psych3120] Performance loss I am responding to Kyle's message about performance and concentration. I, too, play B-ball and have also noticed decreased performance while shooting free throws if I concentrate too hard beforehand (I hold the school record at my high school for the best freethrow percentage--girl's team). I also, think this relates to memorization and performance. I play the piano and have found that my performance on songs that I have 'memorized' are performed much better if I do not try to stress my mind out by going over certain measures in my head but just let it flow automatically. I think this works best when you are fully prepared and have practiced well. Michele From sjboyer23@hotmail.com Thu, 16 Nov 2000 21:33:22 MST Date: Thu, 16 Nov 2000 21:33:22 MST From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] Thurs discussion I think that there is such a need for both that it is amazing that it has been worked out this way. Some people seem to know how to figure something out but can't seem to explain it to anyone else. Where others seem to be able to explain things so that they make sense but have a hard time applying and using them. I think that the ones who write the bike assembly instructions are of the first case!:) >From: "Marci Sparks" <marcisparks@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Thurs discussion >Date: Mon, 13 Nov 2000 09:34:27 MST > >I found Thursdays discussion pretty interesting, especially the part about >declarative and procedual knowledge. I think that there are some people who >just seem to have more procedural knowledge and some people that have more >declarative knowledge. Let me know if I am not understanding this, but, my >brother in law is a mechanic and he seems to have a lot of "know how" or >procedural knowledge, but, not a lot of "know what" or declarative >knowledge. >Did I understand that correctly? >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From sjboyer23@hotmail.com Thu, 16 Nov 2000 21:43:35 MST Date: Thu, 16 Nov 2000 21:43:35 MST From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] children and learning I don't think you explained it quite correctly. I think that when we are born it is a lot of excess pathways and not nurons that are bodies eleminate. And it only eleminates the ones not in use. So the key is to keep the mind active in many differeant activities. That way we have a greater chance of keeping the pathways between the nurons that we already have! So that if damage ever happens to a part of the brain other pathways can be used to reroute the thought. >From: Corey Raemer <viper@xmission.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: Cognitive Psychology List <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] children and learning >Date: Wed, 15 Nov 2000 11:36:55 -0700 > >I am not sure if this is correct but I thought I read somewhere that it >is hypothesized that children can learn things faster because there >brains have many more neurons than that of an adult. When our brains >are formed and developing through adolescence there is an over abundance >of neurons. As time goes on and we develope our body eliminates a lot >of those neurons and pathways between them. We are basically born with >a brain which is more efficient but as time goes by our body realizes >its overkill and begins to reduce the # of neurons and pathways between >them to have no more, no less than needed. If only we could find away >to reverse this process and hang on to everything up there we were born >with. :) I am not sure if I represented this idea exactly how it is >but it would make sense that children can pick things up much faster >than adults if this is the case. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From sjboyer23@hotmail.com Thu, 16 Nov 2000 21:49:00 MST Date: Thu, 16 Nov 2000 21:49:00 MST From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] Fwd: to my friends: I thought this had a good message. I also wondered on a cognative sense if this were true in a sense. That we can never take away the stored memory of a hurt event? >From: "Daniel Boyer" <joedannyboy@hotmail.com> >To: carlapg13@yahoo.com, cappygab@yahoo.com, heidipg13@yahoo.com, >jerberjohnson@hotmail.com, howardthesam@hotmail.com, sjboyer23@hotmail.com >Subject: to my friends: >Date: Wed, 08 Nov 2000 20:36:51 MST > > >Hey this was sent to me and I thought it was awesome so yeah, read it and >stuff, it's short.-Dannyboy > > > >NAIL IN THE FENCE > >There once was a little boy who had a bad temper. >His Father gave him a >bag >of nails and told him that every time he lost his >temper, he must hammer >a >nail into the back of the fence. The first day the >boy had driven 37 >nails >into the fence. Over the next few weeks, as he >learned to control his >anger >the number of nails hammered daily gradually >dwindled down. He discovered >it >was easier to hold his temper than to drive those >nails into the fence. >Finally the day came when the boy didn't lose his >temper at all. He told >his >father about it and the father suggested that the >boy now pull out one >nail >for each day that he was able to hold his temper. >The days passed and the > >young boy was finally able to tell his father that >all the nails were >gone. >The father took his son by the hand and led him to >the fence. He said, >"You >have done well, my son, but look at the holes in the >fence. > The fence will never be the same. When you say >things in anger, they >leave a >scar just like this one. You can put a knife in a >man and draw it out. >It >won't matter how many times you say I'm sorry, the >wound is still there." >A >verbal wound is as bad as a physical one. Friends >are very rare jewels, >indeed. They make you smile and encourage you to >succeed. They lend an >ear, >they share words of praise and they always want to >open their hearts to >us." >It's National Friendship Week. Show your friends >how much you care. Send > >this to everyone you consider a FRIEND, even if it >means sending it back >to >the person who sent it to you. If it comes back to >you, then you'll know >you >have a circle of friends. HAPPY FRIENDSHIP WEEK TO >YOU!!!!!! YOU ARE MY >FRIEND AND I AM HONORED! Now send this to every >friend you have!! And to >your >family. This was sent to me. Please forgive me if I >have ever left a >hole in >your fence.... > > _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From rlovat2@hotmail.com Fri, 17 Nov 2000 07:32:24 GMT Date: Fri, 17 Nov 2000 07:32:24 GMT From: Rachel Marie Lovato rlovat2@hotmail.com Subject: [Psych3120] Side note about Jennifer: Hey y'all!! I had surgery on the 9th and have been confined to my bed-therefore I have been watching A LOT of TV...ANYWAY...as I was watching TV on Wednesday the 15th, Jennifer was on Oprah!! The topic was about human error and the consequences, and dealing with forgiveness!! It was really interesting!! I wish that I had known ahead of time and I could have let everyone know!! Thats all... Rachel Lovato _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From gtalebreza@shoutmail.com Thu, 16 Nov 2000 18:51:39 -0800 Date: Thu, 16 Nov 2000 18:51:39 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] election To those of you who are politically savvy, Perhaps Bush shouldn't have been so eager to "trust the people." ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From brockbeattie@yahoo.com Fri, 17 Nov 2000 08:07:10 -0800 (PST) Date: Fri, 17 Nov 2000 08:07:10 -0800 (PST) From: Brock Beattie brockbeattie@yahoo.com Subject: [Psych3120] Modes I have missed a few weeks in posting some emails. I hope that this is allright. I thought I heard him tell some one that we could make them up. Let me know if this is wrong. __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From jsd1022@yahoo.com Fri, 17 Nov 2000 11:41:00 -0800 (PST) Date: Fri, 17 Nov 2000 11:41:00 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] Modes It is not necessary to post one per week, however at the end of the semester you should have the equivalent of one per week so about 16 or 17. --- Brock Beattie <brockbeattie@yahoo.com> wrote: > I have missed a few weeks in posting some emails. I > hope that this is allright. I thought I heard him > tell some one that we could make them up. Let me > know > if this is wrong. > > __________________________________________________ > Do You Yahoo!? > Yahoo! Calendar - Get organized for the holidays! > http://calendar.yahoo.com/ > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From artemishae@yahoo.com Fri, 17 Nov 2000 15:16:39 -0800 (PST) Date: Fri, 17 Nov 2000 15:16:39 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] Election... i THINK THAT IF THE ELECTORAL COLLEGE IS GOING TO WORK THAT WAY, THEY OUGHT TO GIVE A CERTAIN PERCENTAGE OF ELECTORAL VOTES THAT COINCIDES WITH THE NUMBER OF POPULAR VOTES (EG. GORE GOT 50% AN BUSH GOT 50% OF A STATE THAT HAS 6 VOTES, THEY SHOULD EACH GET THREE VOTES --- Greg Leigh <gsl9@hotmail.com> wrote: > This is in response to Amber's question. As far as > I understand (please > correct me if I'm wrong), the electoral votes work > like this: Each state is > assigned a certain number of electoral votes that > they get. It is based on > population, and so mirrors the number of > representatives each state gets to > the House. So, for a state with a small population, > such as Utah, they only > get like 3 votes. A state such as Florida, gets 25, > California gets > something like 56. Except for 2 states, which have > certain county > exceptions, whichever candidate that wins the > popular vote in that certain > state gets all of the electoral votes of that state. > This gives each of the > states a say in who wins. The problem is, that if a > candidate wins the > popular vote by 1 vote in that certain state, or by > a million votes, he wins > the electoral votes. So, as in this election, Gore > could win the popular > vote, but having Bush win by one vote in Florida, he > gets all 25 of their > electoral votes, and could win the election. > Anyway, you must get 270 > electoral (a majority of electoral) votes to win. > Does that make sense? > > Greg > > > >From: "amber kresser" <ham070@hotmail.com> > >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: Re: [Psych3120] Election... > >Date: Mon, 13 Nov 2000 19:19:04 MST >> > >i have never been interested in politics, but i too > have been thinking > >about > >the electoral college. i am pretty confused on how > it works. when we vote, > >are we basically just voting for enough votes to > overide the electoral > >votes. does popular vote only make a difference if > there are enough to > >change the electoral? > >basically utah will always be republican with the > electoral right? so in > >order to change that vote would the popular vote > have to be more democratic > >than republican? > >sorry if i sound completely naive, but it would be > great if you could shed > >some light. this is the first time i have really > bothered to question it, i > >guess i should get with it. sorry. amber >> >> > >>From: Jon Lindberg <jonnyutah@mindspring.com> > >>Reply-To: psych3120@lists.csbs.utah.edu > >>To: psych3120@lists.csbs.utah.edu > >>Subject: [Psych3120] Election... > >>Date: Mon, 13 Nov 2000 12:49:46 -0700 > >> > >>I just wanted to add my two cents worth concerning > the election. I am > >>mainly disenchanted with the electoral college and > believe that it is an > >>out of date process for our nearly 220 year old > country. When the > >>electoral college was set up, it was because the > founding fathers saw > >>our democracy as "immature", meaning that it was > young. It was a > >>balance between the populous states, and those > small populations who > >>were expanding on the new nations western > frontier. However, now that > >>our population is in excess of 260 million, and we > occupy every corner > >>of this country, the electoal college is obsolete, > and the popular vote > >>is more applicable. Whew, I feel better now! > This message board can be > >>therapeutic, right? Jon > >> > >> > >>_______________________________________________ > >>Psych3120 mailing list > >>Psych3120@lists.csbs.utah.edu > >>http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > >_________________________________________________________________________ > >Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > >Share information about yourself, create your own > public profile at > >http://profiles.msn.com. >> >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From trichardson@acs.utah.edu Fri, 17 Nov 2000 16:50:48 -0700 Date: Fri, 17 Nov 2000 16:50:48 -0700 From: Tim Richardson trichardson@acs.utah.edu Subject: [Psych3120] Election If there going to use the electoral vote method, why not count each electoral vote separately? Utah has 6 electoral votes but can be split up according to each vote made by the electoral candidate. So Utah could be 3 electoral votes for republican, 3 for democrat or lopsided? Can any see a problem with that? From must_09@hotmail.com Fri, 17 Nov 2000 17:00:28 MST Date: Fri, 17 Nov 2000 17:00:28 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] learning Have any of you gone out and maybe found a new job or decided to take a class of a diffferent language? It seems to me that every time that I try something new like that, it takes me longer than it did when I was a child, perhaps it is only that when we become adults, we are aware of the time and egffort that goes into learning something new... _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From RGeofam06@cs.com Sat, 18 Nov 2000 00:23:51 EST Date: Sat, 18 Nov 2000 00:23:51 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] don't think about it Does anyone know how we can find out how many messages we have sent? I can't remember all of the messages that I've sent, but I know that it hasn't been sixteen yet. I'd like to know if I'm close yet. Kyle From ham070@hotmail.com Sat, 18 Nov 2000 02:11:46 MST Date: Sat, 18 Nov 2000 02:11:46 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] reply to dont think about it i kind of disagree. i was snowboarding the other day and we were sliding hand rails, i kept sliding off before the rail was over so i tried to visualize myself doing it before i tried again. it really helped, i do that a lot with snowboarding. if i am trying something new i just stand at the top of the jump and try to see the trick in my head or see myself doing it. it somehow makes it easier. another weird and probably unrelated thing, i remember a couple of years ago i was learnig 360's, i spent all day trying and couldnt get it around. that night i had a dream that i finally got it and the next day i had it as if i had been doing them forever. anyways, i just thought i would throw in my comments. keep sinking the foul shots, amber >From: RGeofam06@cs.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] don't think about it >Date: Wed, 15 Nov 2000 22:30:31 EST > >I find it very interesting that once we have repeated something enough, >thinking about it will only decrease performance. I have seen this in >playing basketball; shooting foul shots is easy as long as I don't think >about it too much. If I let the process be automatic, then I'm not that >bad >a shot; if I study the shot too much, however, it's almost guaranteed that >I'll miss. > > Kyle > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From gleim@uswest.net Sat, 18 Nov 2000 10:31:31 -0700 Date: Sat, 18 Nov 2000 10:31:31 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] don't think about it Kyle, to find out how many messages you've sent, just go to the class page and on the course sylubus you can click on the option to read previous postings, have it sorted by author and then you can count month by month how many postings you have done. There's probably a much easier way, but this is the way that I've been doing it. Heather -----Original Message----From: RGeofam06@cs.com <RGeofam06@cs.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Friday, November 17, 2000 10:24 PM Subject: Re: [Psych3120] don't think about it >Does anyone know how we can find out how many messages we have sent? I can't >remember all of the messages that I've sent, but I know that it hasn't been >sixteen yet. I'd like to know if I'm close yet. > > Kyle > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From dgrappe@bitcorp.net Sat, 18 Nov 00 10:49:12 -0700 Date: Sat, 18 Nov 00 10:49:12 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] Thurs discussion I have noticed the same thing. Some people have the "know how" and other people have more of the declarative skills. Maybe it is not that they have one or the other, but that people have practiced or have been trained a certain way. For example, parents having their kids read books all the time and never letting them doing anything else. Does that make sense? Subject: Sent: Received: From: Reply-To: To: Re: [Psych3120] Thurs discussion 11/18/20 7:33 PM 11/18/00 10:37 AM Seth Boyer, sjboyer23@hotmail.com PSYCH 3120, psych3120@lists.csbs.utah.edu PSYCH 3120, psych3120@lists.csbs.utah.edu I think that there is such a need for both that it is amazing that it has been worked out this way. Some people seem to know how to figure something out but can't seem to explain it to anyone else. Where others seem to be able to explain things so that they make sense but have a hard time applying and using them. I think that the ones who write the bike assembly instructions are of the first case!:) >From: "Marci Sparks" <marcisparks@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Thurs discussion >Date: Mon, 13 Nov 2000 09:34:27 MST > >I found Thursdays discussion pretty interesting, especially the part about >declarative and procedual knowledge. I think that there are some people who >just seem to have more procedural knowledge and some people that have more >declarative knowledge. Let me know if I am not understanding this, but, my >brother in law is a mechanic and he seems to have a lot of "know how" or >procedural knowledge, but, not a lot of "know what" or declarative >knowledge. >Did I understand that correctly? >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From Thurie@aol.com Sat, 18 Nov 2000 14:25:11 EST Date: Sat, 18 Nov 2000 14:25:11 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re: Postings to find out how many postings you have, you just need to go to the web and look at the grade section and it will tell you. From mikebaker13@yahoo.com Sat, 18 Nov 2000 11:36:39 -0800 (PST) Date: Sat, 18 Nov 2000 11:36:39 -0800 (PST) From: Mike and Kellie Baker mikebaker13@yahoo.com Subject: [Psych3120] visualization works I am currently teaching smoking cessation classes. I have 2 people in my class that really benefit from visualizing themselves as non smokers. The ones that do not do this have a much harder time quitting and staying strong. I was wondering if this is like processing information into the long term memory. These people are seeing themselves as non smokers every time the urge comes to smoke. It gets in the STM then gets transferred to the LTM. Could this explain it?? __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From CatherineW123@aol.com Sat, 18 Nov 2000 14:59:34 EST Date: Sat, 18 Nov 2000 14:59:34 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] don't think about it To check how many postings I have I go the class page and then grades. It is on there. From JRWoods@aol.com Sat, 18 Nov 2000 18:40:37 EST Date: Sat, 18 Nov 2000 18:40:37 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] Viral Encephalitis We had a patient a month ago with viral encephalitis. As you already noted the disease is caused by viral infection in the cerebro-spinal fluid. Encephalitis means edema, or swelling, of the brain. There is limited room within our hard skulls that the brain and fluid filled compartments don't already fill. When a trauma to the head or infection cause swelling great pressure is applied throughout the brain to alleviate individual pressure points. However pressure on the brain can impede certain function and in some cases cause paralysis, seizures, memory loss, or death. I wish I knew more. chris From beet@mstar2.net Sat, 18 Nov 2000 17:52:49 -0800 Date: Sat, 18 Nov 2000 17:52:49 -0800 From: Sarah Moore beet@mstar2.net Subject: [Psych3120] message board This is a multi-part message in MIME format. ------=_NextPart_000_000D_01C05188.5D83E160 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable with all the questions about the message board and the modes credit I am = now comfused. Are the messages on the message requierd for our grade or = if you just want the modes credit? Does it effect our grade at all? =20 Sarah ------=_NextPart_000_000D_01C05188.5D83E160 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>with all the questions about the = message board and=20 the modes credit I am now comfused.&nbsp; Are the messages on the = message=20 requierd for our grade or if you just want the modes credit?&nbsp; Does = it=20 effect our grade at all?&nbsp; </FONT></DIV> <DIV>&nbsp;</DIV> <DIV><FONT face=3DArial size=3D2>Sarah</FONT></DIV></BODY></HTML> ------=_NextPart_000_000D_01C05188.5D83E160-- From cstorms29@hotmail.com Sun, 19 Nov 2000 03:01:16 GMT Date: Sun, 19 Nov 2000 03:01:16 GMT From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] Visualization Amber, I too found that when I visualize something in my head like trying to slalom ski for example, it becomes easier. I've heard that top athletes do visualization quite a bit--that golfers will visualize hitting the ball, watching it fly through the air and where it lands and this improves their game. There must be something to this but I still don't understand how it works. Carolyn _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From thesaint@networld.com Sat, 18 Nov 2000 20:47:57 -0700 Date: Sat, 18 Nov 2000 20:47:57 -0700 From: Fred DeSanto thesaint@networld.com Subject: [Psych3120] Visualize I agree about doing a sport and starting with seeing yourself do it first before actually performing the sport. I golf alot and learned that I should see myself swing at the ball easily and watching the ball sail out in front of me. This does help and it sets up the concentration to perform the moves that will make it happen. I felt this was very helpful and I helped my children learn how to golf doing this same thought process. Try it, it works! D. Hutchins 00078355 psych3120-admin@lists.csbs.utah.edu wrote: > > > > > > > > > > > > > > Send Psych3120 mailing list submissions to psych3120@lists.csbs.utah.edu To subscribe or unsubscribe via the web, visit http://lists.csbs.utah.edu/listinfo.cgi/psych3120 or, via email, send a message with subject or body 'help' to psych3120-request@lists.csbs.utah.edu You can reach the person managing the list at psych3120-admin@lists.csbs.utah.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of Psych3120 digest..." Today's Topics: > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 1. 2. 3. 4. 5. 6. 7. 8. Re: Modes (J Doonan) Re: Election... (Kelly Symes) Election (Tim Richardson) learning (mike brooks) Re: don't think about it (rgeofam06@cs.com) reply to dont think about it (amber kresser) Re: don't think about it (The Gleim's) Re: Thurs discussion (Derrel and Magen Grappendorf) --__--__-Message: 1 Date: Fri, 17 Nov 2000 11:41:00 -0800 (PST) From: J Doonan <jsd1022@yahoo.com> Subject: Re: [Psych3120] Modes To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu It is not necessary to post one per week, however at the end of the semester you should have the equivalent of one per week so about 16 or 17. --- Brock Beattie <brockbeattie@yahoo.com> wrote: > I have missed a few weeks in posting some emails. I > hope that this is allright. I thought I heard him > tell some one that we could make them up. Let me > know > if this is wrong. > > __________________________________________________ > Do You Yahoo!? > Yahoo! Calendar - Get organized for the holidays! > http://calendar.yahoo.com/ > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ --__--__-Message: 2 Date: Fri, 17 Nov 2000 15:16:39 -0800 (PST) From: Kelly Symes <artemishae@yahoo.com> Subject: Re: [Psych3120] Election... To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu i THINK THAT IF THE ELECTORAL COLLEGE IS GOING TO WORK THAT WAY, THEY OUGHT TO GIVE A CERTAIN PERCENTAGE OF ELECTORAL VOTES THAT COINCIDES WITH THE NUMBER OF POPULAR VOTES (EG. GORE GOT 50% AN BUSH GOT 50% OF A > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > STATE THAT HAS 6 VOTES, THEY SHOULD EACH GET THREE VOTES --- Greg Leigh <gsl9@hotmail.com> wrote: > This is in response to Amber's question. As far as > I understand (please > correct me if I'm wrong), the electoral votes work > like this: Each state is > assigned a certain number of electoral votes that > they get. It is based on > population, and so mirrors the number of > representatives each state gets to > the House. So, for a state with a small population, > such as Utah, they only > get like 3 votes. A state such as Florida, gets 25, > California gets > something like 56. Except for 2 states, which have > certain county > exceptions, whichever candidate that wins the > popular vote in that certain > state gets all of the electoral votes of that state. > This gives each of the > states a say in who wins. The problem is, that if a > candidate wins the > popular vote by 1 vote in that certain state, or by > a million votes, he wins > the electoral votes. So, as in this election, Gore > could win the popular > vote, but having Bush win by one vote in Florida, he > gets all 25 of their > electoral votes, and could win the election. > Anyway, you must get 270 > electoral (a majority of electoral) votes to win. > Does that make sense? > > Greg > > > >From: "amber kresser" <ham070@hotmail.com> > >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: Re: [Psych3120] Election... > >Date: Mon, 13 Nov 2000 19:19:04 MST >> > >i have never been interested in politics, but i too > have been thinking > >about > >the electoral college. i am pretty confused on how > it works. when we vote, > >are we basically just voting for enough votes to > overide the electoral > >votes. does popular vote only make a difference if > there are enough to > >change the electoral? > >basically utah will always be republican with the > electoral right? so in > >order to change that vote would the popular vote > have to be more democratic > >than republican? > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >sorry if i sound completely naive, but it would be > great if you could shed > >some light. this is the first time i have really > bothered to question it, i > >guess i should get with it. sorry. amber >> >> > >>From: Jon Lindberg <jonnyutah@mindspring.com> > >>Reply-To: psych3120@lists.csbs.utah.edu > >>To: psych3120@lists.csbs.utah.edu > >>Subject: [Psych3120] Election... > >>Date: Mon, 13 Nov 2000 12:49:46 -0700 > >> > >>I just wanted to add my two cents worth concerning > the election. I am > >>mainly disenchanted with the electoral college and > believe that it is an > >>out of date process for our nearly 220 year old > country. When the > >>electoral college was set up, it was because the > founding fathers saw > >>our democracy as "immature", meaning that it was > young. It was a > >>balance between the populous states, and those > small populations who > >>were expanding on the new nations western > frontier. However, now that > >>our population is in excess of 260 million, and we > occupy every corner > >>of this country, the electoal college is obsolete, > and the popular vote > >>is more applicable. Whew, I feel better now! > This message board can be > >>therapeutic, right? Jon > >> > >> > >>_______________________________________________ > >>Psych3120 mailing list > >>Psych3120@lists.csbs.utah.edu > >>http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > >_________________________________________________________________________ > >Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > >Share information about yourself, create your own > public profile at > >http://profiles.msn.com. >> >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > _________________________________________________________________________ > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ --__--__-Message: 3 Date: Fri, 17 Nov 2000 16:50:48 -0700 From: Tim Richardson <trichardson@acs.utah.edu> To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Election Reply-To: psych3120@lists.csbs.utah.edu If there going to use the electoral vote method, why not count each electoral vote separately? Utah has 6 electoral votes but can be split up according to each vote made by the electoral candidate. So Utah could be 3 electoral votes for republican, 3 for democrat or lopsided? Can any see a problem with that? --__--__-Message: 4 From: "mike brooks" <must_09@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Fri, 17 Nov 2000 17:00:28 MST Subject: [Psych3120] learning Reply-To: psych3120@lists.csbs.utah.edu Have any of you gone out and maybe found a new job or decided to take a class of a diffferent language? It seems to me that every time that I try something new like that, it takes me longer than it did when I was a child, perhaps it is only that when we become adults, we are aware of the time and egffort that goes into learning something new... _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 5 From: RGeofam06@cs.com > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Date: Sat, 18 Nov 2000 00:23:51 EST Subject: Re: [Psych3120] don't think about it To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu Does anyone know how we can find out how many messages we have sent? I can't remember all of the messages that I've sent, but I know that it hasn't been sixteen yet. I'd like to know if I'm close yet. Kyle --__--__-Message: 6 From: "amber kresser" <ham070@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Sat, 18 Nov 2000 02:11:46 MST Subject: [Psych3120] reply to dont think about it Reply-To: psych3120@lists.csbs.utah.edu i kind of disagree. i was snowboarding the other day and we were sliding hand rails, i kept sliding off before the rail was over so i tried to visualize myself doing it before i tried again. it really helped, i do that a lot with snowboarding. if i am trying something new i just stand at the top of the jump and try to see the trick in my head or see myself doing it. it somehow makes it easier. another weird and probably unrelated thing, i remember a couple of years ago i was learnig 360's, i spent all day trying and couldnt get it around. that night i had a dream that i finally got it and the next day i had it as if i had been doing them forever. anyways, i just thought i would throw in my comments. keep sinking the foul shots, amber >From: RGeofam06@cs.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] don't think about it >Date: Wed, 15 Nov 2000 22:30:31 EST > >I find it very interesting that once we have repeated something enough, >thinking about it will only decrease performance. I have seen this in >playing basketball; shooting foul shots is easy as long as I don't think >about it too much. If I let the process be automatic, then I'm not that >bad >a shot; if I study the shot too much, however, it's almost guaranteed that >I'll miss. > > Kyle > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > --__--__-Message: 7 From: "The Gleim's" <gleim@uswest.net> To: <psych3120@lists.csbs.utah.edu> Subject: Re: [Psych3120] don't think about it Date: Sat, 18 Nov 2000 10:31:31 -0700 charset="iso-8859-1" Reply-To: psych3120@lists.csbs.utah.edu Kyle, to find out how many messages you've sent, just go to the class page and on the course sylubus you can click on the option to read previous postings, have it sorted by author and then you can count month by month how many postings you have done. There's probably a much easier way, but this is the way that I've been doing it. Heather -----Original Message----From: RGeofam06@cs.com <RGeofam06@cs.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Friday, November 17, 2000 10:24 PM Subject: Re: [Psych3120] don't think about it >Does anyone know how we can find out how many messages we have sent? I can't >remember all of the messages that I've sent, but I know that it hasn't been >sixteen yet. I'd like to know if I'm close yet. > > Kyle > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > --__--__-Message: 8 Subject: Re: [Psych3120] Thurs discussion Date: Sat, 18 Nov 00 10:49:12 -0700 From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> To: "PSYCH 3120" <psych3120@lists.csbs.utah.edu> Reply-To: psych3120@lists.csbs.utah.edu I have noticed the same thing. Some people have the "know how" and other people have more of the declarative skills. Maybe it is not that they have one or the other, but that people have practiced or have been trained a certain way. For example, parents having their kids read books all the time and never letting them doing anything else. Does that make sense? Subject: Re: [Psych3120] Thurs discussion > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Sent: Received: From: Reply-To: To: 11/18/20 7:33 PM 11/18/00 10:37 AM Seth Boyer, sjboyer23@hotmail.com PSYCH 3120, psych3120@lists.csbs.utah.edu PSYCH 3120, psych3120@lists.csbs.utah.edu I think that there is such a need for both that it is amazing that it has been worked out this way. Some people seem to know how to figure something out but can't seem to explain it to anyone else. Where others seem to be able to explain things so that they make sense but have a hard time applying and using them. I think that the ones who write the bike assembly instructions are of the first case!:) >From: "Marci Sparks" <marcisparks@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Thurs discussion >Date: Mon, 13 Nov 2000 09:34:27 MST > >I found Thursdays discussion pretty interesting, especially the part about >declarative and procedual knowledge. I think that there are some people who >just seem to have more procedural knowledge and some people that have more >declarative knowledge. Let me know if I am not understanding this, but, my >brother in law is a mechanic and he seems to have a lot of "know how" or >procedural knowledge, but, not a lot of "know what" or declarative >knowledge. >Did I understand that correctly? >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 --__--__-_______________________________________________ Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > End of Psych3120 Digest From thesaint@networld.com Sat, 18 Nov 2000 20:59:20 -0700 Date: Sat, 18 Nov 2000 20:59:20 -0700 From: Fred DeSanto thesaint@networld.com Subject: [Psych3120] Re: addictions There is a cycle that is formed when a person becomes addicted to self destructive behaviors. There is a trigger that will kick this cycle into action and the person will not even be aware that they are triggered. The trigger may be a smell, a face, the environment, or even something another person may be saying. The trigger is usually anything that will bring back thoughts, even subconscious thoughts of an event that was very unpleasant the the subject. The person then will act out on the trigger. It the person is an addict, it may be that it triggers the person to become upset or depressed and they start to think that they are a victim. This may lead to feelings of hoplessness, which in turn lead to taking a drug to numb out the feelings of depression. In treating a person with addictive behaviors, it is very important for the person to identify his/her cycle and be able to stop it before taking the drugs to numb. A lot of times, just identifing the trigger can help the person to stop the destruction. This usually cannot be done alone and the person must have therapy to go into a recovery mode. D. Hutchins 00078355 psych3120-admin@lists.csbs.utah.edu wrote: > > > > > > > > > > > > > > Send Psych3120 mailing list submissions to psych3120@lists.csbs.utah.edu To subscribe or unsubscribe via the web, visit http://lists.csbs.utah.edu/listinfo.cgi/psych3120 or, via email, send a message with subject or body 'help' to psych3120-request@lists.csbs.utah.edu You can reach the person managing the list at psych3120-admin@lists.csbs.utah.edu When replying, please edit your Subject line so it is more specific than "Re: Contents of Psych3120 digest..." Today's Topics: > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > 1. Process based, instance theory and addiction (stephen madsen) 2. Re: don't think about it (kelly stucki) 3. Re: Election (Ali Salari) 4. Re: Election (Ali Salari) 5. Re: Process based, instance theory and addiction (Ali Salari) 6. Re: Getting older, getting dumber (Ali Salari) 7. viral encephelitis (Mike and Kellie Baker) 8. Performance loss (lpinkywater@aol.com) 9. Re: Thurs discussion (Seth Boyer) 10. Re: children and learning (Seth Boyer) 11. Fwd: to my friends: (Seth Boyer) 12. Side note about Jennifer: (Rachel Marie Lovato) 13. election (Gloria Talebreza) 14. Modes (Brock Beattie) --__--__-Message: 1 From: "stephen madsen" <stephenmadsen@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Thu, 16 Nov 2000 20:09:12 GMT Subject: [Psych3120] Process based, instance theory and addiction Reply-To: psych3120@lists.csbs.utah.edu I took a class at my other university about addictions. The theories posed in this class are paralell to how addictions are formed. There is a cycle that one goes through to become addicted to something. As time goes on, this cycle becomes automatic. Remember when you learned to first tie your shoes? You had to think about it while executing the commands. Now you probably don't think twice when tie shoes. Addiction works in the same way. The loop in the process becomes very automatic. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 2 Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) From: kelly stucki <yellekb@yahoo.com> Subject: Re: [Psych3120] don't think about it To: psych3120@lists.csbs.utah.edu Reply-To: psych3120@lists.csbs.utah.edu I agree it is all the thinking about a certain thing that fouls up your performance. For example, when i used to play tennis if i thought too much about my serve, like the technique of it, i would miss my serve, but if i just got up there and let the process be automatic and smooth without to much thinking about it go in. Our body gets used to the rhythm and the motion that it can do it automatically. kelly stucki 00165065 --- RGeofam06@cs.com wrote: > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > I find it very interesting that once we have repeated something enough, thinking about it will only decrease performance. I have seen this in playing basketball; shooting foul shots is easy as long as I don't think about it too much. If I let the process be automatic, then I'm not that bad a shot; if I study the shot too much, however, it's almost guaranteed that I'll miss. Kyle _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ --__--__-Message: 3 From: "Ali Salari" <salari_ali@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Election Date: Thu, 16 Nov 2000 14:56:15 MST Reply-To: psych3120@lists.csbs.utah.edu With everything we have learned in this class I do not think hand counting is a better way to count. It seems there are so many distractions and other areas for error, I don't know if a hand count is going to be an accurate or fair way to elect our next President. However, the current system does not seem to keen either. >From: CatherineW123@aol.com >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] Election >Date: Wed, 15 Nov 2000 15:37:13 EST > >I heard that the problem with the machine count was that if the holes >weren't >completely punched the machine would push the paper back up and not count >them. This is why I thought they wanted a hand count. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 4 From: "Ali Salari" <salari_ali@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Election Date: Thu, 16 Nov 2000 15:02:04 MST Reply-To: psych3120@lists.csbs.utah.edu This whole system seems so outdated. We can do all sorts of incredible technical stuff but we cannot perform a single election. It makes me wonder how many other states are screwed up and how may past elections were inaccurate. It seems a simple way to get around all this would be a computer based election. Have a monitor with the different candidates pictures on the screen. All you have to do is touch the candidate you want to vote for and continue to the next screen and the next set of candidates. I don't know all the election laws and this may be too simple, but I think it may work. >From: Kristin Ward <kw3217@csbs.utah.edu> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Election >Date: Tue, 14 Nov 2000 14:08:34 -700 > >In order to relate the recent political mess to what we are studying in >class, consider: > >In what way (if any) did human error affect the election? > >If you were the human factors engineer for the ballot system, how would you >have designed it? > > > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 5 From: "Ali Salari" <salari_ali@hotmail.com> To: psych3120@lists.csbs.utah.edu > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Subject: Re: [Psych3120] Process based, instance theory and addiction Date: Thu, 16 Nov 2000 15:10:28 MST Reply-To: psych3120@lists.csbs.utah.edu This theory about addiction seems sort of simplistic. I assume there are a lot physiological conditions that go along with addictions. I am sure you are paraphrasing, but it raises an interesting point. I have always wondered about alcoholism being a disease or an addiction. I don't know if the two can be seperated. >From: "stephen madsen" <stephenmadsen@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Process based, instance theory and addiction >Date: Thu, 16 Nov 2000 20:09:12 GMT > >I took a class at my other university about addictions. The theories posed >in this class are paralell to how addictions are formed. There is a cycle >that one goes through to become addicted to something. As time goes on, >this cycle becomes automatic. Remember when you learned to first tie your >shoes? You had to think about it while executing the commands. Now you >probably don't think twice when tie shoes. Addiction works in the same >way. > The loop in the process becomes very automatic. >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 6 From: "Ali Salari" <salari_ali@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Getting older, getting dumber Date: Thu, 16 Nov 2000 15:14:05 MST Reply-To: psych3120@lists.csbs.utah.edu I missed this lecture. It sounds like it was one I should not have missed. Was it ever mentioned if this loss could be somehow linked to the development of Parkinson's or Alzheimer's. It seems that we would all eventually develop neurological disorders if this kept up. >From: "CAROLYN STORMS" <cstorms29@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: [Psych3120] Getting older, getting dumber > >Date: Wed, 15 Nov 2000 23:11:27 >> > >I found it almost a relief when Dr. Strayer told us about losing our > >neurons > >on a continual basis after 20, not that I like that idea, but it sure > >explains a lot for me. When I went back to school after my kids were older > >and tried to study, I found it took me longer to memorize things and my > >retention was not nearly as good when I was younger. I always thought my > >brain had just atrophied over the years, but even after being back in > >school > >for a few years now, I find it still more difficult than when I was > >younger. > >Get the school thing over with while you're young. It's much easier that > >way. >> > >Carolyn Storms > >_________________________________________________________________________________ ____ > >Get more from the Web. FREE MSN Explorer download : > >http://explorer.msn.com >> >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > > Share information about yourself, create your own public profile at > http://profiles.msn.com. > > --__--__-> > Message: 7 > Date: Thu, 16 Nov 2000 19:05:56 -0800 (PST) > From: Mike and Kellie Baker <mikebaker13@yahoo.com> > To: Psych Class posting board <psych3120@lists.csbs.utah.edu> > Subject: [Psych3120] viral encephelitis > Reply-To: psych3120@lists.csbs.utah.edu > > When I was growing up I knew people that had viral > encephelitis. One guy was my age. He was in the > hospital for a month or so, but recovered very well. > He lost a liitle bit of memory, he could not remember > getting into the hospital. My neighbor was seriously > impaired. She is now very slow, and has seizures > frequently. Her memory was also effected. She can > remember things from her early childhood, but things > after about 10 years old are very foggy. I guess that > the fever just cooks the brain away. Large segments of > the brain are unable to function normally. Does this > just sever communication or are the memories actually lost? > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ --__--__-Message: 8 From: LPinkywater@aol.com Date: Thu, 16 Nov 2000 22:24:57 EST To: <psych3120@lists.csbs.utah.edu> Subject: [Psych3120] Performance loss Reply-To: psych3120@lists.csbs.utah.edu I am responding to Kyle's message about performance and concentration. I, too, play B-ball and have also noticed decreased performance while shooting free throws if I concentrate too hard beforehand (I hold the school record at my high school for the best freethrow percentage--girl's team). I also, think this relates to memorization and performance. I play the piano and have found that my performance on songs that I have 'memorized' are performed much better if I do not try to stress my mind out by going over certain measures in my head but just let it flow automatically. I think this works best when you are fully prepared and have practiced well. Michele --__--__-Message: 9 From: "Seth Boyer" <sjboyer23@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] Thurs discussion Date: Thu, 16 Nov 2000 21:33:22 MST Reply-To: psych3120@lists.csbs.utah.edu I think that there is such a need for both that it is amazing that it has been worked out this way. Some people seem to know how to figure something out but can't seem to explain it to anyone else. Where others seem to be able to explain things so that they make sense but have a hard time applying and using them. I think that the ones who write the bike assembly instructions are of the first case!:) >From: "Marci Sparks" <marcisparks@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Thurs discussion >Date: Mon, 13 Nov 2000 09:34:27 MST > >I found Thursdays discussion pretty interesting, especially the part about >declarative and procedual knowledge. I think that there are some people who >just seem to have more procedural knowledge and some people that have more >declarative knowledge. Let me know if I am not understanding this, but, my >brother in law is a mechanic and he seems to have a lot of "know how" or >procedural knowledge, but, not a lot of "know what" or declarative >knowledge. >Did I understand that correctly? >_________________________________________________________________________ > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 10 From: "Seth Boyer" <sjboyer23@hotmail.com> To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] children and learning Date: Thu, 16 Nov 2000 21:43:35 MST Reply-To: psych3120@lists.csbs.utah.edu I don't think you explained it quite correctly. I think that when we are born it is a lot of excess pathways and not nurons that are bodies eleminate. And it only eleminates the ones not in use. So the key is to keep the mind active in many differeant activities. That way we have a greater chance of keeping the pathways between the nurons that we already have! So that if damage ever happens to a part of the brain other pathways can be used to reroute the thought. >From: Corey Raemer <viper@xmission.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: Cognitive Psychology List <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] children and learning >Date: Wed, 15 Nov 2000 11:36:55 -0700 > >I am not sure if this is correct but I thought I read somewhere that it >is hypothesized that children can learn things faster because there >brains have many more neurons than that of an adult. When our brains >are formed and developing through adolescence there is an over abundance >of neurons. As time goes on and we develope our body eliminates a lot >of those neurons and pathways between them. We are basically born with >a brain which is more efficient but as time goes by our body realizes >its overkill and begins to reduce the # of neurons and pathways between >them to have no more, no less than needed. If only we could find away >to reverse this process and hang on to everything up there we were born >with. :) I am not sure if I represented this idea exactly how it is >but it would make sense that children can pick things up much faster >than adults if this is the case. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 11 From: "Seth Boyer" <sjboyer23@hotmail.com> To: hgoldielocks@hotmail.com, psych3120@lists.csbs.utah.edu Date: Thu, 16 Nov 2000 21:49:00 MST Subject: [Psych3120] Fwd: to my friends: Reply-To: psych3120@lists.csbs.utah.edu I thought this had a good message. I also wondered on a cognative sense if this were true in a sense. That we can never take away the stored memory of a hurt event? >From: "Daniel Boyer" <joedannyboy@hotmail.com> >To: carlapg13@yahoo.com, cappygab@yahoo.com, heidipg13@yahoo.com, >jerberjohnson@hotmail.com, howardthesam@hotmail.com, sjboyer23@hotmail.com >Subject: to my friends: >Date: Wed, 08 Nov 2000 20:36:51 MST > > >Hey this was sent to me and I thought it was awesome so yeah, read it and >stuff, it's short.-Dannyboy > > > >NAIL IN THE FENCE > >There once was a little boy who had a bad temper. >His Father gave him a >bag >of nails and told him that every time he lost his >temper, he must hammer >a >nail into the back of the fence. The first day the >boy had driven 37 >nails >into the fence. Over the next few weeks, as he >learned to control his >anger >the number of nails hammered daily gradually >dwindled down. He discovered >it >was easier to hold his temper than to drive those >nails into the fence. >Finally the day came when the boy didn't lose his >temper at all. He told >his >father about it and the father suggested that the >boy now pull out one >nail > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > >for each day that he was able to hold his temper. >The days passed and the > >young boy was finally able to tell his father that >all the nails were >gone. >The father took his son by the hand and led him to >the fence. He said, >"You >have done well, my son, but look at the holes in the >fence. > The fence will never be the same. When you say >things in anger, they >leave a >scar just like this one. You can put a knife in a >man and draw it out. >It >won't matter how many times you say I'm sorry, the >wound is still there." >A >verbal wound is as bad as a physical one. Friends >are very rare jewels, >indeed. They make you smile and encourage you to >succeed. They lend an >ear, >they share words of praise and they always want to >open their hearts to >us." >It's National Friendship Week. Show your friends >how much you care. Send > >this to everyone you consider a FRIEND, even if it >means sending it back >to >the person who sent it to you. If it comes back to >you, then you'll know >you >have a circle of friends. HAPPY FRIENDSHIP WEEK TO >YOU!!!!!! YOU ARE MY >FRIEND AND I AM HONORED! Now send this to every >friend you have!! And to >your >family. This was sent to me. Please forgive me if I >have ever left a >hole in >your fence.... > > _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 12 > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > From: "Rachel Marie Lovato" <rlovat2@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Fri, 17 Nov 2000 07:32:24 GMT Subject: [Psych3120] Side note about Jennifer: Reply-To: psych3120@lists.csbs.utah.edu Hey y'all!! I had surgery on the 9th and have been confined to my bed-therefore I have been watching A LOT of TV...ANYWAY...as I was watching TV on Wednesday the 15th, Jennifer was on Oprah!! The topic was about human error and the consequences, and dealing with forgiveness!! It was really interesting!! I wish that I had known ahead of time and I could have let everyone know!! Thats all... Rachel Lovato _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. --__--__-Message: 13 Date: Thu, 16 Nov 2000 18:51:39 -0800 To: psych3120@lists.csbs.utah.edu From: Gloria Talebreza <gtalebreza@shoutmail.com> Cc: Subject: [Psych3120] election Reply-To: psych3120@lists.csbs.utah.edu To those of you who are politically savvy, Perhaps Bush shouldn't have been so eager to "trust the people." ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant --__--__-Message: 14 Date: Fri, 17 Nov 2000 08:07:10 -0800 (PST) From: Brock Beattie <brockbeattie@yahoo.com> To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Modes Reply-To: psych3120@lists.csbs.utah.edu I have missed a few weeks in posting some emails. I hope that this is allright. I thought I heard him tell some one that we could make them up. Let me know if this is wrong. __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ --__--__-- > > > > > > _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 End of Psych3120 Digest From CatherineW123@aol.com Sat, 18 Nov 2000 23:03:48 EST Date: Sat, 18 Nov 2000 23:03:48 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] message board I didn't think that the message board affected our grades at all. I think it is just for the people who need the mode of learning credit. From gtalebreza@shoutmail.com Sat, 18 Nov 2000 19:05:49 -0800 Date: Sat, 18 Nov 2000 19:05:49 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] golf I am learning to play golf as well, thanks for the tip! Do you visualize every aspect of the swing separately(correct posture, etc.) or just the entire motion? Gloria ______________________________________ I agree about doing a sport and starting with seeing yourself do it first before actually performing the sport. I golf alot and learned that I should see myself swing at the ball easily and watching the ball sail out in front of me. This does help and it sets up the concentration to perform the moves that will make it happen. I felt this was very helpful and I helped my children learn how to golf doing this same thought process. Try it, it works! D. Hutchins 00078355 ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From gtalebreza@shoutmail.com Sun, 19 Nov 2000 04:08:28 -0800 Date: Sun, 19 Nov 2000 04:08:28 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] question Would someone please give me a brief definition for procedural knowledge and declarative knowledge? I missed that class. Thank you! ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From must_09@hotmail.com Sun, 19 Nov 2000 11:33:46 MST Date: Sun, 19 Nov 2000 11:33:46 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] why think? I found the topic on tuesday interesting, I went to the gym as I usuallyt do after school and before work and thought about the form in which I usually workout with and tried to think about it and found that it was really hard to do while paying so much attention to it..... _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From leximonroe@hotmail.com Sun, 19 Nov 2000 19:47:17 GMT Date: Sun, 19 Nov 2000 19:47:17 GMT From: Lexi Monroe leximonroe@hotmail.com Subject: [Psych3120] (no subject) Lexi Monroe Psych 3120 I was reading an article for another class that had to do with learning and some things got my attention. One of the theories is that development of the perceptual code is improved or enhanced through frequently repeated demonstrations. It serves as a reference point to which comparisons are made between the model's performance and that of the observer. This functional relationship between physical repetitive practice and learning through observation, this article claims, has received little attention in literature. Evidence has now been found that suggests observational learning and learning through physical practice do share some common characteristics for the acquiring of a timing task. More specifically, the contextual interference (CI) effect, which is seen in the physical practice, has also been seen within the observational learning paradigm. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From leximonroe@hotmail.com Sun, 19 Nov 2000 19:56:44 GMT Date: Sun, 19 Nov 2000 19:56:44 GMT From: Lexi Monroe leximonroe@hotmail.com Subject: [Psych3120] (no subject) Lexi Monroe Psych 3120 I learned the other day that corporations are using card games to help facilitate their learning organization regarding their job and to learn better communication. With these card games, the idea is to make it so the workers can link the information they are learning to a number of triggers. This will help the information to be retained or recalled more effectively. This goes with what we have learned in class about how it is much easier to remember something if there are multiple retrieval cues. This idea about linking to many triggers is similar to having many retrieval cues. In essence, triggers are like retrieval cues. Also with these card games, they have to learn to communicate their opinion and thoughts on the cards, which can be an icebreaker activity at the beginning of the training session. It helps the employees to learn about each other and to be more comfortable with communicating and sharing with each other. This effective communication can help any business be more successful. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From leximonroe@hotmail.com Sun, 19 Nov 2000 20:11:14 GMT Date: Sun, 19 Nov 2000 20:11:14 GMT From: Lexi Monroe leximonroe@hotmail.com Subject: [Psych3120] (no subject) Lexi Monroe Psych 3120 Weve learned that when people first acquire a skill, they vastly improve and then they don't improve at nearly as quick of a rate after the initial drastic improvement. This made me think, however, about conditioning with positive reinforcement. If one were to reward a person when they were still acquiring a skill after the initial quick improvement, I would think that logically they would improve at a faster rate because of the positive reinforcement. Many people learn effecitively through positive reinforcement and rewards. Look at children, they learn all the simple things such as grabbing things, sitting up, walking, etc a little bit because we are so happy and so positively reward them for their efforts. I'm not saying rewarding would always help stop the negative acceleration of learning, however, I do think rewards are very powerful and could sometimes help stop it. Just something to think about. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From Thurie@aol.com Sun, 19 Nov 2000 15:35:04 EST Date: Sun, 19 Nov 2000 15:35:04 EST From: Thurie@aol.com Thurie@aol.com Subject: [Psych3120] Re: For Gloria --part1_78.cda6048.27499378_boundary Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit Declaritive-"know that.". Long term factual memory, includes semantic and episodic memory. It is organized as a network(spreading activation) Procedural-"know how.". Knowledge of how to do things, it is important for skill acquisition. It is often difficult to articulate, and it is made up of propositions. This is directly from the class notes, I hope it is helpful. --part1_78.cda6048.27499378_boundary Content-Type: text/html; charset="US-ASCII" Content-Transfer-Encoding: 7bit <HTML><FONT SIZE=2>Declaritive-"know that.". Long term factual memory, includes semantic and <BR>episodic memory. It is organized as a network(spreading activation) <BR> <BR>Procedural-"know how.". Knowledge of how to do things, it is important for <BR>skill acquisition. It is often difficult to articulate, and it is made up of <BR>propositions. <BR> This is directly from the class notes, I hope it is helpful.</FONT></HTML> --part1_78.cda6048.27499378_boundary-- From ham070@hotmail.com Sun, 19 Nov 2000 17:04:16 MST Date: Sun, 19 Nov 2000 17:04:16 MST From: amber kresser ham070@hotmail.com Subject: [Psych3120] why think? i took a weight training class and the instructor said that the more we focus on what we are trying to build, the more we are likely to build up that section faster and with better results. i dont know if that falls along the same lines as what you are talking about, but i just thought i would comment. it seems like thinking about your form would make you more focused. >From: "mike brooks" <must_09@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] why think? >Date: Sun, 19 Nov 2000 11:33:46 MST > >I found the topic on tuesday interesting, I went to the gym as I usuallyt >do >after school and before work and thought about the form in which I usually >workout with and tried to think about it and found that it was really hard >to do while paying so much attention to it..... > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From jsd1022@yahoo.com Mon, 20 Nov 2000 05:58:14 -0800 (PST) Date: Mon, 20 Nov 2000 05:58:14 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] message board The messages we post (or don't post) do not effect our grade at all. They are only required if you want the modes of learning credit. If you want to recieve credit you must post approximately one message per week, so the equivalent of 16 or 17 by the end of the semester. Hope this helps. --- Sarah Moore <beet@mstar2.net> wrote: > with all the questions about the message board and > the modes credit I am now comfused. Are the > messages on the message requierd for our grade or if > you just want the modes credit? Does it effect our > grade at all? > > Sarah > __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From jpix@networld.com Mon, 20 Nov 2000 08:11:26 -0700 Date: Mon, 20 Nov 2000 08:11:26 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] (no subject) I agree. Positive reinforcement serves to increase and maintain the response upon which it is contingent; what better way to accelerate and maintain learning? -----Original Message----From: "Lexi Monroe" <leximonroe@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Sun, 19 Nov 2000 20:11:14 GMT Subject: [Psych3120] (no subject) >Lexi Monroe >Psych 3120 > >Weve learned that when people first acquire a skill, they vastly >improve and >then they don't improve at nearly as quick of a rate after the initial >drastic improvement. This made me think, however, about conditioning >with >positive reinforcement. If one were to reward a person when they were >still >acquiring a skill after the initial quick improvement, I would think >that >logically they would improve at a faster rate because of the positive >reinforcement. Many people learn effecitively through positive >reinforcement and rewards. Look at children, they learn all the >simple >things such as grabbing things, sitting up, walking, etc a little bit >because we are so happy and so positively reward them for their >efforts. >I'm not saying rewarding would always help stop the negative >acceleration of >learning, however, I do think rewards are very powerful and could >sometimes >help stop it. Just something to think about. > > >______________________________________________________________________ >___ >Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From E.J.Dickerson@m.cc.utah.edu Mon, 20 Nov 2000 11:04:36 -0700 (MST) Date: Mon, 20 Nov 2000 11:04:36 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Are turkeys cognitive thinkers? Are turkeys cognitive thinkers? Can we apply the adaptive model for control of thought to the many birds that are destined for our thanksgiving feast? I think that many animals learn in ways that are similar to us. Animals need to have a specific way to process information in order survive in this wild world. Declarative memory is vital for survival. Working memory is necessary to form declarative memory. However, what about the productive memory element of the ACT model? I#m not sure that most turkeys live long enough to fully use the if this then that type of actions. It seems like experience is required in order to fully utilize the production element of the ACT. From kvrennie@hotmail.com Mon, 20 Nov 2000 12:06:16 MST Date: Mon, 20 Nov 2000 12:06:16 MST From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] election Okay. My husband and I have been debating this election chaos for weeks now. We talked about other ways the ballot could be designed. My husband is an Irish citizen, so he can vote in England. Apparently over there, they give you a sheet with pictures of the candidates, their party affiliation, their name and the office they are running for. Then, voters must make an X next to the candidate to vote for them. A slash is considered a mistake and will not be counted- both croses of the X must be present. This works well because people have to be very delibrate about it, and they have the picture to help them. I thought of doing an internet voting system, but then what happeneds when the computers crash and votes are lost? I have to believe that there is a better way of doing this. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From marcisparks@hotmail.com Mon, 20 Nov 2000 12:28:29 MST Date: Mon, 20 Nov 2000 12:28:29 MST From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] Rationality I've always heard that the thing that seperates humans from animals is their ability to reason, but, over the weekend I saw an interesting program on cognitive abilities of certain animals. It was interesting the level of activity that goes on in a dolphins brain, it showed that they have an amazing ability to learn, remember and even reason. The program indicated that dolphins are one of the few animals that don't always react according to instinct, at times they do in fact do things that would be best, despite what they instinctively may think to do. I found it really interesting, any other insights? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From kimcrocheron@mail.com Mon, 20 Nov 2000 14:39:10 -0500 (EST) Date: Mon, 20 Nov 2000 14:39:10 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] message board The message board only affects whether or not the modes of learning people get credit or not. We are required to have sixteen messages posted by the end of the semester in order to get the modes credit. However, it has been very helpful for studying and learning. ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From must_09@hotmail.com Mon, 20 Nov 2000 12:46:18 MST Date: Mon, 20 Nov 2000 12:46:18 MST From: mike brooks must_09@hotmail.com Subject: [Psych3120] (no subject) you know how earlier in the semster we were talking about how color is the waves that the objet does not absorb, I was wondering if anyone knew if it was the same way with taste and food????? _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. Share information about yourself, create your own public profile at http://profiles.msn.com. From yellekb@yahoo.com Mon, 20 Nov 2000 13:16:40 -0800 (PST) Date: Mon, 20 Nov 2000 13:16:40 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] election I agree that there needs to be a better way to count the votes. Unfortunately, I do not agree that computer votes are the answer. I think that someone could hack into the system and tamper with the votes. I do think that if there were some kind of computer to computer vote, that might work instead of using the internet. I think that adding pictures to the ballot might work, but how incapable are we? If you have studied the election and are familiar with the candidates it is not hard to know the names. I just think that this election has raised questions that really did not need to be raised. kelly stucki --- Kelly Rennie <kvrennie@hotmail.com> wrote: > Okay. My husband and I have been debating this > election chaos for weeks > now. We talked about other ways the ballot could be > designed. My husband > is an Irish citizen, so he can vote in England. > Apparently over there, they > give you a sheet with pictures of the candidates, > their party affiliation, > their name and the office they are running for. > Then, voters must make an X > next to the candidate to vote for them. A slash is > considered a mistake and > will not be counted- both croses of the X must be > present. This works well > because people have to be very delibrate about it, > and they have the picture > to help them. I thought of doing an internet voting > system, but then what > happeneds when the computers crash and votes are > lost? I have to believe > that there is a better way of doing this. > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > > > > > > > > > Share information about yourself, create your own public profile at http://profiles.msn.com. _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From denning_david@yahoo.com Mon, 20 Nov 2000 16:22:34 -0800 (PST) Date: Mon, 20 Nov 2000 16:22:34 -0800 (PST) From: david denning denning_david@yahoo.com Subject: [Psych3120] Process vs. Meomory based theories? In class thursday Dr. Strayer was talking about the two theories for what seemed to be a learning curve or power function learning in the notes. I could'nt seem to follow him. Is the difference in theories just that Anderson believes that we minimize steps and thus become faster and Logan believes we create new memories? I think they sound very similiar. Could some one explain this to me, I would very appreciative. __________________________________________________ Do You Yahoo!? Yahoo! Calendar - Get organized for the holidays! http://calendar.yahoo.com/ From ham070@hotmail.com Mon, 20 Nov 2000 18:32:57 -0700 Date: Mon, 20 Nov 2000 18:32:57 -0700 From: amber kresser ham070@hotmail.com Subject: [Psych3120] message board how do we go about checking our current grade for the modes credit? >From: Kim Crocheron <kimcrocheron@mail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] message board >Date: Mon, 20 Nov 2000 14:39:10 -0500 (EST) > >The message board only affects whether or not the modes of learning people >get credit or not. We are required to have sixteen messages posted by the >end of the semester in order to get the modes credit. However, it has been >very helpful for studying and learning. > > >........................................................ >iWon.com http://www.iwon.com why wouldn't you? >........................................................ > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From ham070@hotmail.com Mon, 20 Nov 2000 18:55:58 -0700 Date: Mon, 20 Nov 2000 18:55:58 -0700 From: amber kresser ham070@hotmail.com Subject: [Psych3120] Rationality i know of a study that was done in attempt to stop animal testing. the researcher wanted her university to stop the current testing on gorillas. she thought that if she could prove the animals had a sense of self, it would prove to be unethical to test on them. she monitored them for a couple weeks and got a feel for their personality, then in the last week she tested her hypothesis by sneaking into their cage while they were sleeping and putting a dab of red paint on their forehead. she had mirrors set up in their cage during the previous weeks. she thought that if they looked in the mirror and realized that they were staring back at themselves, they would also realize that something was different and try to wipe off the paint from their face. when they woke up, two of the gorillas walked around for a bit then looked in the mirror. they immediately realized that they had paint on their head and began cleaning it off. the third gorilla proved to be the problem, because each one had to wipe it off in order for it to work. she knew this third one was going to be a problem because in the prior weeks she had studied him and discovered that he was the sloppiest gorilla of the bunch, she said that the other gorillas were always picking up after him and when he would finish a meal he would leave his scraps all over the place while the others neatly put their scraps in a pile. when he finally woke up, he walked over to the mirror, stared at himself for a minute, then went about his own business. the other two followed him around trying to clean it off but he refused their help. needless to say, her study did not work as she hoped. but in a way it proved exactly what she wanted. the two gorillas did actually wipe the mark off, while the sloppy one could care less. this shows that each gorilla had a personality and each displayed a sense of self. i know its not exactly along the same lines, but i thought it was an interesting side note to how people dont give animals enough credit in terms of cognitive abilities. amber >From: "Marci Sparks" <marcisparks@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Rationality >Date: Mon, 20 Nov 2000 12:28:29 MST > >I've always heard that the thing that seperates humans from animals is >their >ability to reason, but, over the weekend I saw an interesting program on >cognitive abilities of certain animals. >It was interesting the level of activity that goes on in a dolphins brain, >it showed that they have an amazing ability to learn, remember and even >reason. >The program indicated that dolphins are one of the few animals that don't >always react according to instinct, at times they do in fact do things that >would be best, despite what they instinctively may think to do. >I found it really interesting, any other insights? >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From candyphi@hotmail.com Tue, 21 Nov 2000 02:13:34 -0000 Date: Tue, 21 Nov 2000 02:13:34 -0000 From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] stay healthy! I'm taking a food class right now and it's pretty interesting. I found out that multi-vitamin wasn't all that healthy for you. Some of the vitamin have inhibit action to the other and they go against each other also. I also watch on the news the other day saying that without taking multi-vitamin, you are still healthy. The best way to stay in a good shape is consumed your nutrition through healthy food. For example, eating tomatoes and garlic will decreased your hear disease risk. Each day you should taking in about 2500 calories for your basic need. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From candyphi@hotmail.com Tue, 21 Nov 2000 02:24:09 -0000 Date: Tue, 21 Nov 2000 02:24:09 -0000 From: candyphi nguyen candyphi@hotmail.com Subject: [Psych3120] infidelity! I'm doing a research paper now on cheating and blaming. Shockingly, almost half of our class says that they have been cheated before. And women is more likely to be blamed. In many other countries, women have no value and they would be stone to death if they commit adultery. It's scary how that can happened in today's society. In the case of Bill Clinton and Monica Lewinsky, there is only 20% of male say that Bill is #1 to be blame while 28% of females rate him as number 1. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From jefbruwid@excite.com Mon, 20 Nov 2000 18:42:49 -0800 (PST) Date: Mon, 20 Nov 2000 18:42:49 -0800 (PST) From: Jeff Widdison jefbruwid@excite.com Subject: [Psych3120] In resoponse to children and learning. I've taken two different development classes and I would think that this stuff would stick after all that studying. It didn't, so excuse me if what I am about to write is eroneous. In reference about children learning things faster, I have come to hear something different. Children learn "certain" things faster because of a couple reasons. One is brain plasticity or the ability for the brain to store a new skill without reliance on a previously learned one. Their brain is not prejudiced by pre-learned skills. Obviously a man at the age of 35 who is very compitent will learn to fly an airplane faster than a child of 4 years. We need to first specify what it is that children learn faster. When the skill can be obtained through accomodation, the more experience a person has, the faster they will learn. Accomodation is a combonation of assimilation and (I forget the other but I it is something on the line of...) new skill aquisition. When there is a new skill being learned that cannot be assimilated to a previously learned skill, and the fine motor skills are developed enough in a child, it may be easier for them because it is pure skill aquisition, whereas we would have trouble aquire the skill because we are trying to assimilate at the same time. Well, someone please add or correct if they see a fault in this explanation. This is something I was suppose to learn in both of those classes that I took, so that is why I took a shot at it. I believe it to be correct though. _______________________________________________________ Tired of slow Internet? Get @Home Broadband Internet http://www.home.com/xinbox/signup.html From jlallatin@yahoo.com Mon, 20 Nov 2000 18:47:19 -0800 (PST) Date: Mon, 20 Nov 2000 18:47:19 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] class pages I sometimes have that problem as well. My concern is about the modes credit. I am registered for it but there is no CR by my name. The ID number next to my name is also different than the one that I put on my test by one number. So, I guess we'll see. --- Fred DeSanto <thesaint@networld.com> wrote: > I don't know if anyone else is having this same > problem but I cannot > seem to get into the class pages very often. I try > in the morning, > afternoon and in the evening and 3 out of 5 times I > cannot get in. This > is very frustrating. I would like to print the > class lecture notes but > haven't been able to except for a few times. Is > anyone else > experiencing this problem? > > D. Hutchins > 00078355 > > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From jlallatin@yahoo.com Mon, 20 Nov 2000 19:04:21 -0800 (PST) Date: Mon, 20 Nov 2000 19:04:21 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] message board I agree that it has been very helpful;and interesting. I'm worried though that somehow some of us won't get the credit we signed up for because there is no CR next to our names where grades are posted. Do you know what the mixup is? --- Kim Crocheron <kimcrocheron@mail.com> wrote: > The message board only affects whether or not the > modes of learning people > get credit or not. We are required to have sixteen > messages posted by the > end of the semester in order to get the modes > credit. However, it has been > very helpful for studying and learning. > > > ........................................................ > > iWon.com http://www.iwon.com why wouldn't > you? > ........................................................ > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From artemishae@yahoo.com Mon, 20 Nov 2000 21:53:06 -0800 (PST) Date: Mon, 20 Nov 2000 21:53:06 -0800 (PST) From: Kelly Symes artemishae@yahoo.com Subject: [Psych3120] Re: addictions I was just wondering if anybody has taken any of the other modes of learning and what the other modes of learning involve. Are they all entirely different things? --- Fred DeSanto <thesaint@networld.com> wrote: > There is a cycle that is formed when a person > becomes addicted to self destructive > behaviors. There is a trigger that will kick this > cycle into action and the person will > not even be aware that they are triggered. The > trigger may be a smell, a face, the > environment, or even something another person may be > saying. The trigger is usually > anything that will bring back thoughts, even > subconscious thoughts of an event that was > very unpleasant the the subject. The person then > will act out on the trigger. It the > person is an addict, it may be that it triggers the > person to become upset or depressed > and they start to think that they are a victim. > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > This may lead to feelings of hoplessness, which in turn lead to taking a drug to numb out the feelings of depression. In treating a person with addictive behaviors, it is very important for the person to identify his/her cycle and be able to stop it before taking the drugs to numb. A lot of times, just identifing the trigger can help the person to stop the destruction. This usually cannot be done alone and the person must have therapy to go into a recovery mode. D. Hutchins 00078355 psych3120-admin@lists.csbs.utah.edu wrote: > Send Psych3120 mailing list submissions to > psych3120@lists.csbs.utah.edu > > To subscribe or unsubscribe via the web, visit > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > or, via email, send a message with subject or body 'help' to > psych3120-request@lists.csbs.utah.edu > You can reach the person managing the list at > psych3120-admin@lists.csbs.utah.edu > > When replying, please edit your Subject line so it is more specific than > "Re: Contents of Psych3120 digest..." > > Today's Topics: > > 1. Process based, instance theory and addiction (stephen madsen) > 2. Re: don't think about it (kelly stucki) > 3. Re: Election (Ali Salari) > 4. Re: Election (Ali Salari) > 5. Re: Process based, instance theory and addiction (Ali Salari) > 6. Re: Getting older, getting dumber (Ali Salari) > 7. viral encephelitis (Mike and Kellie Baker) > 8. Performance loss (lpinkywater@aol.com) > 9. Re: Thurs discussion (Seth Boyer) > 10. Re: children and learning (Seth Boyer) > 11. Fwd: to my friends: (Seth Boyer) > 12. Side note about Jennifer: (Rachel Marie Lovato) > 13. election (Gloria Talebreza) > 14. Modes (Brock Beattie) > > --__--__-> > Message: 1 > From: "stephen madsen" <stephenmadsen@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Date: Thu, 16 Nov 2000 20:09:12 GMT > > Subject: [Psych3120] Process based, instance > theory and addiction > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I took a class at my other university about > addictions. The theories posed > > in this class are paralell to how addictions are > formed. There is a cycle > > that one goes through to become addicted to > something. As time goes on, > > this cycle becomes automatic. Remember when you > learned to first tie your > > shoes? You had to think about it while executing > the commands. Now you > > probably don't think twice when tie shoes. > Addiction works in the same way. >> The loop in the process becomes very automatic. >> > _________________________________________________________________________ > > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > > Share information about yourself, create your own > public profile at > > http://profiles.msn.com. >> > > --__--__->> > > Message: 2 > > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > > From: kelly stucki <yellekb@yahoo.com> > > Subject: Re: [Psych3120] don't think about it > > To: psych3120@lists.csbs.utah.edu > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I agree it is all the thinking about a certain > thing > > that fouls up your performance. For example, when >i > > used to play tennis if i thought too much about my > > serve, like the technique of it, i would miss my > > serve, but if i just got up there and let the > process > > be automatic and smooth without to much thinking > about > > it go in. Our body gets used to the rhythm and > the > > motion that it can do it automatically. > > kelly stucki > > 00165065 > > --- RGeofam06@cs.com wrote: > > > I find it very interesting that once we have > > > repeated something enough, > > > thinking about it will only decrease > performance. I > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > have seen this in > > playing basketball; shooting foul shots is easy as > > long as I don't think > > about it too much. If I let the process be > > automatic, then I'm not that bad > > a shot; if I study the shot too much, however, it's > > almost guaranteed that > > I'll miss. >> >> Kyle >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > ===== > STUCKI POWER!!!!! > > __________________________________________________ > Do You Yahoo!? > Yahoo! Calendar - Get organized for the holidays! > http://calendar.yahoo.com/ > > --__--__-> > Message: 3 > From: "Ali Salari" <salari_ali@hotmail.com> > To: psych3120@lists.csbs.utah.edu > Subject: Re: [Psych3120] Election > Date: Thu, 16 Nov 2000 14:56:15 MST > Reply-To: psych3120@lists.csbs.utah.edu > > With everything we have learned in this class I do not think hand counting > is a better way to count. It seems there are so many distractions and other > areas for error, I don't know if a hand count is going to be an accurate or > fair way to elect our next President. However, the current system does not > seem to keen either. > > >From: CatherineW123@aol.com > >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: Re: [Psych3120] Election > >Date: Wed, 15 Nov 2000 15:37:13 EST >> > >I heard that the problem with the machine count was that if the holes > >weren't > >completely punched the machine would push the paper back up and not count > >them. This is why I thought they wanted a hand > count. >>> > > >_______________________________________________ > > >Psych3120 mailing list > > >Psych3120@lists.csbs.utah.edu > > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> > _________________________________________________________________________ > > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. >> > > Share information about yourself, create your own > public === message truncated === __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From kvrennie@hotmail.com Tue, 21 Nov 2000 08:08:27 -0700 Date: Tue, 21 Nov 2000 08:08:27 -0700 From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] modes This is the second modes class I have taken (you need 2 to get a psych degree) and they change depending upon who the instructor is. The first mode I took was research methods from Dr. Alexander. We recieved transcripts of a family therapy session. We had to code them based upon who was speaking and in what manner. It was not hard. At the end, we had to write an essay about it. Nothing much. As to credit for this modes, the CR will appear after your ID number after you have completed 17 messages or more. Kelly Rennie __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From jpix@networld.com Tue, 21 Nov 2000 08:34:42 -0700 Date: Tue, 21 Nov 2000 08:34:42 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] Re: addictions I took a modes of learning class for Research Methods with Dr. White. For the class we had to construct a mock research study, collaborate with our group, and do a formal APA style paper. It was very involved, but I thoroughly enjoyed it. It made me realize that I wanted to be a researcher. I would highly recommend Dr. White as a professor, too. Natalie Janovak -----Original Message----From: Kelly Symes <artemishae@yahoo.com> To: psych3120@lists.csbs.utah.edu Date: Mon, 20 Nov 2000 21:53:06 -0800 (PST) Subject: Re: [Psych3120] Re: addictions >I was just wondering if anybody has taken any of the >other modes of learning and what the other modes of >learning involve. Are they all entirely different >things? >--- Fred DeSanto <thesaint@networld.com> wrote: >> There is a cycle that is formed when a person >> becomes addicted to self destructive >> behaviors. There is a trigger that will kick this >> cycle into action and the person will >> not even be aware that they are triggered. The >> trigger may be a smell, a face, the >> environment, or even something another person may be >> saying. The trigger is usually >> anything that will bring back thoughts, even >> subconscious thoughts of an event that was >> very unpleasant the the subject. The person then >> will act out on the trigger. It the >> person is an addict, it may be that it triggers the >> person to become upset or depressed >> and they start to think that they are a victim. >> This may lead to feelings of hoplessness, >> which in turn lead to taking a drug to numb out the >> feelings of depression. >> In treating a person with addictive behaviors, >> it is very important for the person to >> identify his/her cycle and be able to stop it before >> taking the drugs to numb. A lot of >> times, just identifing the trigger can help the >> person to stop the destruction. This >> usually cannot be done alone and the person must >> have therapy to go into a recovery mode. >> >> D. Hutchins >> 00078355 >> >> psych3120-admin@lists.csbs.utah.edu wrote: >> >> > Send Psych3120 mailing list submissions to >> > psych3120@lists.csbs.utah.edu >> > >> > To subscribe or unsubscribe via the web, visit >> > >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > or, via email, send a message with subject or body >> 'help' to >> > psych3120-request@lists.csbs.utah.edu >> > You can reach the person managing the list at >> > psych3120-admin@lists.csbs.utah.edu >> > >> > When replying, please edit your Subject line so it >> is more specific than >> > "Re: Contents of Psych3120 digest..." >> > >> > Today's Topics: >> > >> > 1. Process based, instance theory and addiction >> (stephen madsen) >> > 2. Re: don't think about it (kelly stucki) >> > 3. Re: Election (Ali Salari) >> > 4. Re: Election (Ali Salari) >> > 5. Re: Process based, instance theory and >> addiction (Ali Salari) >> > 6. Re: Getting older, getting dumber (Ali >> Salari) >> > 7. viral encephelitis (Mike and Kellie Baker) >> > 8. Performance loss (lpinkywater@aol.com) >> > 9. Re: Thurs discussion (Seth Boyer) >> > 10. Re: children and learning (Seth Boyer) >> > 11. Fwd: to my friends: (Seth Boyer) >> > 12. Side note about Jennifer: (Rachel Marie >> Lovato) >> > 13. election (Gloria Talebreza) >> > 14. Modes (Brock Beattie) >> > >> > --__--__->> > >> > Message: 1 >> > From: "stephen madsen" <stephenmadsen@hotmail.com> >> > To: psych3120@lists.csbs.utah.edu >> > Date: Thu, 16 Nov 2000 20:09:12 GMT >> > Subject: [Psych3120] Process based, instance >> theory and addiction >> > Reply-To: psych3120@lists.csbs.utah.edu >> > >> > I took a class at my other university about >> addictions. The theories posed >> > in this class are paralell to how addictions are >> formed. There is a cycle >> > that one goes through to become addicted to >> something. As time goes on, >> > this cycle becomes automatic. Remember when you >> learned to first tie your >> > shoes? You had to think about it while executing >> the commands. Now you >> > probably don't think twice when tie shoes. >> Addiction works in the same way. >> > The loop in the process becomes very automatic. >> > >> >______________________________________________________________________ >___ >> > Get Your Private, Free E-mail from MSN Hotmail at >> http://www.hotmail.com. >> > >> > Share information about yourself, create your own >> public profile at >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> > http://profiles.msn.com. > > --__--__-> > Message: 2 > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > From: kelly stucki <yellekb@yahoo.com> > Subject: Re: [Psych3120] don't think about it > To: psych3120@lists.csbs.utah.edu > Reply-To: psych3120@lists.csbs.utah.edu > > I agree it is all the thinking about a certain thing > that fouls up your performance. For example, when i > used to play tennis if i thought too much about my > serve, like the technique of it, i would miss my > serve, but if i just got up there and let the process > be automatic and smooth without to much thinking about > it go in. Our body gets used to the rhythm and the > motion that it can do it automatically. > kelly stucki > 00165065 > --- RGeofam06@cs.com wrote: > > I find it very interesting that once we have > > repeated something enough, > > thinking about it will only decrease performance. I > > have seen this in > > playing basketball; shooting foul shots is easy as > > long as I don't think > > about it too much. If I let the process be > > automatic, then I'm not that bad > > a shot; if I study the shot too much, however, it's > > almost guaranteed that > > I'll miss. >> >> Kyle >> > > _______________________________________________ > > Psych3120 mailing list > > Psych3120@lists.csbs.utah.edu >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > ===== > STUCKI POWER!!!!! > > __________________________________________________ > Do You Yahoo!? > Yahoo! Calendar - Get organized for the holidays! > http://calendar.yahoo.com/ > >> > --__--__->> > >> > Message: 3 >> > From: "Ali Salari" <salari_ali@hotmail.com> >> > To: psych3120@lists.csbs.utah.edu >> > Subject: Re: [Psych3120] Election >> > Date: Thu, 16 Nov 2000 14:56:15 MST >> > Reply-To: psych3120@lists.csbs.utah.edu >> > >> > With everything we have learned in this class I do >> not think hand counting >> > is a better way to count. It seems there are so >> many distractions and other >> > areas for error, I don't know if a hand count is >> going to be an accurate or >> > fair way to elect our next President. However, >> the current system does not >> > seem to keen either. >> > >> > >From: CatherineW123@aol.com >> > >Reply-To: psych3120@lists.csbs.utah.edu >> > >To: psych3120@lists.csbs.utah.edu >> > >Subject: Re: [Psych3120] Election >> > >Date: Wed, 15 Nov 2000 15:37:13 EST >> > > >> > >I heard that the problem with the machine count >> was that if the holes >> > >weren't >> > >completely punched the machine would push the >> paper back up and not count >> > >them. This is why I thought they wanted a hand >> count. >> > > >> > >_______________________________________________ >> > >Psych3120 mailing list >> > >Psych3120@lists.csbs.utah.edu >> > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > >> > >> >______________________________________________________________________ >___ >> > Get Your Private, Free E-mail from MSN Hotmail at >> http://www.hotmail.com. >> > >> > Share information about yourself, create your own >> public >=== message truncated === > > >__________________________________________________ >Do You Yahoo!? >Yahoo! Shopping - Thousands of Stores. Millions of Products. >http://shopping.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From jpix@networld.com Tue, 21 Nov 2000 08:47:13 -0700 Date: Tue, 21 Nov 2000 08:47:13 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] Rationality I agree with your point. I remember watching a program on the discovery channel in which a gorilla was adopted at birth by a Californian anthropologist. She wanted to study him to see if he could learn to self expression through signing. The gorilla grew up as a human infant would and picked up the sign language quickly. He could generate spontaneous comments through sign and he even had a sense of humour! Eventually the anthropologist lost her grant for the research and the gorilla was sent to the zoo to live. I think it was about 10 years later when the researcher met up with the gorilla again. She wanted to see if he could remember her and all that she taught him. She found that he had an amazing memory and picked up where he left off, with the exception of some time to practice what hasn't been used in years. The great apes are incredibly intelligent, in my opinion. Chimps have been found to use tools to get food (a twig to get termites in a hill), and have been witnessed to show grief upon the death of a family member of friend. I think they should be held in higher regard than they seem to be. Just my opinion. Natalie Janovak -----Original Message----From: "amber kresser" <ham070@hotmail.com> To: psych3120@lists.csbs.utah.edu Date: Mon, 20 Nov 2000 18:55:58 -0700 Subject: Re: [Psych3120] Rationality >i know of a study that was done in attempt to stop animal testing. the >researcher wanted her university to stop the current testing on >gorillas. >she thought that if she could prove the animals had a sense of self, >it >would prove to be unethical to test on them. she monitored them for a >couple >weeks and got a feel for their personality, then in the last week she >tested >her hypothesis by sneaking into their cage while they were sleeping >and >putting a dab of red paint on their forehead. she had mirrors set up >in >their cage during the previous weeks. she thought that if they looked >in the >mirror and realized that they were staring back at themselves, they >would >also realize that something was different and try to wipe off the >paint from >their face. > >when they woke up, two of the gorillas walked around for a bit then >looked >in the mirror. they immediately realized that they had paint on their >head >and began cleaning it off. the third gorilla proved to be the problem, >because each one had to wipe it off in order for it to work. she knew >this >third one was going to be a problem because in the prior weeks she had >studied him and discovered that he was the sloppiest gorilla of the >bunch, >she said that the other gorillas were always picking up after him and >when >he would finish a meal he would leave his scraps all over the place >while >the others neatly put their scraps in a pile. > >when he finally woke up, he walked over to the mirror, stared at >himself for >a minute, then went about his own business. the other two followed him >around trying to clean it off but he refused their help. needless to >say, >her study did not work as she hoped. but in a way it proved exactly >what she >wanted. the two gorillas did actually wipe the mark off, while the >sloppy >one could care less. this shows that each gorilla had a personality >and each >displayed a sense of self. i know its not exactly along the same >lines, but >i thought it was an interesting side note to how people dont give >animals >enough credit in terms of cognitive abilities. amber > >>From: "Marci Sparks" <marcisparks@hotmail.com> >>Reply-To: psych3120@lists.csbs.utah.edu >>To: psych3120@lists.csbs.utah.edu >>Subject: [Psych3120] Rationality >>Date: Mon, 20 Nov 2000 12:28:29 MST >> >>I've always heard that the thing that seperates humans from animals >is >>their >>ability to reason, but, over the weekend I saw an interesting program >on >>cognitive abilities of certain animals. >>It was interesting the level of activity that goes on in a dolphins >brain, >>it showed that they have an amazing ability to learn, remember and >even >>reason. >>The program indicated that dolphins are one of the few animals that >don't >>always react according to instinct, at times they do in fact do >things that >>would be best, despite what they instinctively may think to do. >>I found it really interesting, any other insights? >>_____________________________________________________________________ >____ >>Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >>Share information about yourself, create your own public profile at >>http://profiles.msn.com. >> >> >>_______________________________________________ >>Psych3120 mailing list >>Psych3120@lists.csbs.utah.edu >>http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > >______________________________________________________________________ >_______________ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From jpix@networld.com Tue, 21 Nov 2000 08:51:22 -0700 Date: Tue, 21 Nov 2000 08:51:22 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] election I personally feel safer having a computer count the votes than a biased person who gets tired and bored with the repetitive work. A computer is not biased. Natalie Janovak -----Original Message----From: kelly stucki <yellekb@yahoo.com> To: psych3120@lists.csbs.utah.edu Date: Mon, 20 Nov 2000 13:16:40 -0800 (PST) Subject: Re: [Psych3120] election >I agree that there needs to be a better way to count >the votes. Unfortunately, I do not agree that >computer votes are the answer. I think that someone >could hack into the system and tamper with the votes. >I do think that if there were some kind of computer to >computer vote, that might work instead of using the >internet. I think that adding pictures to the ballot >might work, but how incapable are we? If you have >studied the election and are familiar with the >candidates it is not hard to know the names. I just >think that this election has raised questions that >really did not need to be raised. >kelly stucki > >--- Kelly Rennie <kvrennie@hotmail.com> wrote: >> Okay. My husband and I have been debating this >> election chaos for weeks >> now. We talked about other ways the ballot could be >> designed. My husband >> is an Irish citizen, so he can vote in England. >> Apparently over there, they >> give you a sheet with pictures of the candidates, >> their party affiliation, >> their name and the office they are running for. >> Then, voters must make an X >> next to the candidate to vote for them. A slash is >> considered a mistake and >> will not be counted- both croses of the X must be >> present. This works well >> because people have to be very delibrate about it, >> and they have the picture >> to help them. I thought of doing an internet voting >> system, but then what >> happeneds when the computers crash and votes are >> lost? I have to believe >> that there is a better way of doing this. >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >> http://www.hotmail.com. >> >> Share information about yourself, create your own >> public profile at >> http://profiles.msn.com. >> >> >> _______________________________________________ >> Psych3120 mailing list >> Psych3120@lists.csbs.utah.edu >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > >===== >STUCKI POWER!!!!! > > > >__________________________________________________ >Do You Yahoo!? >Yahoo! Calendar - Get organized for the holidays! >http://calendar.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From jpix@networld.com Tue, 21 Nov 2000 08:56:14 -0700 Date: Tue, 21 Nov 2000 08:56:14 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] Are turkeys cognitive thinkers? I have a friend who runs the "turkey lab" at the University of Washington at Seattle. I vaguely remember him mentioning that they actually do have quite a bit of cognitive abilities. Wierd thought, huh? Natalie Janovak -----Original Message----From: E.J.Dickerson@m.cc.utah.edu To: psych3120@lists.csbs.utah.edu Date: Mon, 20 Nov 2000 11:04:36 -0700 (MST) Subject: [Psych3120] Are turkeys cognitive thinkers? > >Are turkeys cognitive thinkers? Can we apply the adaptive >model for control of thought to the many birds that are >destined for our thanksgiving feast? I think that many >animals learn in ways that are similar to us. Animals >need to have a specific way to process information in >order survive in this wild world. Declarative memory is >vital for survival. Working memory is necessary to form >declarative memory. However, what about the productive >memory element of the ACT model? I#m not sure that most >turkeys live long enough to fully use the if this then >that type of actions. It seems like experience is >required in order to fully utilize the production element >of the ACT. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From jpix@networld.com Tue, 21 Nov 2000 09:07:04 -0700 Date: Tue, 21 Nov 2000 09:07:04 -0700 From: Jeffrey Pixton jpix@networld.com Subject: [Psych3120] Re: addictions I have a little bit different take on addictive behaviors. I think that many times addictive behaviors are coping mechanisms. They can be used a a means for "escape" in a broad sense. I not so sure if the trigger is as important as the desire for "normalcy." I have much experience with clients with alcohol and drug addictions. One man said it best when encouraged to quit his meth habit. He was told that he would feel so much better if he quit meth. He said that meth is the only thing that makes him feel better. He was bitter to that counselor for trying to take away that one thing. His situation in life became based upon this desire to feel good and "normal" and meth became his way for achieving this feeling. Physical addiction plays a role in drugs and alcohol, but I think the psychological reinforcement of the drug, at least in this man's case, far outweighed the costs of doing the drug (i.e. arrest, rehab, alienation, homelessness). -----Original Message----From: Fred DeSanto <thesaint@networld.com> To: psych3120@lists.csbs.utah.edu Date: Sat, 18 Nov 2000 20:59:20 -0700 Subject: [Psych3120] Re: addictions >There is a cycle that is formed when a person becomes addicted to self >destructive >behaviors. There is a trigger that will kick this cycle into action >and the person will >not even be aware that they are triggered. The trigger may be a >smell, a face, the >environment, or even something another person may be saying. The >trigger is usually >anything that will bring back thoughts, even subconscious thoughts of >an event that was >very unpleasant the the subject. The person then will act out on the >trigger. It the >person is an addict, it may be that it triggers the person to become >upset or depressed >and they start to think that they are a victim. This may lead to >feelings of hoplessness, >which in turn lead to taking a drug to numb out the feelings of >depression. > In treating a person with addictive behaviors, it is very >important for the person to >identify his/her cycle and be able to stop it before taking the drugs >to numb. A lot of >times, just identifing the trigger can help the person to stop the >destruction. This >usually cannot be done alone and the person must have therapy to go >into a recovery mode. > >D. Hutchins >00078355 > >psych3120-admin@lists.csbs.utah.edu wrote: > >> Send Psych3120 mailing list submissions to >> psych3120@lists.csbs.utah.edu >> >> To subscribe or unsubscribe via the web, visit >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> or, via email, send a message with subject or body 'help' to >> psych3120-request@lists.csbs.utah.edu >> You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> >> When replying, please edit your Subject line so it is more specific >than >> "Re: Contents of Psych3120 digest..." >> >> Today's Topics: >> >> 1. Process based, instance theory and addiction (stephen madsen) >> 2. Re: don't think about it (kelly stucki) >> 3. Re: Election (Ali Salari) >> 4. Re: Election (Ali Salari) >> 5. Re: Process based, instance theory and addiction (Ali Salari) >> 6. Re: Getting older, getting dumber (Ali Salari) >> 7. viral encephelitis (Mike and Kellie Baker) >> 8. Performance loss (lpinkywater@aol.com) >> 9. Re: Thurs discussion (Seth Boyer) >> 10. Re: children and learning (Seth Boyer) >> 11. Fwd: to my friends: (Seth Boyer) >> 12. Side note about Jennifer: (Rachel Marie Lovato) >> 13. election (Gloria Talebreza) >> 14. Modes (Brock Beattie) >> >> --__--__->> >> Message: 1 >> From: "stephen madsen" <stephenmadsen@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Date: Thu, 16 Nov 2000 20:09:12 GMT >> Subject: [Psych3120] Process based, instance theory and addiction >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I took a class at my other university about addictions. The >theories posed >> in this class are paralell to how addictions are formed. There is a >cycle >> that one goes through to become addicted to something. As time goes >on, >> this cycle becomes automatic. Remember when you learned to first >tie your >> shoes? You had to think about it while executing the commands. Now >you >> probably don't think twice when tie shoes. Addiction works in the >same way. >> The loop in the process becomes very automatic. >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 2 >> Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) >> From: kelly stucki <yellekb@yahoo.com> >> Subject: Re: [Psych3120] don't think about it >> To: psych3120@lists.csbs.utah.edu >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I agree it is all the thinking about a certain thing >> that fouls up your performance. For example, when i >> used to play tennis if i thought too much about my >> serve, like the technique of it, i would miss my >> serve, but if i just got up there and let the process >> be automatic and smooth without to much thinking about >> it go in. Our body gets used to the rhythm and the >> motion that it can do it automatically. >> kelly stucki >> 00165065 >> --- RGeofam06@cs.com wrote: >> > I find it very interesting that once we have >> > repeated something enough, >> > thinking about it will only decrease performance. I >> > have seen this in >> > playing basketball; shooting foul shots is easy as >> > long as I don't think >> > about it too much. If I let the process be >> > automatic, then I'm not that bad >> > a shot; if I study the shot too much, however, it's >> > almost guaranteed that >> > I'll miss. >> > >> > Kyle >> > >> > _______________________________________________ >> > Psych3120 mailing list >> > Psych3120@lists.csbs.utah.edu >> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> ===== >> STUCKI POWER!!!!! >> >> __________________________________________________ >> Do You Yahoo!? >> Yahoo! Calendar - Get organized for the holidays! >> http://calendar.yahoo.com/ >> >> --__--__->> >> Message: 3 >> From: "Ali Salari" <salari_ali@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] Election >> Date: Thu, 16 Nov 2000 14:56:15 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> With everything we have learned in this class I do not think hand >counting >> is a better way to count. It seems there are so many distractions >and other >> areas for error, I don't know if a hand count is going to be an >accurate or >> fair way to elect our next President. However, the current system >does not >> seem to keen either. >> >> >From: CatherineW123@aol.com >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: psych3120@lists.csbs.utah.edu >> >Subject: Re: [Psych3120] Election >> >Date: Wed, 15 Nov 2000 15:37:13 EST >> > >> >I heard that the problem with the machine count was that if the >holes >> >weren't >> >completely punched the machine would push the paper back up and not >count >> >them. This is why I thought they wanted a hand count. >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__-- >> >> Message: 4 >> From: "Ali Salari" <salari_ali@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] Election >> Date: Thu, 16 Nov 2000 15:02:04 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> This whole system seems so outdated. We can do all sorts of >incredible >> technical stuff but we cannot perform a single election. It makes >me wonder >> how many other states are screwed up and how may past elections were >> inaccurate. >> It seems a simple way to get around all this would be a computer >based >> election. Have a monitor with the different candidates pictures on >the >> screen. All you have to do is touch the candidate you want to vote >for and >> continue to the next screen and the next set of candidates. I don't >know >> all the election laws and this may be too simple, but I think it may >work. >> >> >From: Kristin Ward <kw3217@csbs.utah.edu> >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: psych3120@lists.csbs.utah.edu >> >Subject: [Psych3120] Election >> >Date: Tue, 14 Nov 2000 14:08:34 -700 >> > >> >In order to relate the recent political mess to what we are >studying in >> >class, consider: >> > >> >In what way (if any) did human error affect the election? >> > >> >If you were the human factors engineer for the ballot system, how >would you >> >have designed it? >> > >> > >> > >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 5 >> From: "Ali Salari" <salari_ali@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] Process based, instance theory and >addiction >> Date: Thu, 16 Nov 2000 15:10:28 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> This theory about addiction seems sort of simplistic. I assume >there are a >> lot physiological conditions that go along with addictions. I am >sure you >> are paraphrasing, but it raises an interesting point. I have always >> wondered about alcoholism being a disease or an addiction. I don't >know if >> the two can be seperated. >> >> >From: "stephen madsen" <stephenmadsen@hotmail.com> >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: psych3120@lists.csbs.utah.edu >> >Subject: [Psych3120] Process based, instance theory and addiction >> >Date: Thu, 16 Nov 2000 20:09:12 GMT >> > >> >I took a class at my other university about addictions. The >theories posed >> >in this class are paralell to how addictions are formed. There is >a cycle >> >that one goes through to become addicted to something. As time >goes on, >> >this cycle becomes automatic. Remember when you learned to first >tie your >> >shoes? You had to think about it while executing the commands. >Now you >> >probably don't think twice when tie shoes. Addiction works in the >same >> >way. >> > The loop in the process becomes very automatic. >> >>_____________________________________________________________________ >____ >> >Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> > >> >Share information about yourself, create your own public profile at >> >http://profiles.msn.com. >> > >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 6 >> From: "Ali Salari" <salari_ali@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] Getting older, getting dumber >> Date: Thu, 16 Nov 2000 15:14:05 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I missed this lecture. It sounds like it was one I should not have >missed. >> Was it ever mentioned if this loss could be somehow linked to the >> development of Parkinson's or Alzheimer's. It seems that we would >all >> eventually develop neurological disorders if this kept up. >> >> >From: "CAROLYN STORMS" <cstorms29@hotmail.com> >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: psych3120@lists.csbs.utah.edu >> >Subject: [Psych3120] Getting older, getting dumber >> >Date: Wed, 15 Nov 2000 23:11:27 >> > >> >I found it almost a relief when Dr. Strayer told us about losing >our >> >neurons >> >on a continual basis after 20, not that I like that idea, but it >sure >> >explains a lot for me. When I went back to school after my kids >were older >> >and tried to study, I found it took me longer to memorize things >and my >> >retention was not nearly as good when I was younger. I always >thought my >> >brain had just atrophied over the years, but even after being back >in >> >school >> >for a few years now, I find it still more difficult than when I was >> >younger. >> >Get the school thing over with while you're young. It's much easier >that >> >way. >> > >> >Carolyn Storms >> >>_____________________________________________________________________ >________________ >> >Get more from the Web. FREE MSN Explorer download : >> >http://explorer.msn.com >> > >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 7 >> Date: Thu, 16 Nov 2000 19:05:56 -0800 (PST) >> From: Mike and Kellie Baker <mikebaker13@yahoo.com> >> To: Psych Class posting board <psych3120@lists.csbs.utah.edu> >> Subject: [Psych3120] viral encephelitis >> Reply-To: psych3120@lists.csbs.utah.edu >> >> When I was growing up I knew people that had viral >> encephelitis. One guy was my age. He was in the >> hospital for a month or so, but recovered very well. >> He lost a liitle bit of memory, he could not remember >> getting into the hospital. My neighbor was seriously >> impaired. She is now very slow, and has seizures >> frequently. Her memory was also effected. She can >> remember things from her early childhood, but things >> after about 10 years old are very foggy. I guess that >> the fever just cooks the brain away. Large segments of >> the brain are unable to function normally. Does this >> just sever communication or are the memories actually lost? >> >> __________________________________________________ >> Do You Yahoo!? >> Yahoo! Calendar - Get organized for the holidays! >> http://calendar.yahoo.com/ >> >> --__--__->> >> Message: 8 >> From: LPinkywater@aol.com >> Date: Thu, 16 Nov 2000 22:24:57 EST >> To: <psych3120@lists.csbs.utah.edu> >> Subject: [Psych3120] Performance loss >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I am responding to Kyle's message about performance and >concentration. I, >> too, play B-ball and have also noticed decreased performance while >shooting >> free throws if I concentrate too hard beforehand (I hold the school >record at >> my high school for the best freethrow percentage--girl's team). I >also, >> think this relates to memorization and performance. I play the >piano and >> have found that my performance on songs that I have 'memorized' are >performed >> much better if I do not try to stress my mind out by going over >certain >> measures in my head but just let it flow automatically. I think >this works >> best when you are fully prepared and have practiced well. >> >> Michele >> >> --__--__->> >> Message: 9 >> From: "Seth Boyer" <sjboyer23@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] Thurs discussion >> Date: Thu, 16 Nov 2000 21:33:22 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I think that there is such a need for both that it is amazing that >it has >> been worked out this way. Some people seem to know how to figure >something >> out but can't seem to explain it to anyone else. Where others seem >to be >> able to explain things so that they make sense but have a hard time >applying >> and using them. >> I think that the ones who write the bike assembly instructions >are of >> the first case!:) >> >> >From: "Marci Sparks" <marcisparks@hotmail.com> >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: psych3120@lists.csbs.utah.edu >> >Subject: [Psych3120] Thurs discussion >> >Date: Mon, 13 Nov 2000 09:34:27 MST >> > >> >I found Thursdays discussion pretty interesting, especially the >part about >> >declarative and procedual knowledge. I think that there are some >people who >> >just seem to have more procedural knowledge and some people that >have more >> >declarative knowledge. Let me know if I am not understanding this, >but, my >> >brother in law is a mechanic and he seems to have a lot of "know >how" or >> >procedural knowledge, but, not a lot of "know what" or declarative >> >knowledge. >> >Did I understand that correctly? >> >>_____________________________________________________________________ >____ >> >Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> > >> >Share information about yourself, create your own public profile at >> >http://profiles.msn.com. >> > >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 10 >> From: "Seth Boyer" <sjboyer23@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: Re: [Psych3120] children and learning >> Date: Thu, 16 Nov 2000 21:43:35 MST >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I don't think you explained it quite correctly. I think that when >we are >> born it is a lot of excess pathways and not nurons that are bodies >> eleminate. And it only eleminates the ones not in use. So the key >is to >> keep the mind active in many differeant activities. That way we >have a >> greater chance of keeping the pathways between the nurons that we >already >> have! So that if damage ever happens to a part of the brain other >pathways >> can be used to reroute the thought. >> >> >From: Corey Raemer <viper@xmission.com> >> >Reply-To: psych3120@lists.csbs.utah.edu >> >To: Cognitive Psychology List <psych3120@lists.csbs.utah.edu> >> >Subject: [Psych3120] children and learning >> >Date: Wed, 15 Nov 2000 11:36:55 -0700 >> > >> >I am not sure if this is correct but I thought I read somewhere >that it >> >is hypothesized that children can learn things faster because there >> >brains have many more neurons than that of an adult. When our >brains >> >are formed and developing through adolescence there is an over >abundance >> >of neurons. As time goes on and we develope our body eliminates a >lot >> >of those neurons and pathways between them. We are basically born >with >> >a brain which is more efficient but as time goes by our body >realizes >> >its overkill and begins to reduce the # of neurons and pathways >between >> >them to have no more, no less than needed. If only we could find >away >> >to reverse this process and hang on to everything up there we were >born >> >with. :) I am not sure if I represented this idea exactly how it >is >> >but it would make sense that children can pick things up much >faster >> >than adults if this is the case. >> > >> > >> >_______________________________________________ >> >Psych3120 mailing list >> >Psych3120@lists.csbs.utah.edu >> >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 11 >> From: "Seth Boyer" <sjboyer23@hotmail.com> >> To: hgoldielocks@hotmail.com, psych3120@lists.csbs.utah.edu >> Date: Thu, 16 Nov 2000 21:49:00 MST >> Subject: [Psych3120] Fwd: to my friends: >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I thought this had a good message. I also wondered on a cognative >sense if >> this were true in a sense. That we can never take away the stored >memory of >> a hurt event? >> >> >From: "Daniel Boyer" <joedannyboy@hotmail.com> >> >To: carlapg13@yahoo.com, cappygab@yahoo.com, heidipg13@yahoo.com, >> >jerberjohnson@hotmail.com, howardthesam@hotmail.com, >sjboyer23@hotmail.com >> >Subject: to my friends: >> >Date: Wed, 08 Nov 2000 20:36:51 MST >> > >> > >> >Hey this was sent to me and I thought it was awesome so yeah, read >it and >> >stuff, it's short.-Dannyboy >> > >> > >> > >> >NAIL IN THE FENCE >> > >> >There once was a little boy who had a bad temper. >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >> >His Father gave him a >bag >of nails and told him that every time he lost his >temper, he must hammer >a >nail into the back of the fence. The first day the >boy had driven 37 >nails >into the fence. Over the next few weeks, as he >learned to control his >anger >the number of nails hammered daily gradually >dwindled down. He discovered >it >was easier to hold his temper than to drive those >nails into the fence. >Finally the day came when the boy didn't lose his >temper at all. He told >his >father about it and the father suggested that the >boy now pull out one >nail >for each day that he was able to hold his temper. >The days passed and the > >young boy was finally able to tell his father that >all the nails were >gone. >The father took his son by the hand and led him to >the fence. He said, >"You >have done well, my son, but look at the holes in the >fence. > The fence will never be the same. When you say >things in anger, they >leave a >scar just like this one. You can put a knife in a >man and draw it out. >It >won't matter how many times you say I'm sorry, the >wound is still there." >A >verbal wound is as bad as a physical one. Friends >are very rare jewels, >indeed. They make you smile and encourage you to >succeed. They lend an >ear, >they share words of praise and they always want to >open their hearts to >us." >It's National Friendship Week. Show your friends >how much you care. Send > >this to everyone you consider a FRIEND, even if it >means sending it back >to >the person who sent it to you. If it comes back to >you, then you'll know >> >you >> >have a circle of friends. HAPPY FRIENDSHIP WEEK TO >> >YOU!!!!!! YOU ARE MY >> >FRIEND AND I AM HONORED! Now send this to every >> >friend you have!! And to >> >your >> >family. This was sent to me. Please forgive me if I >> >have ever left a >> >hole in >> >your fence.... >> > >> > >> >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 12 >> From: "Rachel Marie Lovato" <rlovat2@hotmail.com> >> To: psych3120@lists.csbs.utah.edu >> Date: Fri, 17 Nov 2000 07:32:24 GMT >> Subject: [Psych3120] Side note about Jennifer: >> Reply-To: psych3120@lists.csbs.utah.edu >> >> Hey y'all!! I had surgery on the 9th and have been confined to my >> bed-therefore I have been watching A LOT of TV...ANYWAY...as I was >watching >> TV on Wednesday the 15th, Jennifer was on Oprah!! The topic was >about human >> error and the consequences, and dealing with forgiveness!! It was >really >> interesting!! I wish that I had known ahead of time and I could have >let >> everyone know!! >> >> Thats all... Rachel Lovato >> >______________________________________________________________________ >___ >> Get Your Private, Free E-mail from MSN Hotmail at >http://www.hotmail.com. >> >> Share information about yourself, create your own public profile at >> http://profiles.msn.com. >> >> --__--__->> >> Message: 13 >> Date: Thu, 16 Nov 2000 18:51:39 -0800 >> To: psych3120@lists.csbs.utah.edu >> From: Gloria Talebreza <gtalebreza@shoutmail.com> >> Cc: >> Subject: [Psych3120] election >> Reply-To: psych3120@lists.csbs.utah.edu >> >> To those of you who are politically savvy, >> Perhaps Bush shouldn't have been so eager to "trust the people." >> >> >> >______________________________________________________________________ >> Shoutmail.com - Send a voice email, go to >http://shoutmail.com/instant >> >> --__--__->> >> Message: 14 >> Date: Fri, 17 Nov 2000 08:07:10 -0800 (PST) >> From: Brock Beattie <brockbeattie@yahoo.com> >> To: psych3120@lists.csbs.utah.edu >> Subject: [Psych3120] Modes >> Reply-To: psych3120@lists.csbs.utah.edu >> >> I have missed a few weeks in posting some emails. I >> hope that this is allright. I thought I heard him >> tell some one that we could make them up. Let me know >> if this is wrong. >> >> __________________________________________________ >> Do You Yahoo!? >> Yahoo! Calendar - Get organized for the holidays! >> http://calendar.yahoo.com/ >> >> --__--__->> >> _______________________________________________ >> Psych3120 mailing list >> Psych3120@lists.csbs.utah.edu >> http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> >> End of Psych3120 Digest > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ********************************* Get your free E-Mail and Homepage Go to http://www.networld.com ********************************* From amberbarker@hotmail.com Tue, 21 Nov 2000 16:23:36 Date: Tue, 21 Nov 2000 16:23:36 From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Mental Representations The example at the end of the lecture notes is so interesting about mental representations. The example is a car for $5000 or $7000 and a house for $155000. or $157,000. Most people would say that the house offer is a better deal or that there isn't much difference between $155,000 and $157,000 because it just doesn't seem that way. But the truth is that both prices of the car and house differ by $2000, but because in our minds the prices with the house make is seem like so much less and a smaller difference. A. Barker 00067868 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From amberbarker@hotmail.com Tue, 21 Nov 2000 16:26:56 Date: Tue, 21 Nov 2000 16:26:56 From: amber barker amberbarker@hotmail.com Subject: [Psych3120] Anchoring Heuristic In the lecture notes, the Car for Sale example was very interesting. When you put less desirable traits at the top of the list, the car seems worse because according to anchoring heuristic, when you are given a series of information, you give more weight to early evidence in the sequence. When you changed the example around and put the positive attributes at the front or early on in the car list, the car seems more desirable because of the above mentioned. How interesting and helpful to know! A. Barker 00067868 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From ilikeduplos@hotmail.com Tue, 21 Nov 2000 10:03:49 -0700 Date: Tue, 21 Nov 2000 10:03:49 -0700 From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] visualizing In response to the person who talked about visualizing, I myself have tried this technique for many things. For instance in sports when I have wanted to do real well I usually tried to sit down and visualize the process of the action that I wanted to perform. This helps me to see the action, interpret it and picture the successful outcome. I guess it's sort of like, "Be the ball" hehe Erica __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From E.J.Dickerson@m.cc.utah.edu Tue, 21 Nov 2000 10:11:06 -0700 (MST) Date: Tue, 21 Nov 2000 10:11:06 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Butterfly ballot Why would people design a ballot that could potientally be confusing to some voters? It is possible that this ballot could be filled out properly, however, if voters were in a rush they could make a mistake. It seems clear that the county responsible for using the butterfly ballot needs to select a different form next time. Most votes have most likely cast their vote for the person they intended to, but with the media creating so many questions everybody seem to be questioning if they voted properly. Human memories can be altered in a way that causes people to change their original recollection of exactly how they did vote and if they punched the wrong chad. From ilikeduplos@hotmail.com Tue, 21 Nov 2000 10:18:05 -0700 Date: Tue, 21 Nov 2000 10:18:05 -0700 From: Erica Fleming ilikeduplos@hotmail.com Subject: [Psych3120] animals thoughts I wanted to respond to what Marci said about animals cognition and expand on it a little. First of all I saw this show that looked at how animals interpret information, if they can sense or feel fear and also feel pain. I myself believe that animals are capable of all of these things. While watching the show it only reconfirmed my beliefs. The show explained a theory that larger animals tend to display more "human" like behaviors in regards to pain, fear and so forth. For instance cows that are at a slaughter houses can sense there is something wrong and if they are not put into specially designed caged areas (that are curved) then they will start to crowed each other, bunch up and cause a stampede of some sort. If the cows can look ahead and see danger then they will become anxious and will not move forward but if the path is a curved path then they are deceived and are lead into the slaughter house unknowing what will happen until they finally step in. I was amazed at the intelligence of these animals and began to feel strong feelings of sympathy. It almost looked like some of the cows were crying! How sad is that! It is interesting to wonder if larger animals feel more pain than say smaller animals. Also, how many of them realize what is happening to them? Are they just wandering around not knowing that death and danger can strike any moment or are animals aware of these things and try to stay alert to predators? Anyone have any ideas? Erica __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kwan_carrie@hotmail.com Tue, 21 Nov 2000 10:21:31 -0700 Date: Tue, 21 Nov 2000 10:21:31 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] Turkey and cognitive function I had a biology teacher that told us that eating turkey slows down cognitive functioning. He said there's something in the turkey's meat that causes certain chemical reactions, and that it is best not to eat turkey before you take a test. Does anyone know if this is true? You would assume that he knew what he was talking about since he's a biologist. But I'm not sure if I buy the turkey thing unless I can get more scientific backing for his argument. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kgriffin2001@yahoo.com Tue, 21 Nov 2000 09:27:25 -0800 (PST) Date: Tue, 21 Nov 2000 09:27:25 -0800 (PST) From: Karen Griffin kgriffin2001@yahoo.com Subject: [Psych3120] Rationality I believe animals have memories and can reason. I have a cat who does some strange things that can only be explained by her cognitive ability. A few years ago she was scared when some delivery men came to our house. I'm not sure what it was about them that scared her, but she hid for hours. To this day, whenever a repair or deliverly person comes to our house, she hides. She doesn't do this with family and friends. Also, she has learned to completely relax if she doesn't want to be moved. She sleeps at the foot of our bed and has learned over the years if she is totally relaxed, I can't move her with my feet. She has now translated this to anywhere she's sittly or laying. If she doesn't want to be moved, she goes totally limp and it's harder to pick her up! I would say that this is situational (not emperical) evidence that an animal can reason. I also want to chime in on learning as we age. I will admit that I am probably old enough to be your mother (at least some of you). I started this whole school thing about five years ago. According to some of the theories, my memory and ability to learn should be affected by this. I'm not sure I buy it completely. For the first time in my life I fully understand algebra! I think that most of my classes would have been more difficult when I was 20 than they are now. I realize that some of this could be that I am adding to life experience and therefore am building on knowledge that I already have, but the longer I go to school, the easier it has been for me to acquire new information and retain it. --- Marci Sparks <marcisparks@hotmail.com> wrote: > I've always heard that the thing that seperates > humans from animals is their > ability to reason, but, over the weekend I saw an > interesting program on > cognitive abilities of certain animals. > It was interesting the level of activity that goes > on in a dolphins brain, > it showed that they have an amazing ability to > learn, remember and even > reason. > The program indicated that dolphins are one of the > few animals that don't > always react according to instinct, at times they do > in fact do things that > would be best, despite what they instinctively may > think to do. > I found it really interesting, any other insights? > _________________________________________________________________________ > Get Your Private, Free E-mail from MSN Hotmail at > http://www.hotmail.com. > > Share information about yourself, create your own > public profile at > http://profiles.msn.com. > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From listonbr@yahoo.com Tue, 21 Nov 2000 11:08:56 -0800 (PST) Date: Tue, 21 Nov 2000 11:08:56 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] Re: [Psych3120] In response to Kelly's question yes, all Modes of learning differ, My last one that I took was 3905 and I had to write a big paper and two little papers, which coensided with my Abnormal Psych class, I have found that this has been the most helpful type of mode and it is not to demanding if you already have a pretty heavy load. Liston --- Kelly Symes <artemishae@yahoo.com> wrote: > I was just wondering if anybody has taken any of the > other modes of learning and what the other modes of > learning involve. Are they all entirely different > things? > --- Fred DeSanto <thesaint@networld.com> wrote: > > There is a cycle that is formed when a person > > becomes addicted to self destructive > > behaviors. There is a trigger that will kick this > > cycle into action and the person will > > not even be aware that they are triggered. The > > trigger may be a smell, a face, the > > environment, or even something another person may > be > > saying. The trigger is usually > > anything that will bring back thoughts, even > > subconscious thoughts of an event that was > > very unpleasant the the subject. The person then > > will act out on the trigger. It the > > person is an addict, it may be that it triggers > the > > person to become upset or depressed > > and they start to think that they are a victim. > > This may lead to feelings of hoplessness, > > which in turn lead to taking a drug to numb out > the > > feelings of depression. >> In treating a person with addictive behaviors, > > it is very important for the person to > > identify his/her cycle and be able to stop it > before > > taking the drugs to numb. A lot of > > times, just identifing the trigger can help the > > person to stop the destruction. This > > usually cannot be done alone and the person must > > have therapy to go into a recovery mode. >> > > D. Hutchins > > 00078355 >> > > psych3120-admin@lists.csbs.utah.edu wrote: >> > > > Send Psych3120 mailing list submissions to >>> psych3120@lists.csbs.utah.edu >>> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > To subscribe or unsubscribe via the web, visit >> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it > is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Process based, instance theory and addiction > (stephen madsen) >> 2. Re: don't think about it (kelly stucki) >> 3. Re: Election (Ali Salari) >> 4. Re: Election (Ali Salari) >> 5. Re: Process based, instance theory and > addiction (Ali Salari) >> 6. Re: Getting older, getting dumber (Ali > Salari) >> 7. viral encephelitis (Mike and Kellie Baker) >> 8. Performance loss (lpinkywater@aol.com) >> 9. Re: Thurs discussion (Seth Boyer) >> 10. Re: children and learning (Seth Boyer) >> 11. Fwd: to my friends: (Seth Boyer) >> 12. Side note about Jennifer: (Rachel Marie > Lovato) >> 13. election (Gloria Talebreza) >> 14. Modes (Brock Beattie) >> > > --__--__->> > > Message: 1 > > From: "stephen madsen" <stephenmadsen@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Date: Thu, 16 Nov 2000 20:09:12 GMT > > Subject: [Psych3120] Process based, instance > theory and addiction > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I took a class at my other university about > addictions. The theories posed > > in this class are paralell to how addictions are > formed. There is a cycle > > that one goes through to become addicted to > something. As time goes on, > > this cycle becomes automatic. Remember when you > learned to first tie your > > shoes? You had to think about it while executing > > the commands. Now you > > > probably don't think twice when tie shoes. > > Addiction works in the same way. >>> The loop in the process becomes very > automatic. >>> >> > _________________________________________________________________________ > > > Get Your Private, Free E-mail from MSN Hotmail > at > > http://www.hotmail.com. >>> > > > Share information about yourself, create your > own > > public profile at > > > http://profiles.msn.com. >>> > > > --__--__->>> > > > Message: 2 > > > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > > > From: kelly stucki <yellekb@yahoo.com> > > > Subject: Re: [Psych3120] don't think about it > > > To: psych3120@lists.csbs.utah.edu > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > I agree it is all the thinking about a certain > > thing > > > that fouls up your performance. For example, > when >>i > > > used to play tennis if i thought too much about > my > > > serve, like the technique of it, i would miss my > > > serve, but if i just got up there and let the > > process > > > be automatic and smooth without to much thinking > > about > > > it go in. Our body gets used to the rhythm and > > the > > > motion that it can do it automatically. > > > kelly stucki > > > 00165065 > > > --- RGeofam06@cs.com wrote: > > > > I find it very interesting that once we have > > > > repeated something enough, > > > > thinking about it will only decrease > > performance. I > > > > have seen this in > > > > playing basketball; shooting foul shots is > easy > > as > > > > long as I don't think > > > > about it too much. If I let the process be > > > > automatic, then I'm not that bad > > > > a shot; if I study the shot too much, however, > > it's > > > > almost guaranteed that > > > > I'll miss. >>>> >>>> Kyle >>>> >>>> > _______________________________________________ > > > > Psych3120 mailing list > > > > Psych3120@lists.csbs.utah.edu >>>> > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >>> > > > ===== > > > STUCKI POWER!!!!! >>> >>> > __________________________________________________ > > > Do You Yahoo!? > > > Yahoo! Calendar - Get organized for the > holidays! > > > http://calendar.yahoo.com/ >>> > > > --__--__->>> > > > Message: 3 > > > From: "Ali Salari" <salari_ali@hotmail.com> > > > To: psych3120@lists.csbs.utah.edu > > > Subject: Re: [Psych3120] Election > > > Date: Thu, 16 Nov 2000 14:56:15 MST > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > With everything we have learned in this class I > do > > not think hand counting > > > is a better way to count. It seems there are so > > many distractions and other > > > areas for error, I don't know if a hand count is > > going to be an accurate or > > > fair way to elect our next President. However, > > the current system does not > > > seem to keen either. >>> > === message truncated === __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From listonbr@yahoo.com Tue, 21 Nov 2000 11:10:04 -0800 (PST) Date: Tue, 21 Nov 2000 11:10:04 -0800 (PST) From: s.brandon liston listonbr@yahoo.com Subject: [Psych3120] Re: [Psych3120] In response to Kelly's question yes, all Modes of learning differ, My last one that I took was 3905 and I had to write a big paper and two little papers, which coensided with my Abnormal Psych class, I have found that this has been the most helpful type of mode and it is not to demanding if you already have a pretty heavy load. Liston --- Kelly Symes <artemishae@yahoo.com> wrote: > I was just wondering if anybody has taken any of the > other modes of learning and what the other modes of > learning involve. Are they all entirely different > things? > --- Fred DeSanto <thesaint@networld.com> wrote: > > There is a cycle that is formed when a person > > becomes addicted to self destructive > > behaviors. There is a trigger that will kick this > > cycle into action and the person will > > not even be aware that they are triggered. The > > trigger may be a smell, a face, the > > environment, or even something another person may > be > > saying. The trigger is usually > > anything that will bring back thoughts, even > > subconscious thoughts of an event that was > > very unpleasant the the subject. The person then > > will act out on the trigger. It the > > person is an addict, it may be that it triggers > the > > person to become upset or depressed > > and they start to think that they are a victim. > > This may lead to feelings of hoplessness, > > which in turn lead to taking a drug to numb out > the > > feelings of depression. >> In treating a person with addictive behaviors, > > it is very important for the person to > > identify his/her cycle and be able to stop it > before > > taking the drugs to numb. A lot of > > times, just identifing the trigger can help the > > person to stop the destruction. This > > usually cannot be done alone and the person must > > have therapy to go into a recovery mode. >> > > D. Hutchins > > 00078355 >> > > psych3120-admin@lists.csbs.utah.edu wrote: >> > > > Send Psych3120 mailing list submissions to >>> psych3120@lists.csbs.utah.edu >>> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > To subscribe or unsubscribe via the web, visit >> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it > is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Process based, instance theory and addiction > (stephen madsen) >> 2. Re: don't think about it (kelly stucki) >> 3. Re: Election (Ali Salari) >> 4. Re: Election (Ali Salari) >> 5. Re: Process based, instance theory and > addiction (Ali Salari) >> 6. Re: Getting older, getting dumber (Ali > Salari) >> 7. viral encephelitis (Mike and Kellie Baker) >> 8. Performance loss (lpinkywater@aol.com) >> 9. Re: Thurs discussion (Seth Boyer) >> 10. Re: children and learning (Seth Boyer) >> 11. Fwd: to my friends: (Seth Boyer) >> 12. Side note about Jennifer: (Rachel Marie > Lovato) >> 13. election (Gloria Talebreza) >> 14. Modes (Brock Beattie) >> > > --__--__->> > > Message: 1 > > From: "stephen madsen" <stephenmadsen@hotmail.com> > > To: psych3120@lists.csbs.utah.edu > > Date: Thu, 16 Nov 2000 20:09:12 GMT > > Subject: [Psych3120] Process based, instance > theory and addiction > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I took a class at my other university about > addictions. The theories posed > > in this class are paralell to how addictions are > formed. There is a cycle > > that one goes through to become addicted to > something. As time goes on, > > this cycle becomes automatic. Remember when you > learned to first tie your > > shoes? You had to think about it while executing > > the commands. Now you > > > probably don't think twice when tie shoes. > > Addiction works in the same way. >>> The loop in the process becomes very > automatic. >>> >> > _________________________________________________________________________ > > > Get Your Private, Free E-mail from MSN Hotmail > at > > http://www.hotmail.com. >>> > > > Share information about yourself, create your > own > > public profile at > > > http://profiles.msn.com. >>> > > > --__--__->>> > > > Message: 2 > > > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > > > From: kelly stucki <yellekb@yahoo.com> > > > Subject: Re: [Psych3120] don't think about it > > > To: psych3120@lists.csbs.utah.edu > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > I agree it is all the thinking about a certain > > thing > > > that fouls up your performance. For example, > when >>i > > > used to play tennis if i thought too much about > my > > > serve, like the technique of it, i would miss my > > > serve, but if i just got up there and let the > > process > > > be automatic and smooth without to much thinking > > about > > > it go in. Our body gets used to the rhythm and > > the > > > motion that it can do it automatically. > > > kelly stucki > > > 00165065 > > > --- RGeofam06@cs.com wrote: > > > > I find it very interesting that once we have > > > > repeated something enough, > > > > thinking about it will only decrease > > performance. I > > > > have seen this in > > > > playing basketball; shooting foul shots is > easy > > as > > > > long as I don't think > > > > about it too much. If I let the process be > > > > automatic, then I'm not that bad > > > > a shot; if I study the shot too much, however, > > it's > > > > almost guaranteed that > > > > I'll miss. >>>> >>>> Kyle >>>> >>>> > _______________________________________________ > > > > Psych3120 mailing list > > > > Psych3120@lists.csbs.utah.edu >>>> > > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >>> > > > ===== > > > STUCKI POWER!!!!! >>> >>> > __________________________________________________ > > > Do You Yahoo!? > > > Yahoo! Calendar - Get organized for the > holidays! > > > http://calendar.yahoo.com/ >>> > > > --__--__->>> > > > Message: 3 > > > From: "Ali Salari" <salari_ali@hotmail.com> > > > To: psych3120@lists.csbs.utah.edu > > > Subject: Re: [Psych3120] Election > > > Date: Thu, 16 Nov 2000 14:56:15 MST > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > With everything we have learned in this class I > do > > not think hand counting > > > is a better way to count. It seems there are so > > many distractions and other > > > areas for error, I don't know if a hand count is > > going to be an accurate or > > > fair way to elect our next President. However, > > the current system does not > > > seem to keen either. >>> > === message truncated === __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From mobiaz@excite.com Tue, 21 Nov 2000 11:25:32 -0800 (PST) Date: Tue, 21 Nov 2000 11:25:32 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Rationality I was wondering if there have been any experiments done that deal with animals cognitive abilities compared to humans. I know that animals have abilities such as problem solving etc. However, what understanding is there of these abilities and do they follow the same processes that the corresponding abilities in humans follow. For example, my family has a cat that has figured out how to open a bedroom door to let herself out. I have also seen videos of animals who have figured out how to turn on and off lights using the switch. Any insight would be appreciated. Tyler Burnett _______________________________________________________ Tired of slow Internet? Get @Home Broadband Internet http://www.home.com/xinbox/signup.html From kimcrocheron@mail.com Tue, 21 Nov 2000 15:29:03 -0500 (EST) Date: Tue, 21 Nov 2000 15:29:03 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] Re: animals In response to the email posted about the mentioned that larger animals may be more What I wonder is does this apply to large large cats vs. smaller cats? Does anyone animals feeling pain. You humanlike and feel more pain. dogs versus smaller dogs? Or know? ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From kimcrocheron@mail.com Tue, 21 Nov 2000 15:49:12 -0500 (EST) Date: Tue, 21 Nov 2000 15:49:12 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] Re: Turkey My friend and I were just talking about the whole turkey issue and it making you tired. We both have heard this to be true and that turkey makes you tired. I know that this is not scientific backing and I cannot remember the name of the chemical in turkey, but there you go. ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From mismash1@hotmail.com Tue, 21 Nov 2000 14:46:23 -0700 Date: Tue, 21 Nov 2000 14:46:23 -0700 From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #197 - 8 msgs I was in class wondering this. It seems the model for performance based memory is not totally complete. It shows the power curve which accounts for general performance levels, but I wonder how performance actully works on a day to day, instant by instant basis. I Know there are some things in which I am quite good at. Despite that there are some instances where I perform at a level way below my peak. Performance, even for experts, seems to fluctuate quite a bit. How does the model we were show account for these kind of things. It can ever happen as quick as from one attempt to the next, although I find if I can succeed early on at the task I will usually continue to improve. CM __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From CatherineW123@aol.com Tue, 21 Nov 2000 17:25:16 EST Date: Tue, 21 Nov 2000 17:25:16 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Re: addictions I am taking another class with a modes of learning credit. The class is no different if you take the modes or not so the instructor said we might as well take the modes. From CatherineW123@aol.com Tue, 21 Nov 2000 17:27:14 EST Date: Tue, 21 Nov 2000 17:27:14 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] Turkey and cognitive function I have heard that turkey can make you sleepy, but I have never heard about it affecting your cognitive abilities. From jameshaymond@hotmail.com Tue, 21 Nov 2000 18:15:29 -0500 Date: Tue, 21 Nov 2000 18:15:29 -0500 From: james haymond jameshaymond@hotmail.com Subject: [Psych3120] Re: [Psych3120] Heuristics: I found the lecture interesting. I will definatly use the anchor heuristic when I sell my car. I have tried to sell it already, maybe listing it's good characteristics first will spark more interest or even get the dang thing sold. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From RUNNERS@cnmlaw.com Tue, 21 Nov 2000 14:25:12 -0700 Date: Tue, 21 Nov 2000 14:25:12 -0700 From: RUNNERS RUNNERS RUNNERS@cnmlaw.com Subject: [Psych3120] RE: modes I have taken the modes that goes along with Abnormal Psych. It was pretty easy. At the beginning of the class, we were given a video tape of a therapy session and had the entire semester to transcribe it. It was pretty simple. Clinton Thurgood From stephenmadsen@hotmail.com Wed, 22 Nov 2000 01:40:59 Date: Wed, 22 Nov 2000 01:40:59 From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] Turkey and cognitive functioning Have you ever noticed after eating turkey (especially at thanksgiving) that you are overcome by tiredness. There is a chemical in turkey called Triptophan. It is an ammino acid and will cause a sleepy feeling. So inessence you are performing at a lower cognitive level. Hope this answers your question. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From Marsha.Snow@m.cc.utah.edu Tue, 21 Nov 2000 20:22:44 -0700 (MST) Date: Tue, 21 Nov 2000 20:22:44 -0700 (MST) From: Marsha.Snow@m.cc.utah.edu Marsha.Snow@m.cc.utah.edu Subject: [Psych3120] aging and learning I am just like Marci. In high school I had to have a math tutor in order to get through my Algebra classes with C and Ds. At age 30, I went to college and had to take College Algebra. This time, however, I not only understood algebra, I aced the class with no problem. I also aced Calculus. I have always thought that between the time I was in high school and when I finally went to college I was building brain cells. If I was losing brain cells that whole time, what would account for the fact that I had such an easy time with these classes? Better teachers at Salt Lake Community College? From sjboyer23@hotmail.com Tue, 21 Nov 2000 21:03:10 -0700 Date: Tue, 21 Nov 2000 21:03:10 -0700 From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] infidelity! One thing that doesn't make sense to me is that if you were ever tempted to cheat with a married person, what kind of trust could you have in them? That person is trying to cheat on someone they are suspose to be committed to, so what are they going to do to you? I know of a couple that is married after he cheated on his first wife with her. Now you can tell the strain in the relationship because she doesn't trust him. How can she? He did it once before and he will do it again. Of coarse if either sex is going to cheat with some one like that then they get what they deserve! >From: "candyphi nguyen" <candyphi@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] infidelity! >Date: Tue, 21 Nov 2000 02:24:09 -0000 > >I'm doing a research paper now on cheating and blaming. Shockingly, almost >half of our class says that they have been cheated before. And women is >more likely to be blamed. In many other countries, women have no value and >they would be stone to death if they commit adultery. It's scary how that >can happened in today's society. In the case of Bill Clinton and Monica >Lewinsky, there is only 20% of male say that Bill is #1 to be blame while >28% of females rate him as number 1. >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From sjboyer23@hotmail.com Tue, 21 Nov 2000 21:08:18 -0700 Date: Tue, 21 Nov 2000 21:08:18 -0700 From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] Turkey and cognitive function I have heard that turkey will make you more tired, and ready to sleep. In fact there was a Seinfield show on using turkey and wine to make someone fall asleep. And we all know that if it is on T.V. (particularly Seinfield) it must be true. I don't know that that will help any but it was a try? >From: "Carrie Kwan" <kwan_carrie@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Turkey and cognitive function >Date: Tue, 21 Nov 2000 10:21:31 -0700 > >I had a biology teacher that told us that eating turkey slows down >cognitive >functioning. He said there's something in the turkey's meat that causes >certain chemical reactions, and that it is best not to eat turkey before >you >take a test. Does anyone know if this is true? You would assume that he >knew >what he was talking about since he's a biologist. But I'm not sure if I buy >the turkey thing unless I can get more scientific backing for his argument. >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From sjboyer23@hotmail.com Tue, 21 Nov 2000 21:12:46 -0700 Date: Tue, 21 Nov 2000 21:12:46 -0700 From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] Mental Representations Now I did miss class so I don't know if this was discussed but I think our minds have a good reason to look at those differences. A $2000 dollar difference in cars is a big difference in comparison to a $2000 dollar difference in a house. Those houses would be almost the same where the two cars would be significantly different. I hate to state the obvious but I thing that is one reason we have Mental Representations. >From: "amber barker" <amberbarker@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Mental Representations >Date: Tue, 21 Nov 2000 16:23:36 > >The example at the end of the lecture notes is so interesting about mental >representations. The example is a car for $5000 or $7000 and a house for >$155000. or $157,000. Most people would say that the house offer is a >better deal or that there isn't much difference between $155,000 and >$157,000 because it just doesn't seem that way. But the truth is that both >prices of the car and house differ by $2000, but because in our minds the >prices with the house make is seem like so much less and a smaller >difference. > >A. Barker >00067868 >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From dgrappe@bitcorp.net Tue, 21 Nov 00 22:04:20 -0700 Date: Tue, 21 Nov 00 22:04:20 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] Heuristics, The LSAT, The GRE, MCAT Today's lecture really got me thinking! When we were talking about Heuristics, I couldn't help but think of my experience taking the LSAT. It seems like the people that design these test have a tremendous understanding about heuristics. I read that the people that write the LSAT perfect their wrong answers. They try to make it hard to find the right answer. They seem to know what assumptions people have and then they try to make their wrong answers to fit those assumptions; thus making you look overlook the right answer. Does that make sense? I think they do it on the GRE, MCAT, and all the other graduate school tests. From sailoruranus@altavista.net Wed, 22 Nov 2000 01:04:31 -0500 (EST) Date: Wed, 22 Nov 2000 01:04:31 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] (no subject) In regard to what was discussed today in class, I don't buy the idea that the psychological significance between one and two is greater than the difference between one trillion and two trillion. If anything, it is the opposite for me. I am acutely aware of the values of numbers, and a difference of a trillion is vastly more immense than the difference of a thousand or so. I also wanted to say that I agreed with the individual who said that he thought we based value more upon a percentage basis, than by lumping large sums into a generic category. Besides, the notion that we file numbers into certain categories leaves us in a very simplistic light. Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From salari_ali@hotmail.com Wed, 22 Nov 2000 08:54:20 -0700 Date: Wed, 22 Nov 2000 08:54:20 -0700 From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Re: animals All organisms with nervous systems have sensory functions. Dogs and cats yelp with pain and withdraw from it. Animals also have the same way to deal with pain as we do. They release endorphines and other hormones to help with the pain. I am fairly certain that insects, crustations, and most living organisms with a nervous system feel pain regardless of the size. >From: Kim Crocheron <kimcrocheron@mail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Re: animals >Date: Tue, 21 Nov 2000 15:29:03 -0500 (EST) > >In response to the email posted about the animals feeling pain. You >mentioned that larger animals may be more humanlike and feel more pain. >What I wonder is does this apply to large dogs versus smaller dogs? Or >large cats vs. smaller cats? Does anyone know? > > >........................................................ >iWon.com http://www.iwon.com why wouldn't you? >........................................................ > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From salari_ali@hotmail.com Wed, 22 Nov 2000 08:57:08 -0700 Date: Wed, 22 Nov 2000 08:57:08 -0700 From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] Re: Turkey The name of the chemical is called tryptophan. It does induce sleep, so make sure you balance your turkey intake with large doses of caffeine. Happy Thanksgiving. >From: Kim Crocheron <kimcrocheron@mail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] Re: Turkey >Date: Tue, 21 Nov 2000 15:49:12 -0500 (EST) > >My friend and I were just talking about the whole turkey issue and it >making >you tired. We both have heard this to be true and that turkey makes you >tired. I know that this is not scientific backing and I cannot remember >the >name of the chemical in turkey, but there you go. > > >........................................................ >iWon.com http://www.iwon.com why wouldn't you? >........................................................ > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From must_09@hotmail.com Wed, 22 Nov 2000 10:08:55 -0700 Date: Wed, 22 Nov 2000 10:08:55 -0700 From: mike brooks must_09@hotmail.com Subject: [Psych3120] animal thinking Do you htink that animals go through the same cognitive processes that humans do? I was watching my cats earlier today and noticed that it appeared that one of them seemed to be thinking how to get to the top of a new play toy I had built them, after a while of thinking or negotiating the height, he jumped and made it to the top in one bounce.... __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From ethanfinley@hotmail.com Wed, 22 Nov 2000 10:30:01 -0700 Date: Wed, 22 Nov 2000 10:30:01 -0700 From: Ethan Finley ethanfinley@hotmail.com Subject: [Psych3120] Decision Making and Advice Going back to what we talked about in class yesterday: Dr. Strayer mentioned that one of our systematic biases is that we tend to go back to information we learned/acquired first as a base from which to make decisions, and give much less creedence to new information. This happens REGARDLESS of the relative validity or helpfulness of the new vs. the old info. I wonder if this is one of the reasons why we take advice from those we've known longer (say parents, or family members, or old friends) when we're making decisions, in SPITE of the fact that they may not have good advice at all!? Just a thought. :) __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From yellekb@yahoo.com Wed, 22 Nov 2000 12:15:55 -0800 (PST) Date: Wed, 22 Nov 2000 12:15:55 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] Re: addictions I had this friend who was somewhat addicted to self destructive behavior. He actually self-mutilated his body. It was certain things that triggered his habit. Either someone criticizing something that he thought he was good at, or if he got in a depressed mood. Sometimes it would also be triggered by a flashback memory. It was scary because it became a routine thing. He had so many cuts and scars all over his body that there wasn't that much room left. I was told that self-mutilation is a disorder that one of the causes is the person needs attention. Is this true or could it be a problem with their thinking or biological? Kelly Stucki > > > > --- Fred DeSanto <thesaint@networld.com> wrote: > There is a cycle that is formed when a person > becomes addicted to self destructive > behaviors. There is a trigger that will kick this > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > cycle into action and the person will > not even be aware that they are triggered. The > trigger may be a smell, a face, the > environment, or even something another person may be > saying. The trigger is usually > anything that will bring back thoughts, even > subconscious thoughts of an event that was > very unpleasant the the subject. The person then > will act out on the trigger. It the > person is an addict, it may be that it triggers the > person to become upset or depressed > and they start to think that they are a victim. > This may lead to feelings of hoplessness, > which in turn lead to taking a drug to numb out the > feelings of depression. > In treating a person with addictive behaviors, > it is very important for the person to > identify his/her cycle and be able to stop it before > taking the drugs to numb. A lot of > times, just identifing the trigger can help the > person to stop the destruction. This > usually cannot be done alone and the person must > have therapy to go into a recovery mode. > > D. Hutchins > 00078355 > > psych3120-admin@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to >> psych3120@lists.csbs.utah.edu >> > > To subscribe or unsubscribe via the web, visit >> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it > is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Process based, instance theory and addiction > (stephen madsen) >> 2. Re: don't think about it (kelly stucki) >> 3. Re: Election (Ali Salari) >>> 4. Re: Election (Ali Salari) >>> 5. Re: Process based, instance theory and > > addiction (Ali Salari) >>> 6. Re: Getting older, getting dumber (Ali > > Salari) >>> 7. viral encephelitis (Mike and Kellie Baker) >>> 8. Performance loss (lpinkywater@aol.com) >>> 9. Re: Thurs discussion (Seth Boyer) >>> 10. Re: children and learning (Seth Boyer) >>> 11. Fwd: to my friends: (Seth Boyer) >>> 12. Side note about Jennifer: (Rachel Marie > > Lovato) >>> 13. election (Gloria Talebreza) >>> 14. Modes (Brock Beattie) >>> > > > --__--__->>> > > > Message: 1 > > > From: "stephen madsen" > <stephenmadsen@hotmail.com> > > > To: psych3120@lists.csbs.utah.edu > > > Date: Thu, 16 Nov 2000 20:09:12 GMT > > > Subject: [Psych3120] Process based, instance > > theory and addiction > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > I took a class at my other university about > > addictions. The theories posed > > > in this class are paralell to how addictions are > > formed. There is a cycle > > > that one goes through to become addicted to > > something. As time goes on, > > > this cycle becomes automatic. Remember when you > > learned to first tie your > > > shoes? You had to think about it while > executing > > the commands. Now you > > > probably don't think twice when tie shoes. > > Addiction works in the same way. >>> The loop in the process becomes very > automatic. >>> >> > _________________________________________________________________________ > > > Get Your Private, Free E-mail from MSN Hotmail > at > > http://www.hotmail.com. >>> > > > Share information about yourself, create your > own > > public profile at > > > http://profiles.msn.com. >>> > > > --__--__->>> > > > Message: 2 > > > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > From: kelly stucki <yellekb@yahoo.com> > > Subject: Re: [Psych3120] don't think about it > > To: psych3120@lists.csbs.utah.edu > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I agree it is all the thinking about a certain > thing > > that fouls up your performance. For example, when >i > > used to play tennis if i thought too much about my > > serve, like the technique of it, i would miss my > > serve, but if i just got up there and let the > process > > be automatic and smooth without to much thinking > about > > it go in. Our body gets used to the rhythm and > the > > motion that it can do it automatically. > > kelly stucki > > 00165065 > > --- RGeofam06@cs.com wrote: > > > I find it very interesting that once we have > > > repeated something enough, > > > thinking about it will only decrease > performance. I > > > have seen this in > > > playing basketball; shooting foul shots is easy > as > > > long as I don't think > > > about it too much. If I let the process be > > > automatic, then I'm not that bad > > > a shot; if I study the shot too much, however, > it's > > > almost guaranteed that > > > I'll miss. >>> >>> Kyle >>> >>> _______________________________________________ > > > Psych3120 mailing list > > > Psych3120@lists.csbs.utah.edu >>> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > ===== > > STUCKI POWER!!!!! >> >> __________________________________________________ > > Do You Yahoo!? > > Yahoo! Calendar - Get organized for the holidays! > > http://calendar.yahoo.com/ >> > > > --__--__->>> > > > Message: 3 > > > From: "Ali Salari" <salari_ali@hotmail.com> > > > To: psych3120@lists.csbs.utah.edu > > > Subject: Re: [Psych3120] Election > > > Date: Thu, 16 Nov 2000 14:56:15 MST > > > Reply-To: psych3120@lists.csbs.utah.edu >>> > > > With everything we have learned in this class I > do > > not think hand counting > > > is a better way to count. It seems there are so > > many distractions and other > > > areas for error, I don't know if a hand count is > > going to be an accurate or > > > fair way to elect our next President. However, > > the current system does not > > > seem to keen either. >>> > === message truncated === ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From yellekb@yahoo.com Wed, 22 Nov 2000 12:22:18 -0800 (PST) Date: Wed, 22 Nov 2000 12:22:18 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] infidelity! I did a research paper on infedility and I found that 1/2 marriages end up in divorce and of those marriages that did end in divorce 72% of those break-ups were because of a spouse cheating on another spouse. Out of the cheaters 82% were males and 18% were females. It makes you not want to get married anymore. kelly stucki --- candyphi nguyen <candyphi@hotmail.com> wrote: > I'm doing a research paper now on cheating and > blaming. Shockingly, almost > half of our class says that they have been cheated > before. And women is > more likely to be blamed. In many other countries, > women have no value and > they would be stone to death if they commit > adultery. It's scary how that > can happened in today's society. In the case of > Bill Clinton and Monica > Lewinsky, there is only 20% of male say that Bill is > #1 to be blame while > 28% of females rate him as number 1. > __________________________________________________________________________________ ___ > Get more from the Web. FREE MSN Explorer download : > http://explorer.msn.com > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From neomorpheus9@hotmail.com Wed, 22 Nov 2000 15:50:39 -0500 Date: Wed, 22 Nov 2000 15:50:39 -0500 From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] visualization works I'm not sure about that, but I do know many people who have played college basketball and many of their coaches have taught them to visualize making the shot before they do it. It seems to work, especially when they shoot foul shots. It appears that imagery and visualization do tie into memory, and also to self confidence. >From: Mike and Kellie Baker <mikebaker13@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: Psych Class posting board <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] visualization works >Date: Sat, 18 Nov 2000 11:36:39 -0800 (PST) > >I am currently teaching smoking cessation classes. I >have 2 people in my class that really benefit from >visualizing themselves as non smokers. The ones that >do not do this have a much harder time quitting and >staying strong. I was wondering if this is like >processing information into the long term memory. >These people are seeing themselves as non smokers >every time the urge comes to smoke. It gets in the STM >then gets transferred to the LTM. Could this explain it?? > >__________________________________________________ >Do You Yahoo!? >Yahoo! Calendar - Get organized for the holidays! >http://calendar.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From neomorpheus9@hotmail.com Wed, 22 Nov 2000 15:54:40 -0500 Date: Wed, 22 Nov 2000 15:54:40 -0500 From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] Thurs discussion I think alot of it might also tie into a person's desire and interests. For example, an individual might be more attracted to cars and mechanical type things instead of reading and learning classical Latin. ON the other hand, someone might enjoy math and numbers more than working construction in mud and dirt. I hope that makes sense. What do y'all think? >From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> >Reply-To: psych3120@lists.csbs.utah.edu >To: "PSYCH 3120" <psych3120@lists.csbs.utah.edu> >Subject: Re: [Psych3120] Thurs discussion >Date: Sat, 18 Nov 00 10:49:12 -0700 > >I have noticed the same thing. Some people have the "know how" and other >people have more of the declarative skills. Maybe it is not that they >have one or the other, but that people have practiced or have been >trained a certain way. For example, parents having their kids read books >all the time and never letting them doing anything else. Does that make >sense? > > >Subject: Re: [Psych3120] Thurs discussion >Sent: 11/18/20 7:33 PM >Received: 11/18/00 10:37 AM >From: Seth Boyer, sjboyer23@hotmail.com >Reply-To: PSYCH 3120, psych3120@lists.csbs.utah.edu >To: PSYCH 3120, psych3120@lists.csbs.utah.edu > >I think that there is such a need for both that it is amazing that it has >been worked out this way. Some people seem to know how to figure >something >out but can't seem to explain it to anyone else. Where others seem to be >able to explain things so that they make sense but have a hard time >applying >and using them. > I think that the ones who write the bike assembly instructions are >of >the first case!:) > > > >From: "Marci Sparks" <marcisparks@hotmail.com> > >Reply-To: psych3120@lists.csbs.utah.edu > >To: psych3120@lists.csbs.utah.edu > >Subject: [Psych3120] Thurs discussion > >Date: Mon, 13 Nov 2000 09:34:27 MST >> > >I found Thursdays discussion pretty interesting, especially the part >about > >declarative and procedual knowledge. I think that there are some people >who > >just seem to have more procedural knowledge and some people that have >more > >declarative knowledge. Let me know if I am not understanding this, but, >my > >brother in law is a mechanic and he seems to have a lot of "know how" or > >procedural knowledge, but, not a lot of "know what" or declarative > >knowledge. > >Did I understand that correctly? > >_________________________________________________________________________ > >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. >> > >Share information about yourself, create your own public profile at > >http://profiles.msn.com. >> >> > >_______________________________________________ > >Psych3120 mailing list > >Psych3120@lists.csbs.utah.edu > >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From trichardson@acs.utah.edu Wed, 22 Nov 2000 13:57:32 -0700 Date: Wed, 22 Nov 2000 13:57:32 -0700 From: Richardson, Tim trichardson@acs.utah.edu Subject: [Psych3120] visualization works I definately think visualization works, your basketball analogy really does work, I only played in High School but I remember going through that drill thinking whatever, until I actually applied it. Also most sports are like that, look at the olympics just recently, you always saw the swimmers, skiiers, gymnasts going through their routines in their minds as if they were really doing it. I think it helps you step back and see other mechanics involved, as if you were watching someone else do it. I think chess uses a lot of memory and visualization strategies, if they move here I will move there, etc. -----Original Message----From: Dan Felts [mailto:neomorpheus9@hotmail.com] Sent: Wednesday, November 22, 2000 1:51 PM To: psych3120@lists.csbs.utah.edu Subject: Re: [Psych3120] visualization works I'm not sure about that, but I do know many people who have played college basketball and many of their coaches have taught them to visualize making the shot before they do it. It seems to work, especially when they shoot foul shots. It appears that imagery and visualization do tie into memory, and also to self confidence. >From: Mike and Kellie Baker <mikebaker13@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: Psych Class posting board <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] visualization works >Date: Sat, 18 Nov 2000 11:36:39 -0800 (PST) > >I am currently teaching smoking cessation classes. I >have 2 people in my class that really benefit from >visualizing themselves as non smokers. The ones that >do not do this have a much harder time quitting and >staying strong. I was wondering if this is like >processing information into the long term memory. >These people are seeing themselves as non smokers >every time the urge comes to smoke. It gets in the STM >then gets transferred to the LTM. Could this explain it?? > >__________________________________________________ >Do You Yahoo!? >Yahoo! Calendar - Get organized for the holidays! >http://calendar.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ____________________________________________________________________________ _________ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From neomorpheus9@hotmail.com Wed, 22 Nov 2000 16:03:17 -0500 Date: Wed, 22 Nov 2000 16:03:17 -0500 From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] Re: addictions I totally agree with your thoughts. Sometimes things in everyday life remind us of some painful memories. When a person like this is reminded of things that hurt them they also remeber that physically hurting themselves relieves some of that extreme emotional pain. If any of you have seen the movie "28 Days", there is a girl who is a heroin addict and she cuts herself to diminish the pain of withdrawal she feels. This behavior can be used as a way to get attention. I work at a group home for kids with substance and sexual abuse problems. Some of the kids have cut themselves for attention. They always want to be in control and to feel powerful. This behavior demands others' attention and puts the individual in a (supposed) position of power. >From: kelly stucki <yellekb@yahoo.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] Re: addictions >Date: Wed, 22 Nov 2000 12:15:55 -0800 (PST) > >I had this friend who was somewhat addicted to self >destructive behavior. He actually self-mutilated his >body. It was certain things that triggered his habit. > Either someone criticizing something that he thought >he was good at, or if he got in a depressed mood. >Sometimes it would also be triggered by a flashback >memory. It was scary because it became a routine >thing. He had so many cuts and scars all over his >body that there wasn't that much room left. I was >told that self-mutilation is a disorder that one of >the causes is the person needs attention. Is this >true or could it be a problem with their thinking or >biological? > >Kelly Stucki > > > --- Fred DeSanto <thesaint@networld.com> wrote: > > > There is a cycle that is formed when a person > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > becomes addicted to self destructive > behaviors. There is a trigger that will kick this > cycle into action and the person will > not even be aware that they are triggered. The > trigger may be a smell, a face, the > environment, or even something another person may be > saying. The trigger is usually > anything that will bring back thoughts, even > subconscious thoughts of an event that was > very unpleasant the the subject. The person then > will act out on the trigger. It the > person is an addict, it may be that it triggers the > person to become upset or depressed > and they start to think that they are a victim. > This may lead to feelings of hoplessness, > which in turn lead to taking a drug to numb out the > feelings of depression. > In treating a person with addictive behaviors, > it is very important for the person to > identify his/her cycle and be able to stop it before > taking the drugs to numb. A lot of > times, just identifing the trigger can help the > person to stop the destruction. This > usually cannot be done alone and the person must > have therapy to go into a recovery mode. > > D. Hutchins > 00078355 > > psych3120-admin@lists.csbs.utah.edu wrote: > > > Send Psych3120 mailing list submissions to >> psych3120@lists.csbs.utah.edu >> > > To subscribe or unsubscribe via the web, visit >> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > > or, via email, send a message with subject or body > 'help' to >> psych3120-request@lists.csbs.utah.edu > > You can reach the person managing the list at >> psych3120-admin@lists.csbs.utah.edu >> > > When replying, please edit your Subject line so it > is more specific than > > "Re: Contents of Psych3120 digest..." >> > > Today's Topics: >> >> 1. Process based, instance theory and addiction > (stephen madsen) >>>> 2. Re: don't think about it (kelly stucki) >>>> 3. Re: Election (Ali Salari) >>>> 4. Re: Election (Ali Salari) >>>> 5. Re: Process based, instance theory and > > > addiction (Ali Salari) >>>> 6. Re: Getting older, getting dumber (Ali > > > Salari) >>>> 7. viral encephelitis (Mike and Kellie Baker) >>>> 8. Performance loss (lpinkywater@aol.com) >>>> 9. Re: Thurs discussion (Seth Boyer) >>>> 10. Re: children and learning (Seth Boyer) >>>> 11. Fwd: to my friends: (Seth Boyer) >>>> 12. Side note about Jennifer: (Rachel Marie > > > Lovato) >>>> 13. election (Gloria Talebreza) >>>> 14. Modes (Brock Beattie) >>>> > > > > --__--__->>>> > > > > Message: 1 > > > > From: "stephen madsen" > > <stephenmadsen@hotmail.com> > > > > To: psych3120@lists.csbs.utah.edu > > > > Date: Thu, 16 Nov 2000 20:09:12 GMT > > > > Subject: [Psych3120] Process based, instance > > > theory and addiction > > > > Reply-To: psych3120@lists.csbs.utah.edu >>>> > > > > I took a class at my other university about > > > addictions. The theories posed > > > > in this class are paralell to how addictions are > > > formed. There is a cycle > > > > that one goes through to become addicted to > > > something. As time goes on, > > > > this cycle becomes automatic. Remember when you > > > learned to first tie your > > > > shoes? You had to think about it while > > executing > > > the commands. Now you > > > > probably don't think twice when tie shoes. > > > Addiction works in the same way. >>>> The loop in the process becomes very > > automatic. >>>> >>> >> >_________________________________________________________________________ > > > > Get Your Private, Free E-mail from MSN Hotmail > > at > > > http://www.hotmail.com. >>>> > > > > Share information about yourself, create your > > own > > > public profile at > > > > http://profiles.msn.com. >>>> > > > > --__--__->>>> > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Message: 2 > > Date: Thu, 16 Nov 2000 13:00:11 -0800 (PST) > > From: kelly stucki <yellekb@yahoo.com> > > Subject: Re: [Psych3120] don't think about it > > To: psych3120@lists.csbs.utah.edu > > Reply-To: psych3120@lists.csbs.utah.edu >> > > I agree it is all the thinking about a certain > thing > > that fouls up your performance. For example, when >i > > used to play tennis if i thought too much about my > > serve, like the technique of it, i would miss my > > serve, but if i just got up there and let the > process > > be automatic and smooth without to much thinking > about > > it go in. Our body gets used to the rhythm and > the > > motion that it can do it automatically. > > kelly stucki > > 00165065 > > --- RGeofam06@cs.com wrote: > > > I find it very interesting that once we have > > > repeated something enough, > > > thinking about it will only decrease > performance. I > > > have seen this in > > > playing basketball; shooting foul shots is easy > as > > > long as I don't think > > > about it too much. If I let the process be > > > automatic, then I'm not that bad > > > a shot; if I study the shot too much, however, > it's > > > almost guaranteed that > > > I'll miss. >>> >>> Kyle >>> >>> _______________________________________________ > > > Psych3120 mailing list > > > Psych3120@lists.csbs.utah.edu >>> > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 >> > > ===== > > STUCKI POWER!!!!! >> >> __________________________________________________ > > Do You Yahoo!? > > Yahoo! Calendar - Get organized for the holidays! > > > > http://calendar.yahoo.com/ >>>> > > > > --__--__->>>> > > > > Message: 3 > > > > From: "Ali Salari" <salari_ali@hotmail.com> > > > > To: psych3120@lists.csbs.utah.edu > > > > Subject: Re: [Psych3120] Election > > > > Date: Thu, 16 Nov 2000 14:56:15 MST > > > > Reply-To: psych3120@lists.csbs.utah.edu >>>> > > > > With everything we have learned in this class I > > do > > > not think hand counting > > > > is a better way to count. It seems there are so > > > many distractions and other > > > > areas for error, I don't know if a hand count is > > > going to be an accurate or > > > > fair way to elect our next President. However, > > > the current system does not > > > > seem to keen either. >>>> >> >=== message truncated === > > >===== >STUCKI POWER!!!!! > > > >__________________________________________________ >Do You Yahoo!? >Yahoo! Shopping - Thousands of Stores. Millions of Products. >http://shopping.yahoo.com/ > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From marcisparks@hotmail.com Wed, 22 Nov 2000 16:15:26 -0700 Date: Wed, 22 Nov 2000 16:15:26 -0700 From: Marci Sparks marcisparks@hotmail.com Subject: [Psych3120] Addiction In Neuropsych we talked quite a bit about addiction, it is so interesting to me, the research that we learned about. We talked about several studies that were done with Rats, giving them Morphine and Heroine, and getting them addicted to them. There is a chemical release in the brain that makes these pleasurable and causes the addiction for the most part, but, it was also indicated that many environmental factors also influence the addiction. Telling us that addiction is partially psychological and habitual. In one study they lesioned a certain part of the rats brain, and the addiction went away, in another they changed the surroundings of the animal and changed its routine, that also significantly lowered the addiction. Anyone know any more about it? I think it is pretty interesting! __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From tarahdavis@yahoo.com Wed, 22 Nov 2000 16:28:10 -0800 (PST) Date: Wed, 22 Nov 2000 16:28:10 -0800 (PST) From: Tarah davis tarahdavis@yahoo.com Subject: [Psych3120] Heuristics I am wondering if everybody has a different framework for availability heuristics due to the fact that everyone does things differently and has different experiences in life. Or are availability heuristics not effected by the specifics of individual life experiences? __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From tarahdavis@yahoo.com Wed, 22 Nov 2000 16:32:25 -0800 (PST) Date: Wed, 22 Nov 2000 16:32:25 -0800 (PST) From: Tarah davis tarahdavis@yahoo.com Subject: [Psych3120] Heuristics I just had another thought while reviewing my notes....Do anchoring heuristics effect eye-witness testimony? For example, in the video "What Jennifer Saw" could she have been influenced into thinking she had the right guy because it was the first one she saw (or looked at)? If so, this would further the evidence that eye witness testimony is not very accurate. __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From RGeofam06@cs.com Wed, 22 Nov 2000 21:50:18 EST Date: Wed, 22 Nov 2000 21:50:18 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] Heuristics It would be interesting to see if any studies have been done on the effects of culture on a population's heuristics. Happy Thanksgiving. From david.strayer@psych.utah.edu Wed, 22 Nov 2000 20:58:11 -0700 Date: Wed, 22 Nov 2000 20:58:11 -0700 From: David Strayer david.strayer@psych.utah.edu Subject: [Psych3120] Class Info This is a multi-part message in MIME format. --------------93032621EEE6C218ADD96000 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit This is just a brief reminder that if you have registered for the modes of learning (Psych 3901) associated with this class that you need to be credited with 16 posts by the end of the term. The number of posts is listed on the web page and a CR is in the next field if you have already made enough postings to get credit. We will have an update on the web page on Tuesday afternoon and this should include all the posting credit, extra credit, and exam information that we have at that time. It is a good idea to take a look at this information and let us know if our records do not agree with yours. We want to make sure that this information is complete and correct because all grading will be based on the information on the web page. --Dave --------------93032621EEE6C218ADD96000 Content-Type: text/x-vcard; charset=us-ascii; name="ds2144.vcf" Content-Transfer-Encoding: 7bit Content-Description: Card for David Strayer Content-Disposition: attachment; filename="ds2144.vcf" begin:vcard n:Strayer;David tel;fax:(801) 581-5841 tel;home:(801) 364-0654 tel;work:(801) 581-5037 x-mozilla-html:TRUE adr:;;;;;; version:2.1 email;internet:strayer@psych.utah.edu fn:Dave Strayer end:vcard --------------93032621EEE6C218ADD96000-- From cstorms29@hotmail.com Thu, 23 Nov 2000 18:18:14 Date: Thu, 23 Nov 2000 18:18:14 From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] To Kelly Self-mutilation is about many things including needing attention, but it is also a control issue. I have a close friend who is a foster parent to a teenage girl with Spinabifida (sp?). She has no use of her legs and many, many other health and behavioral problems. She usually self-mutililates her legs because she has no feeling there. Because she has such limited physical abilities, the self-mutilation is something that she has control over. It is something she can choose to do and carry out herself with no help from anyone. I know is sounds strange but we all do a lot of self-destructive behaviors that we arent even aware of consciously. I think it goes back to this cycle that Fred was talking about. I have heard that our neural pathways become sort of hard-wired in a path that we find ourselves using over and over when a certain cue triggers the cycle. The neural pathway is like a river eroding a canyon, to make an analgy, that each time we use that neural pathway, the canyon becomes deeper and deeper and more habitual and more difficult to change. When I get upset with myself and start destructive self-talk, I have to work very hard at stopping myself from going down that same old path and change my cognitive thought process. Its a hard thing to change those pathways that have become so ingrained for years and years. Self-awareness is the only way and lots of hard work. Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From must_09@hotmail.com Thu, 23 Nov 2000 17:40:37 -0700 Date: Thu, 23 Nov 2000 17:40:37 -0700 From: mike brooks must_09@hotmail.com Subject: [Psych3120] heuristics I read anothers e-mail earlier and looked into whether other cultures may use the same heuristics as we do. I asked some polinesian friends of mine what they thought, I gave them an example, and they replied in the same matter as I and many members of my family would have... __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mattdhubby@hotmail.com Thu, 23 Nov 2000 21:00:29 -0700 Date: Thu, 23 Nov 2000 21:00:29 -0700 From: matt wilson mattdhubby@hotmail.com Subject: [Psych3120] decisions Decision making, now there's a subject that intrigues me. Do you ever listen to someone and think to yourself, "How can they possibly think that way?". No, the process of decision making is not quite as cut and dried as what psychologists would have you believe. There are very complex factors that go into making a decision: your mood at the time, your personality, intelligence, point of view, logic, attitude. Sometimes it seems very obvious that people simply don't always think before they make a decision. For example, one of the best examples of this would have to be the statement, "Well, he did it to me, so I did it back!". Now how much sense does that make? That's just like saying, "Well he's an idiot, so I had to prove that I was too!". I guess my point is that they can make all the "models" they want, but 99% of the decisions we make are based a lot more on our mood at the time than on any other psychological process. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kimcrocheron@mail.com Fri, 24 Nov 2000 09:15:40 -0500 (EST) Date: Fri, 24 Nov 2000 09:15:40 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] re:animal thinking I personally think that animals do have some of the same cognitive functions that humans do. I know that my dog understands certain words and behaves according to the moods of the people in the house. For example if I am really upset my dog will behave in similar fashions, either moping around or acting anxious. And if we don't return home when we usually do she seems more anxious when we do finally return. I think it is very interesting. ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From kimcrocheron@mail.com Fri, 24 Nov 2000 09:18:45 -0500 (EST) Date: Fri, 24 Nov 2000 09:18:45 -0500 (EST) From: Kim Crocheron kimcrocheron@mail.com Subject: [Psych3120] Re: Don't think about it I have noticed the same thing with golf. If I am thinking about how far I need the ball to go, or focus on my stance I usually have major problems with my drives. If I just relax and take it easy I am usually able to do better. ........................................................ iWon.com http://www.iwon.com why wouldn't you? ........................................................ From brockbeattie@yahoo.com Fri, 24 Nov 2000 09:36:07 -0800 (PST) Date: Fri, 24 Nov 2000 09:36:07 -0800 (PST) From: Brock Beattie brockbeattie@yahoo.com Subject: [Psych3120] Recognizing voices I have always been amazed at how parents can identify there child's voice in a crowd. Also I am amazed at how they now when it is there child who is crying although they can not see them. We have learned, in past lectures, why we can recognize our own names. I was wondering if it is the same process with parents. I am not yet a parent so I can't explain it. __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From must_09@hotmail.com Fri, 24 Nov 2000 15:19:33 -0700 Date: Fri, 24 Nov 2000 15:19:33 -0700 From: mike brooks must_09@hotmail.com Subject: [Psych3120] animal thinking.. I noticed today that my cats share the same characteristics that many humans children do, something called social referencing where one cat or kid would look at the other to see how to react to any given social situation, I was vacuuming and one cat ran, I recently got a new kitten and I noticed that it was not the noise but the other cats reaction that influenced her to run.... __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From RGeofam06@cs.com Fri, 24 Nov 2000 22:47:38 EST Date: Fri, 24 Nov 2000 22:47:38 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] don't think about it it's pretty amazing how these heuristics work; it's kind of neat how Dr. Strayer always has an example to back up these models. From kwan_carrie@hotmail.com Sat, 25 Nov 2000 00:35:59 -0700 Date: Sat, 25 Nov 2000 00:35:59 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] visualization <html><DIV> <P><BR>I also believe in visualization. Beyong what has already been mentioned, I have heard of visualization used for healing and child birth. One incident was a woman who was about to give birth to a second child, there were some concerns to the delievery. So before the actual delivery, the woman and a visualization practictioner visualized a very quick and smooth child birth. As a result, the woman had no complications with the delivery, and it was amazingly smooth and quick. I have also heard about people who as a part of their medical treatment, do visualization tasks and visualize their cells healing, or fighting off viruses. It is amazing what the mind can do and how little we know about it.<BR></P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From kwan_carrie@hotmail.com Sat, 25 Nov 2000 00:48:50 -0700 Date: Sat, 25 Nov 2000 00:48:50 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] d & p knowledge <html><DIV> <P><BR>I think for people who have procedural knowledge, the lack of declaritive knowledge on the same subject is just a matter of practicing or learning to apply their knowledge in words. For example, a lot of times when someone asks another person how to spell a word, the person find it hard to&nbsp;retreive the information until they use a writing instrument to write it out. It could be a very simple word, but because we are less used&nbsp;to spelling words out loud than writing them, it is easier to retreive information when we act as if we're writing. But&nbsp;I am certain that with practice, we can retrieve information writing or spelling out loud with the same speed.</P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From kwan_carrie@hotmail.com Sat, 25 Nov 2000 01:01:24 -0700 Date: Sat, 25 Nov 2000 01:01:24 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] systematic biases <html><DIV> <P>Concerning systematic biases that we tend to base our actions according to the earliest information we learn, I think that has a huge implication on parenting. So many people would say, "I would never ever raise my children like my parents raised me." But when it comes down to it, they tend to repeat similar parental behaviors as their parents; regardless how much they despised the way their parents treated them. There certainly seems to have a large unconscious part in the repeated behavior that gets passed down from generation to generation. Until someone works really hard to be consciously aware of what they are doing from moment to moment and break the chain.</P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From kwan_carrie@hotmail.com Sat, 25 Nov 2000 01:11:16 -0700 Date: Sat, 25 Nov 2000 01:11:16 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] I believe <html><DIV> <P>I now believe the turkey chemical deal. I had a huge turkey day feast yesterday. And after the meal, I and some other people in the house were all wiped-out, we slept for who knows how long. I don't know how long the effects of the chemical lasts, but after I got home, I was still super tired and went to bed very early. It was strange because I had plenty of sleep the night before and should not be that tired. Weird, huh?<BR><BR></P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From kwan_carrie@hotmail.com Sat, 25 Nov 2000 01:21:02 -0700 Date: Sat, 25 Nov 2000 01:21:02 -0700 From: Carrie Kwan kwan_carrie@hotmail.com Subject: [Psych3120] modes <html><DIV> <P>Also in response to Kelly, I am currently take two other modes. Both of them are writing intensive. It was an accident though, when I first registered, one of them was listed as service learning mode, where you volunteer with organizations like Headstart or others to get experience with working with kids and other people. After the semester started, the professor told us that it was a mistake and that it is writing intensive instead. For that class, Psych:chld/adoles dev, we have 5 short writing assignments and&nbsp;we have to turn in drafts for the final paper. My other writing intensive class is Theories of Human Development, we have to write thought papers on articles we read each week, and all of our exams are essay format as well. We are heavily graded on our ability to express our ideas in writing.</P> <P>I hope this information will help. &lt;:</P> <P>&nbsp;</P> <P>&nbsp;</P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From viper@xmission.com Sat, 25 Nov 2000 11:31:05 -0700 Date: Sat, 25 Nov 2000 11:31:05 -0700 From: Corey Raemer viper@xmission.com Subject: [Psych3120] Anchoring Heuristics If the anchoring heuristic has as much effect as we have been informed it has then how come in trials the prosecution does get to go first. It makes sense that the prosecution goes first from the stand point that they are the one accusing the other but with all the statistics we have seen about wrongful conviction it seems that this might not be the best approach. Does anybody know if a jury is briefly informed about heuristics we as humans use such as this. It just seems that without some knowledge about the shortcuts humans use to make sense of there ever so complex world that in many cases, the judicial system just being one of them, the people would make many mistakes. So why aren't people who are serving on a jury made aware of issues such as this From gleim@uswest.net Sat, 25 Nov 2000 11:51:13 -0700 Date: Sat, 25 Nov 2000 11:51:13 -0700 From: The Gleim's gleim@uswest.net Subject: [Psych3120] visualization This is a multi-part message in MIME format. ------=_NextPart_000_0009_01C056D6.02AC24C0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I wonder how often visualization is used in other medical procedures? I used to volunteer at Primary Childrens Hospital with the child life specialists and I know that they used several techniques to familiarize and prepare the child for procedures. The more the child understood=20 what was about to happen, the better the outcome.=20 Visualization is almost like a form of pretend play that=20 children do. It prepares us for a specific encounter or=20 activity and familiarizes us with something we may not have had the chance to actually experience. Heather Gleim -----Original Message----From: Carrie Kwan <kwan_carrie@hotmail.com> To: psych3120@lists.csbs.utah.edu <psych3120@lists.csbs.utah.edu> Date: Saturday, November 25, 2000 12:38 AM Subject: [Psych3120] visualization I also believe in visualization. Beyong what has already been = mentioned, I have heard of visualization used for healing and child = birth. One incident was a woman who was about to give birth to a second = child, there were some concerns to the delievery. So before the actual = delivery, the woman and a visualization practictioner visualized a very = quick and smooth child birth. As a result, the woman had no = complications with the delivery, and it was amazingly smooth and quick. = I have also heard about people who as a part of their medical treatment, = do visualization tasks and visualize their cells healing, or fighting = off viruses. It is amazing what the mind can do and how little we know = about it. -------------------------------------------------------------------------= ----- Get more from the Web. FREE MSN Explorer download : = http://explorer.msn.com _______________________________________________ Psych3120 mailing list = Psych3120@lists.csbs.utah.edu = http://lists.csbs.utah.edu/listinfo.cgi/psych3120=20 ------=_NextPart_000_0009_01C056D6.02AC24C0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Dwindows-1252" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR></HEAD> <BODY bgColor=3D#ffffff> <DIV>I wonder how often visualization is used in&nbsp;other = medical</DIV> <DIV>procedures? I used to volunteer at Primary Childrens</DIV> <DIV>Hospital with the child life specialists and I know that</DIV> <DIV>they used several techniques to familiarize and&nbsp;prepare</DIV> <DIV>the child for procedures.&nbsp; The more the child understood = </DIV> <DIV>what was about to happen, the better the outcome. </DIV> <DIV>Visualization is almost like a form of pretend play that </DIV> <DIV>children do.&nbsp; It&nbsp;prepares us for a specific encounter or = </DIV> <DIV>activity and familiarizes us with something we may not have = had</DIV> <DIV>the chance to actually experience.</DIV> <DIV>&nbsp;</DIV> <DIV>Heather&nbsp;Gleim</DIV> <BLOCKQUOTE=20 style=3D"BORDER-LEFT: #000000 2px solid; MARGIN-LEFT: 5px; PADDING-LEFT: = 5px"> <DIV><FONT face=3DArial size=3D2><B>-----Original = Message-----</B><BR><B>From:=20 </B>Carrie Kwan &lt;<A=20 = href=3D"mailto:kwan_carrie@hotmail.com">kwan_carrie@hotmail.com</A>&gt;<B= R><B>To:=20 </B><A=20 = href=3D"mailto:psych3120@lists.csbs.utah.edu">psych3120@lists.csbs.utah.e= du</A>=20 &lt;<A=20 = href=3D"mailto:psych3120@lists.csbs.utah.edu">psych3120@lists.csbs.utah.e= du</A>&gt;<BR><B>Date:=20 </B>Saturday, November 25, 2000 12:38 AM<BR><B>Subject: = </B>[Psych3120]=20 visualization<BR><BR></DIV></FONT> <DIV> <P><BR>I also believe in visualization. Beyong what has already been=20 mentioned, I have heard of visualization used for healing and child = birth. One=20 incident was a woman who was about to give birth to a second child, = there were=20 some concerns to the delievery. So before the actual delivery, the = woman and a=20 visualization practictioner visualized a very quick and smooth child = birth. As=20 a result, the woman had no complications with the delivery, and it was = amazingly smooth and quick. I have also heard about people who as a = part of=20 their medical treatment, do visualization tasks and visualize their = cells=20 healing, or fighting off viruses. It is amazing what the mind can do = and how=20 little we know about it.<BR></P></DIV><BR clear=3Dall> <HR> Get more from the Web. FREE MSN Explorer download : <A=20 href=3D"http://explorer.msn.com">http://explorer.msn.com</A><BR> <P></P>_______________________________________________ Psych3120 = mailing list=20 Psych3120@lists.csbs.utah.edu=20 http://lists.csbs.utah.edu/listinfo.cgi/psych3120 = </BLOCKQUOTE></BODY></HTML> ------=_NextPart_000_0009_01C056D6.02AC24C0-- From cstorms29@hotmail.com Sun, 26 Nov 2000 18:47:34 Date: Sun, 26 Nov 2000 18:47:34 From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] (no subject) Last semester I read Quantum Healing by Deepak Chopra. A quantum is the indivisible unit in which waves may be emitted or absorbed, or the building blocks of all energy. Chopra uses the term quantum healing to describe patients that heal themselves through self-awareness and focusing their thoughts on their own body to heal itself. He feels our thought energy has much more power than most of us are aware of. I think this goes back to the visualization thing. I believe that thought has energy and visualization produces an energy force that can aid us in a multitude of situations if we just learn how to tap into that energy. Just food for thought. Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From ethanfinley@hotmail.com Sun, 26 Nov 2000 11:51:52 -0700 Date: Sun, 26 Nov 2000 11:51:52 -0700 From: Ethan Finley ethanfinley@hotmail.com Subject: [Psych3120] Procedural and Descriptive Knowledge I agree with what Carrie said about the differences between procedural and descriptive knowledge. While we might possibly think of them as two sides of the same coin, I think that it might be better to think of one in terms of actions, and the other in terms of the fact that we use LANGUAGE so much to interact with our world. We have used word-symbols since a very young age to represent our world, but they are still just symbols. Sometimes making connections between what we know, viscerally, and the words with which to represent that knowledge takes work and time. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From M.Burchett@m.cc.utah.edu Sun, 26 Nov 2000 09:52:46 -0700 Date: Sun, 26 Nov 2000 09:52:46 -0700 From: Michele Burchett M.Burchett@m.cc.utah.edu Subject: [Psych3120] (no subject) This is a response to Aaron's post about the psychological difference between numbers. Yes, Aaron, I agree that the one-two, one trillion-two trillion was a poor example. I, too can recognize that the difference between one and two trillion is much larger than one and two, even though I really don't have a firm grasp of just how big one trillion is. However, the car/house example was much more vivid to me. (This was the one where a car was priced either 5000 or 7000 and a house was 125 000 or 127 000.) The difference between each was only 2000, and was the same for both. However, we are more inclined to overlook the $2000 with the house. It seems to me that part of this is value. Dr. Strayer suggested it was because cognitively the bigger numbers are closer together. But I'm thinking of it a little differently. I would propose that the willingness to accept the house deal is due to value. We all know that when you are talking about a house, $2000 is not significant. You can't get a significantly better house by paying $2000 more. However, cars are a different story. A car you can buy for $5000 is much different than the car you can buy for $7000. Therefore, we are more inclined to accept the house deal. The $2000 doesn't make that big of a difference. From M.Burchett@m.cc.utah.edu Sun, 26 Nov 2000 12:03:36 -0700 Date: Sun, 26 Nov 2000 12:03:36 -0700 From: Michele Burchett M.Burchett@m.cc.utah.edu Subject: [Psych3120] Butterfly ballot It's time for my two cents in this ballot debate. It has been proposed that we solve the problem in future elections by simply changing the ballot to an easier-to-read one. However, you can't do that. That kind of thinking is exactly what lead to all these problems in the first place. Florida counties tried to change the ballot to make it easier to read. However, confusion ensued because people were used to the old way. We have so many voters who have voted with that ballot for years. If we tried to change it, we would have to teach them all how to use the new one and we would have this same confusion on a nation-wide basis. You can't just change something people have been using for years and expect them to use it without problem. From hansen86@freeport.com Sun, 26 Nov 2000 12:18:49 GMT Date: Sun, 26 Nov 2000 12:18:49 GMT From: Kyle Hansen hansen86@freeport.com Subject: [Psych3120] decision making i thought that tuesdays lecture on decision making was very interesting. What interested me the most was the exercise we did with the cards and the E K 4 7 i admit i chose wrong. i would have put e only. I never realized that often times we fail to search for negative evidence. I wonder why we do this, i don't recall professor strayer saying anything about why we are more likely to look for positive evidence rather than negative evidence. if anyone has any information i would appreciate it. thanks From hansen86@freeport.com Sun, 26 Nov 2000 12:25:14 GMT Date: Sun, 26 Nov 2000 12:25:14 GMT From: Kyle Hansen hansen86@freeport.com Subject: [Psych3120] Anchoring bias i was quite confused as to why the judicial system always allows the prosecution to present their evidence first. If what we know concerning anchoring biases is true is this not unfair to the defendent. Wouldn't this also be true to recency effects. Perhaps it is because under the law an individual is innocent until proven guilty, so perhaps greater weight is on the prosecution to prove guilt rather than what the defense has to do which is to maintain, in the jury's eyes, a sense of innocence. If anyone has any comments on this please respond. thanks From hansen86@freeport.com Sun, 26 Nov 2000 12:32:24 GMT Date: Sun, 26 Nov 2000 12:32:24 GMT From: Kyle Hansen hansen86@freeport.com Subject: [Psych3120] Availability Heuristic In tuesday's lecture Dr. Strayer talked about Availability Heuristics. He said that this is the ease of bringing an example to mind is a means of estimating the probability of the occurrence or likelihood. The example he gave was asking if there are more words with the letter k at the beggining of the word or in the third position of the word in the english language. people thought that there would be twice as many words begining with k than in the third position. But in fact there are far more many words that have k in the third position than those that have k at the front. I'm not sure i quite understood the reasoning as to why everybody, including myself, thought that there were more words with k at the front. Is it because those words are a more frequent event and that makes them easier to remember? any response will be appreciated. thanks From mismash1@hotmail.com Sun, 26 Nov 2000 13:30:13 -0700 Date: Sun, 26 Nov 2000 13:30:13 -0700 From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #187 - 16 msgs Hehe, nope... I actually voted for nader :) Just see the wisdom our founding fathers had from the original system. ************************************** sounds like a republican ----- Original Message ----From: "chris mismash" <mismash1@hotmail.com> To: <psych3120@lists.csbs.utah.edu> Sent: Sunday, November 12, 2000 6:42 PM Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #185 - 3 msgs > It's nice to see how different america is. I think the electoral college >is the only thing that keeps us from being ruled by Ney york and California. > The smaller states need help in their voice. I do think we should split >the votes, as they do in some states, based by popular vote. As for >florida, I want all the Floridians to stop whinine about why they can't >read, and end this nonsense talk about legal action. The whole things >sickens me, and I would rather see the whole state of floridas vote be >thrown out then let them re-vote. I just hope this is over and soon. >********************************** >I think we should do away with the electoral college. The people that >vote are supposed to represent the population they represent. Obviously they >don't represent the population very well. Gore won the popular vote and Bush >is probably going to be the next president. Our votes should be the only >ones >that matter and Gore should be president. As for the recount, I think Gore >has a right to ask for it. The vote is so close, and there were so many >problems with Florida I think the recount was necessary. >************************** __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mismash1@hotmail.com Sun, 26 Nov 2000 13:50:28 -0700 Date: Sun, 26 Nov 2000 13:50:28 -0700 From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #191 - 24 msgs I also found this quite interesting. Did strayer say we lost 2 grams er year as a net loss? If so it seems like we thats far to much. When we lose the matter is that just regions (of neural pathways) that go inactive or actual death of cells and loss of them? Did you find an improvment at all in your learning after you had been back in school for a while? I wonder if the learning curve (power curve) could counteract the loss of grey matter. I also wonder if we (humans) will find the gene sequence that cause this loss, and figure out how to slow or stop it. ***************************************** From: "CAROLYN STORMS" <cstorms29@hotmail.com> Reply-To: psych3120@lists.csbs.utah.edu To: psych3120@lists.csbs.utah.edu Subject: [Psych3120] Getting older, getting dumber Date: Wed, 15 Nov 2000 23:11:27 I found it almost a relief when Dr. Strayer told us about losing our neurons on a continual basis after 20, not that I like that idea, but it sure explains a lot for me. When I went back to school after my kids were older and tried to study, I found it took me longer to memorize things and my retention was not nearly as good when I was younger. I always thought my brain had just atrophied over the years, but even after being back in school for a few years now, I find it still more difficult than when I was younger. Get the school thing over with while you're young. It's much easier that way. Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mismash1@hotmail.com Sun, 26 Nov 2000 14:07:19 -0700 Date: Sun, 26 Nov 2000 14:07:19 -0700 From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #206 - 9 msgs Triptofen (im not sure of the spelling). But these days just about all of our food has been bio-engeneered in some way ***** I now believe the turkey chemical deal. I had a huge turkey day feast yesterday. And after the meal, I and some other people in the house were all wiped-out, we slept for who knows how long. I don't know how long the effects of the chemical lasts, but after I got home, I was still super tired and went to bed very early. It was strange because I had plenty of sleep the night before and should not be that tired. Weird, huh? __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mismash1@hotmail.com Sun, 26 Nov 2000 14:13:35 -0700 Date: Sun, 26 Nov 2000 14:13:35 -0700 From: chris mismash mismash1@hotmail.com Subject: [Psych3120] Re: Psych3120 digest, Vol 1 #207 - 2 msgs Sounds like you have begun the journey down the light side of the the force :) Seriously though, how much stake would you put in this? Would you forego traditional medicine in favor of mental healing? ****************** Last semester I read Quantum Healing by Deepak Chopra. A quantum is the indivisible unit in which waves may be emitted or absorbed, or the building blocks of all energy. Chopra uses the term quantum healing to describe patients that heal themselves through self-awareness and focusing their thoughts on their own body to heal itself. He feels our thought energy has much more power than most of us are aware of. I think this goes back to the visualization thing. I believe that thought has energy and visualization produces an energy force that can aid us in a multitude of situations if we just learn how to tap into that energy. Just food for thought. Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From alexispaulos@hotmail.com Sun, 26 Nov 2000 15:12:01 -0700 Date: Sun, 26 Nov 2000 15:12:01 -0700 From: Alexis Paulos alexispaulos@hotmail.com Subject: [Psych3120] visualize <html><DIV> <DIV>I have been reading what people have been writing on vizualizing an act to better their performance. I think this truly works. I use to dance with the modern dance department here at the U and every semester we would video tape ourselves doing a class so we could watch it later and see the difference in what we think we were doing and what we were actually doing. It's amazing how the body can feel like it is doing something correctly but it is not. What visualizing helps to do is to put the correct image in your head as well as prepare the body for what it should be doing. Visualizing helps your body kinesthetics to be correct.</DIV></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From stephenmadsen@hotmail.com Mon, 27 Nov 2000 02:37:39 Date: Mon, 27 Nov 2000 02:37:39 From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] neural networking Started to read this chapter by Rumelhart. It is interesting that we are starting to make systems mimic the brain. The AI camp has been doing this for years. It is said that if we can really make a computer work just like the brain, will it be intelligent? This gets into philosophy as well. If it can think on its own, if it is aware, does it exsist intrinsically? Science has almost all but killed any thoughts that cannot be empirically proved. Even in the "science" of psychology, almost nothing can be taken into account unless we can use the five senses to prove it. Funny, psychology sprang from philosophy. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From gtalebreza@shoutmail.com Mon, 27 Nov 2000 00:26:03 -0800 Date: Mon, 27 Nov 2000 00:26:03 -0800 From: Gloria Talebreza gtalebreza@shoutmail.com Subject: [Psych3120] visualization My sister has to take a calcium suppliment and, as much as she tries, she can't take it. I had her visualize swallowing the vitamin and she was able to on the first try. It seemed to make a big difference. ______________________________________________________________________ Shoutmail.com - Send a voice email, go to http://shoutmail.com/instant From kmarc1@yahoo.com Mon, 27 Nov 2000 07:56:24 -0800 (PST) Date: Mon, 27 Nov 2000 07:56:24 -0800 (PST) From: Marcus Kimsey kmarc1@yahoo.com Subject: [Psych3120] Anchoring bias Our legal system gives the prosecution not only the first argument, helping them with an anchoring bias, but also the last argument, giving the prosecution sort of a recency bias as well. The idea of this is to balance out the presumtion of innocence. In theory the entire burden of proof is on the prosecution, so if the prosecutor can't prove completely that the person is guilty, then they should be judged not guilty. In practice it doesn't always work that way, which is why the appeals system is so important. --- Kyle Hansen <hansen86@freeport.com> wrote: > i was quite confused as to why the judicial system > always > allows the prosecution to present their evidence > first. If > what we know concerning anchoring biases is true is > this > not unfair to the defendent. Wouldn't this also be > true to > recency effects. Perhaps it is because under the > law an > individual is innocent until proven guilty, so > perhaps > greater weight is on the prosecution to prove guilt > rather > than what the defense has to do which is to > maintain, in > the jury's eyes, a sense of innocence. If anyone > has any > comments on this please respond. > thanks > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From JRWoods@aol.com Mon, 27 Nov 2000 12:20:55 EST Date: Mon, 27 Nov 2000 12:20:55 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] infidelity! The statistics on infidelity in marriage are quite depressing. However, it is my belief that a great majority of those that do marry today have provided themselves with an escape pod from marriage called divorce. When times are difficult and one or both individuals feel that the other is not living up to the marriage contract they have this convenient escape clause. Unfortunately it is missused and abused thereby leading to the breakup of many families who could have roughed it out and become stronger in the end. The acceptablility of divorce is so engrained in our society and psychy that it is now seen as a very positive thing to leave a "difficut or abusive relationship". I agree that if extreem abuse is involved that counseling is unable to stop then a divorce may be necessary. But half of all marriages ending in a broken home with broken hearts caused by infidelity must end. From JRWoods@aol.com Mon, 27 Nov 2000 12:26:13 EST Date: Mon, 27 Nov 2000 12:26:13 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] visualize I first learned about visualization first-hand while taking art classes in junior high school. I would visualize in my mind what I wanted to draw, it was quite impressive. However, the actual result on my drawing board only slightly appeared like the image in my mind. My body was unable to reproduce the images formed in me head. After much practice with visualization of simple objects and drawing them over and over again I was able to better represent my ideas on paper. From brockbeattie@yahoo.com Mon, 27 Nov 2000 10:21:33 -0800 (PST) Date: Mon, 27 Nov 2000 10:21:33 -0800 (PST) From: Brock Beattie brockbeattie@yahoo.com Subject: [Psych3120] Brain and behavior I was wondering if any one has taken the class Brain and Behavior? If you have please let me know what you thought. __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From JRWoods@aol.com Mon, 27 Nov 2000 13:32:10 EST Date: Mon, 27 Nov 2000 13:32:10 EST From: JRWoods@aol.com JRWoods@aol.com Subject: [Psych3120] Brain and behavior I am currently taking Brain and Behavior taught by Gene Walenstein and Dave (the TA). It is an amazing class that teaches the basics of brain anatomy and how it works. We cover a chapter week and have a test every two weeks. The tests are multiple choice with two short essays, one of them is extra credit. Even though the class can be dificult without a grounding in the hard sciences (biology, chemistry, bio-chem) Gene offers so much extra credit that you can't help but get an A if you are motivated enough. I hope you take it, I've learned quite a bit of novel info. Chris From mobiaz@excite.com Mon, 27 Nov 2000 10:44:56 -0800 (PST) Date: Mon, 27 Nov 2000 10:44:56 -0800 (PST) From: mobiaz@excite.com mobiaz@excite.com Subject: [Psych3120] Anchoring bias I was wondering how stereotypes and other types of bias fit into this equation. I know that the anchoring bias is an attempt to balance out the presumption of innocence, but how is it reletive to the other potential influences. Sure, the lawyers have a say in Jury selection, but how many individuals although not prejudice are still infuenced by certain stereotypes. Furthermore, if these other forms of bias are influential have there been many cases that have been decided that the results have eventually been overturned. Tyler Burnett > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > > Our legal system gives the prosecution not only the first argument, helping them with an anchoring bias, but also the last argument, giving the prosecution sort of a recency bias as well. The idea of this is to balance out the presumtion of innocence. In theory the entire burden of proof is on the prosecution, so if the prosecutor can't prove completely that the person is guilty, then they should be judged not guilty. In practice it doesn't always work that way, which is why the appeals system is so important. --- Kyle Hansen <hansen86@freeport.com> wrote: > i was quite confused as to why the judicial system > always > allows the prosecution to present their evidence > first. If > what we know concerning anchoring biases is true is > this > not unfair to the defendent. Wouldn't this also be > true to > recency effects. Perhaps it is because under the > law an > individual is innocent until proven guilty, so > perhaps > greater weight is on the prosecution to prove guilt > rather > than what the defense has to do which is to > maintain, in > the jury's eyes, a sense of innocence. If anyone > has any > comments on this please respond. > thanks > > > _______________________________________________ > > > > > > > > > > > > > > > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 _______________________________________________________ Tired of slow Internet? Get @Home Broadband Internet http://www.home.com/xinbox/signup.html From E.J.Dickerson@m.cc.utah.edu Mon, 27 Nov 2000 12:10:16 -0700 (MST) Date: Mon, 27 Nov 2000 12:10:16 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Senses The turkey that I ate this thanksgiving was goblelisous, and that cognitive animal tasted so tender and juicy that I am now convinced that turkeys are truly cognitive thinkers. Some people say that taste isn#t everything but that appearance is more important. Some people claim that they are visual learners and some say their not. It is amazing how our sensory receptors communicate to our brains in a way that influences how we think about certain topics such as taste. How do individuals develop feelings about their environment and their interaction in it, if one or more of their sensory abilities are not present? From cgshupe@hotmail.com Mon, 27 Nov 2000 14:05:16 -0700 Date: Mon, 27 Nov 2000 14:05:16 -0700 From: Casey Shupe cgshupe@hotmail.com Subject: [Psych3120] heuristics This is a multi-part message in MIME format. ------=_NextPart_000_000B_01C0587B.116928E0 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable I was doing some research the other day in the library and ran across = this book its quite interesting at first glance but my question is can = we stretch the concepts of heuristics to such an extent? This books says = it explores these broad and lucrative questions by developing = computational models of heuristics and testing them through theoretical = analysis and practical experiments with people. TO show how fast and = frugal heuristics can yield adaptive decisions in situations as varied = as choosing a mate, dividing resources among offspring, predicting = high-school drop-out rates, and profiting from the stock market. WOW if = it works why isnt everyone rich?=20 anyways wanted some feedback and here is the link to see the whole = review of the book http://www-abc.mpib-berlin.mpg.de/shtmus/index.html casey shupe 00084664 ------=_NextPart_000_000B_01C0587B.116928E0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>I was doing some research the other day = in the=20 library and ran across this book its quite interesting at first = glance&nbsp;but=20 my question is can we stretch the concepts of heuristics to such an = extent? This=20 books says it explores these broad and lucrative questions by developing = computational models of heuristics and testing them through theoretical = analysis=20 and practical experiments with people.&nbsp;TO show how fast and frugal=20 heuristics can yield adaptive decisions in situations as varied as = choosing a=20 mate, dividing resources among offspring, predicting high-school = drop-out rates,=20 and profiting from the stock market. WOW if it works why isnt everyone = rich?=20 </FONT></DIV> <DIV><FONT face=3DArial size=3D2>anyways wanted some feedback and here = is the link=20 to see the whole review of the book</FONT></DIV> <DIV><FONT face=3DArial size=3D2><A=20 href=3D"http://www-abc.mpib-berlin.mpg.de/shtmus/index.html">http://www-a= bc.mpib-berlin.mpg.de/shtmus/index.html</A></FONT></DIV> <DIV><FONT face=3DArial size=3D2></FONT>&nbsp;</DIV> <DIV><FONT face=3DArial size=3D2>casey shupe=20 00084664<BR><BR></DIV></FONT></BODY></HTML> ------=_NextPart_000_000B_01C0587B.116928E0-- From AnnieJ312@aol.com Mon, 27 Nov 2000 17:01:44 EST Date: Mon, 27 Nov 2000 17:01:44 EST From: AnnieJ312@aol.com AnnieJ312@aol.com Subject: [Psych3120] (no subject) I know that the whole thing with "what Jennifer saw" was a long time ago, but I just happened to catch a rerun of dateline late last night on tv. I ended up watching the whole thing as soon as I saw that it was the same topic that we have discussed. It was slightly different though - in this particular case - there was no eyewitness testimony. An african american man was put on death row for the supposed murder of an elderly woman. It only took the jurors a half hour to decide that he was guilty and should be sentenced to death. So he went straight to death row and that's where he spent the next 18 years of his life! Someone obviously came along and reopened his case and tried to help him out of it. The person discovered that there had actually been two other murders that were done in the identical fashion as the one that the guy on death row had been convicted for. They were identical and they all took place precisely 60 days apart from one another. When he realized that the third murder was committed well after the convicted man had been put in prison...he knew there was no way it could have been him. So he went and found the guy who had been convicted of one of the other 3 murders. That guy finally broke down and admitted to committing all three murders. He obviously couldn't get out of jail to testify for the other innocent man, but he wrote his admittance down for the lawyers. Even with this evidence...the courts refused to let the case go to trial again. They had it in writing from the actual killer that this other man on death row was innocent! And they still refused to take a closer look. The show ended on the note that for now the man is off death row, but his case opens up again this June and it is looking very likely that he will go back to death row because our legal system is too afraid to admit they made a mistake - especially one of that magnitude. Anyway - I know this isn't relevant to eyewitness testimony, but I just thought it was interesting how similar it was to the man in jennifers story...a man spending so many years of his life in prison for a crime he didn't commit - and he isn't going to get any compensation for it either. (that is if he is even allowed to stay free come June of next year). Oh - and also...dateline pointed out that a law that was passed in 1996 does not allow for people to stay on death row as long as this guy did. (18 years) So technically...had that law been passed many years ago...he would have been executed by now...for something he didn't do. From dgrappe@bitcorp.net Mon, 27 Nov 00 16:27:33 -0700 Date: Mon, 27 Nov 00 16:27:33 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] Availability Heuristic I think that people might have choose the letter k at the begining because they think they can sort through the information faster when things are alphabetized. I mean would it be easier to look up words in a dictionary by using the third letter or first? Obviously, the first, but that is where we error. We learned last section that we don't necessarily retrieve memories by alphbetical order. Does that make sense? Subject: Sent: Received: From: Reply-To: To: [Psych3120] Availability Heuristic 11/27/20 5:37 PM 11/27/00 3:40 PM Kyle Hansen, hansen86@freeport.com PSYCH 3120, psych3120@lists.csbs.utah.edu PSYCH 3120, psych3120@lists.csbs.utah.edu In tuesday's lecture Dr. Strayer talked about Availability Heuristics. He said that this is the ease of bringing an example to mind is a means of estimating the probability of the occurrence or likelihood. The example he gave was asking if there are more words with the letter k at the beggining of the word or in the third position of the word in the english language. people thought that there would be twice as many words begining with k than in the third position. But in fact there are far more many words that have k in the third position than those that have k at the front. I'm not sure i quite understood the reasoning as to why everybody, including myself, thought that there were more words with k at the front. Is it because those words are a more frequent event and that makes them easier to remember? any response will be appreciated. thanks _______________________________________________ Psych3120 mailing list Psych3120@lists.csbs.utah.edu http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From yellekb@yahoo.com Mon, 27 Nov 2000 15:22:53 -0800 (PST) Date: Mon, 27 Nov 2000 15:22:53 -0800 (PST) From: kelly stucki yellekb@yahoo.com Subject: [Psych3120] Thanks Carolyn Thanks for your input. He is very self destructive and I think that the only way he is going to overcome this problem of self-mutilating is getting some counseling, even though i don't think that he will do that. I always think one slip of the razor could hit an arterie and kill him. I think that you are right about it being engrained in people. Especially when they have been doing it for a good portion of their life. It is a hard habit to break, just like any other habit. kelly --- CAROLYN STORMS <cstorms29@hotmail.com> wrote: > Self-mutilation is about many things including > needing attention, but it is > also a control issue. I have a close friend who is > a foster parent to a > teenage girl with Spinabifida (sp?). She has no use > of her legs and many, > many other health and behavioral problems. She > usually self-mutililates her > legs because she has no feeling there. Because she > has such limited > physical abilities, the self-mutilation is something > that she has control > over. It is something she can choose to do and > carry out herself with no > help from anyone. I know is sounds strange but we > all do a lot of > self-destructive behaviors that we arent even aware > of consciously. I > think it goes back to this cycle that Fred was > talking about. I have heard > that our neural pathways become sort of hard-wired > in a path that we find > ourselves using over and over when a certain cue > triggers the cycle. The > neural pathway is like a river eroding a canyon, to > make an analgy, that > each time we use that neural pathway, the canyon > becomes deeper and deeper > and more habitual and more difficult to change. > When I get upset with > myself and start destructive self-talk, I have to > work very hard at stopping > myself from going down that same old path and change > my cognitive thought > process. Its a hard thing to change those pathways > that have become so > ingrained for years and years. Self-awareness is > the only way and lots of > hard work. > > Carolyn Storms > __________________________________________________________________________________ ___ > Get more from the Web. FREE MSN Explorer download : > http://explorer.msn.com > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 ===== STUCKI POWER!!!!! __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From stephenmadsen@hotmail.com Tue, 28 Nov 2000 00:35:18 Date: Tue, 28 Nov 2000 00:35:18 From: stephen madsen stephenmadsen@hotmail.com Subject: [Psych3120] Heuristics and semantic relatedness Availability Heuristics is the process of(the ease of) bringing to mind an example through the probability of occurance or likelihood. This seems to be related to semantic relatedness. If I start talking about a subject that you do not know very much about, but you have heard something about said subject, arent you able to peice together some information related to the subject and even conjecture about it? It is a hit and miss but there is a chance you can come up with something to add. We do it all the time. Talk about something we are not experts at, but at the same time construct an explanation. This type of cognitive skills can fall into Heuristics, but could'nt it also fall into the way we amass information through semantic relatedness? Just a thought. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From CatherineW123@aol.com Mon, 27 Nov 2000 20:23:32 EST Date: Mon, 27 Nov 2000 20:23:32 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] (no subject) I saw a show on the Discovery channel that was similar to "What Jennifer Saw". A man was put in prison for attempted murder of his wife and his child based on his wife's testimony. Twenty years later they found DNA evidence that proved he couldn't have done it and they found the real killer. I thought this was interesting because it wasn't a stranger identifying him, but his own wife. From jlallatin@yahoo.com Mon, 27 Nov 2000 18:31:10 -0800 (PST) Date: Mon, 27 Nov 2000 18:31:10 -0800 (PST) From: Jon Lallatin jlallatin@yahoo.com Subject: [Psych3120] Heuristics and semantic relatedness I have not given the matter much thought. I am too busy getting ready for finals:-) I hope to do much better on the final than the last exam. --- stephen madsen <stephenmadsen@hotmail.com> wrote: > Availability Heuristics is the process of(the ease > of) bringing to mind an > example through the probability of occurance or > likelihood. This seems to > be related to semantic relatedness. If I start > talking about a subject that > you do not know very much about, but you have heard > something about said > subject, arent you able to peice together some > information related to the > subject and even conjecture about it? It is a hit > and miss but there is a > chance you can come up with something to add. We do > it all the time. Talk > about something we are not experts at, but at the > same time construct an > explanation. > This type of cognitive skills can fall into > Heuristics, but could'nt it > also fall into the way we amass information through > semantic relatedness? > Just a thought. > __________________________________________________________________________________ ___ > Get more from the Web. FREE MSN Explorer download : > http://explorer.msn.com > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 From RGeofam06@cs.com Mon, 27 Nov 2000 22:15:34 EST Date: Mon, 27 Nov 2000 22:15:34 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] availability heuristic I was recently in Wendover, and it occurred to me that if we were susceptible to the availability heuristic, then the casinos would probably go out of business. It is interesting to see what a large effect advertising can have on increasing the availability heuristic; by trumpeting the winners, the casinos make it seem as if there are a lot more winners than there actually are. Kyle From sailoruranus@altavista.net Mon, 27 Nov 2000 22:17:52 -0500 (EST) Date: Mon, 27 Nov 2000 22:17:52 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] objectivity I was discussing the subject of polygamy the other day, and one point of my conversation seemed very applicable to this class. How do you critque something fairly when you are so entrenched in it that it shapes every aspect of your life? For that matter, how can anyone be objective when they are personally involved in a matter? I'm not going to say that it's impossible, but it is certainly difficult. The most perplexing part of it is, humans don't even know when they aren't being objective. It all feeds back into the idea of personal bias. Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From klmacurdy@hotmail.com Tue, 28 Nov 2000 04:19:41 Date: Tue, 28 Nov 2000 04:19:41 From: Karen Macurdy klmacurdy@hotmail.com Subject: [Psych3120] decision making This is in response to the question about why people tend to seek out only positive evidence. (E in the card example from last Tuesday.) The book talked about this too. For if p, then q statements, there are two options you can check to verify or disprove the statement. The first one is the one we all look for: positive evidence of "p". The other valid check the one we all miss: negative evidence of "q". One explanation was that looking for only positive evidence makes sense, evolutionarily speaking. For instance, say primitive humans were living in the jungle, and they had been taught that "If there is a tiger around, then you are in danger of being eaten." Well, it would not be in a person's best interest to postpone fleeing from the tiger (the positive evidence of "p") until they had confirmed that they could not find negative evidence for "q" (negative evidence for "q" would be that they were not in danger of being eaten). Also, being in danger of being eaten (and those sorts of dangers) were probably of more immediate concern than what the specific threat was. Thus it would not be much use to say, "I am not in danger of being eaten; therefore, there are no tigers right next to me," although is would be a true statement. Well, that Basically, because it beneficial was a pretty rambling explanation. I hope it made some sense. one reason we tend to look for only positive information might be makes for quicker decision making time, which was evolutionary to early humankind. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From klmacurdy@hotmail.com Tue, 28 Nov 2000 04:33:14 Date: Tue, 28 Nov 2000 04:33:14 From: Karen Macurdy klmacurdy@hotmail.com Subject: [Psych3120] Re: Availability Heuristic This is in response to the question about why we would think there were more words that started with "k" than there were words with "k" in the third position, even though that is not true. I wonder if this had something to do with how our memories are organized. When we were studying memory, there was an example about retrieval. When people were asked to come with all the words they knew that started with a particular letter, they had a much harder time than when they were asked to name all the animals they knew. Also, if they were asked to name an animal whose name started with a particular letter, then that was easier than find a word that started with a particular letter that was also the name of an animal. Anyway, what I am trying to say is that our brains are probably organized much like a dictionary, when it comes to the spellings of words. We can look words up by the first letter much easier than we can by the middle letters. This was just an idea that I had. I don't know if the research out there supports it or not...but it makes sense to me. Hope that helped. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mkarni@hotmail.com Tue, 28 Nov 2000 00:32:10 -0700 Date: Tue, 28 Nov 2000 00:32:10 -0700 From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] (no subject) I always find it interesting when Dr. Strayer talks about things that I can relate to my everyday life. It is especially interesting to hear him talk about aviation because my father is a pilot. Sometimes I find it quite frightening also. I asked my dad about the plane crash that happened in Florida over the Everglades (spelling?). He told me this is one of many classic cases that has been studied inside and out, and that this particular crash lead to a program called Crew Resource Management. He said this particular program has definately aided in maintaining the workload of each pilot while specifically delegating individual tasks to aviod such crashes/incidents. This is a very interesting website that I encourage you to check out: www.ntsb.gov It offers information about every plane crash or incident reported over the last 17 years, along with other valuable facts. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From mkarni@hotmail.com Tue, 28 Nov 2000 00:51:12 -0700 Date: Tue, 28 Nov 2000 00:51:12 -0700 From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] Decision Making The example that Dr. Strayer portrayed in lecture last week demonstrating decision making was very interesting (E K 4 7). I too chose E and 4, falling right into the majority. It was concluded that most people focus on the positive evidence (E) rather than negative evidence (7) even though they are both equally diagnostic. Is this due to heuristics humans use to make decisions? Is this an example of an error that might result? I can't think of a particular example at the moment, but I know there are many cases in which the negative evidence isn't considered which could change the entire conclusion of a problem. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From E.J.Dickerson@m.cc.utah.edu Tue, 28 Nov 2000 10:02:35 -0700 (MST) Date: Tue, 28 Nov 2000 10:02:35 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] decisions It seems like personality has a lot to due with why individuals focus mostly on the positive solutions to problems. Some people have more patience than others do; in other words, some simply choose to approach situations or problems in a particular way and therefore may be more prone to seeing the negative influences behind problems. However, the majority of people, including myself, want the quick fix solutions to problems. This is why many people only see the positive solutions and fail to take the time to look for the negative. From sjboyer23@hotmail.com Tue, 28 Nov 2000 11:27:49 -0700 Date: Tue, 28 Nov 2000 11:27:49 -0700 From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] objectivity >From: sailoruranus@altavista.net >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] objectivity >Date: Mon, 27 Nov 2000 22:17:52 -0500 (EST) > >I was discussing the subject of polygamy the other day, and one point of my >conversation seemed very applicable to this class. How do you critque >something fairly when you are so entrenched in it that it shapes every >aspect of your life? For that matter, how can anyone be objective when >they are personally involved in a matter? I'm not going to say that it's >impossible, but it is certainly difficult. The most perplexing part of it >is, humans don't even know when they aren't being objective. It all feeds >back into the idea of personal bias. > > >Aaron Davies > >--------------------------------------------------------------->Get your free email from AltaVista at http://altavista.iname.com > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 Well I would like to take the devils advocate on this one. You say how can you be objective when you are in something? But how can you have a true opinon with out having expericanced it? Personal bias is there on both parts. One has the personal bias of experiacneing it the other has the bias of not experianceing it. Both are personal bias. Objectivity comes in when we listen to the other side and put both opions on equal ground in order to judge them. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kvrennie@hotmail.com Tue, 28 Nov 2000 12:49:48 -0700 Date: Tue, 28 Nov 2000 12:49:48 -0700 From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] animal thinking I know that my cats have cognition. They come when I call them, they know when I am scolding them. They even have their own personalities. I really think that they go through cognitive processes. They may not be as in depth as humans, but there is definite thinking. The question is, where is the line? I don't think anyone believes that a worm or a fly has cognitive processes, so where does it stop? Kelly Rennie >From: "mike brooks" <must_09@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] animal thinking >Date: Wed, 22 Nov 2000 10:08:55 -0700 > >Do you htink that animals go through the same cognitive processes that >humans do? I was watching my cats earlier today and noticed that it >appeared >that one of them seemed to be thinking how to get to the top of a new play >toy I had built them, after a while of thinking or negotiating the height, >he jumped and made it to the top in one bounce.... >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From neomorpheus9@hotmail.com Tue, 28 Nov 2000 14:50:55 -0500 Date: Tue, 28 Nov 2000 14:50:55 -0500 From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] visualizing To get on my soapbox again about visualization...I think it gives our level of self-confidence a big boost. For instance, if we see something in our minds and it is already completed as accurately and perfectly as possible, it has to influence our self-confidence and enhance it so that our performance would be better in the end than if we had not visualized at all. Anyone else have an opinion? >From: "Erica Fleming" <ilikeduplos@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] visualizing >Date: Tue, 21 Nov 2000 10:03:49 -0700 > >In response to the person who talked about visualizing, I myself have tried >this technique for many things. For instance in sports when I have wanted >to >do real well I usually tried to sit down and visualize the process of the >action that I wanted to perform. This helps me to see the action, >interpret >it and picture the successful outcome. >I guess it's sort of like, "Be the ball" hehe > >Erica >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kvrennie@hotmail.com Tue, 28 Nov 2000 12:54:28 -0700 Date: Tue, 28 Nov 2000 12:54:28 -0700 From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] Heuristics, The LSAT, The GRE, MCAT They definitely do the same thing on the MCAT. Whenever there is math involved, they will list all the possible answers that involve a SLIGHT mathematical error. Since there is not a lot of time, and calculators are not allowed, people have to make decisions very quickly, relying upon their assumptions. Heuristics plays a very big role. Kelly Rennie >From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> >Reply-To: psych3120@lists.csbs.utah.edu >To: "PSYCH 3120" <psych3120@lists.csbs.utah.edu> >Subject: [Psych3120] Heuristics, The LSAT, The GRE, MCAT >Date: Tue, 21 Nov 00 22:04:20 -0700 > >Today's lecture really got me thinking! When we were talking about >Heuristics, I couldn't help but think of my experience taking the LSAT. >It seems like the people that design these test have a tremendous >understanding about heuristics. I read that the people that write the >LSAT perfect their wrong answers. They try to make it hard to find the >right answer. They seem to know what assumptions people have and then >they try to make their wrong answers to fit those assumptions; thus >making you look overlook the right answer. Does that make sense? I >think they do it on the GRE, MCAT, and all the other graduate school tests. > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From neomorpheus9@hotmail.com Tue, 28 Nov 2000 14:58:37 -0500 Date: Tue, 28 Nov 2000 14:58:37 -0500 From: Dan Felts neomorpheus9@hotmail.com Subject: [Psych3120] learning I have noticed the same thing. I recently have changed jobs and I'm taking an intro to Latin class this semester. I work at a group home for kids with substance and sexual abuse problems, and they have alot of vocabulary in the facility that I've never heard before and it has taken some time to learn. The same goes with Latin, a few words here and there sound like English, but much of it is foreign to me. I think the difficulty in learning has alot to do with our previous experiences in life. Many of us have developed prejudices. For instance, if earlier in my academic career I dislike teachers who did nothing but lecture, then later on in school I would probably not do so well in classes that had lecture as the primary way of learning the material. I hope this makes sense. >From: "mike brooks" <must_09@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] learning >Date: Fri, 17 Nov 2000 17:00:28 MST > >Have any of you gone out and maybe found a new job or decided to take a >class of a diffferent language? It seems to me that every time that I try >something new like that, it takes me longer than it did when I was a child, >perhaps it is only that when we become adults, we are aware of the time and >egffort that goes into learning something new... > >_________________________________________________________________________ >Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. > >Share information about yourself, create your own public profile at >http://profiles.msn.com. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From kvrennie@hotmail.com Tue, 28 Nov 2000 13:00:07 -0700 Date: Tue, 28 Nov 2000 13:00:07 -0700 From: Kelly Rennie kvrennie@hotmail.com Subject: [Psych3120] visualization I must be doing something wrong when I visualize myself doing something. I can always perform perfectly in my mind, but when I actually do it, the performance is no better. This confuses me, since I am a very visual person. I have always learned better by looking at pictures of stuff than reading descriptions. Has anyone else had this problem? Does anyone have any advice? Kelly Rennie __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From E.J.Dickerson@m.cc.utah.edu Tue, 28 Nov 2000 14:26:20 -0700 (MST) Date: Tue, 28 Nov 2000 14:26:20 -0700 (MST) From: E.J.Dickerson@m.cc.utah.edu E.J.Dickerson@m.cc.utah.edu Subject: [Psych3120] Problem solving The problem solving techniques Dr. Strayer discussed in class have worked for me. However, I have found that when time is a major issue and my initial attempts to find the solution to a complex problem have failed, then its like all technique flies out the window and I just start stabbing in the dark for possible solutions. This is really frustrating, because when I need composure the most its is in pressure situations. Practice must be the best solutions to deal this problem? From alexispaulos@hotmail.com Tue, 28 Nov 2000 14:26:34 -0700 Date: Tue, 28 Nov 2000 14:26:34 -0700 From: Alexis Paulos alexispaulos@hotmail.com Subject: [Psych3120] problem solving Today in class was really interesting because I have not done story problems for a long time, and to my surprise I've gotten better at doing them. I think this is for one reason: experience. I tutor children and have noticed that story problems are very difficult for them. Maybe this is because they do not have the "real world" experience of solving a similar problem or a problem that requires the same type of solution. It seems that if we were to test ourselves on little puzzels and problems more often we would become much faster at solving them because we would have more analogies. By the way I don't know about you, but today's class made me want to start preparing for the GRE now! __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From cgshupe@hotmail.com Tue, 28 Nov 2000 18:03:14 -0700 Date: Tue, 28 Nov 2000 18:03:14 -0700 From: Casey Shupe cgshupe@hotmail.com Subject: [Psych3120] functional fixedness This is a multi-part message in MIME format. ------=_NextPart_000_000F_01C05965.7A23A820 Content-Type: text/plain; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Functional fixedness is a great way to test someones mental abilities. = In the real world the most successful people have the ability to = innovate new concepts and set these apart from the norm. The John = hopkins center for the gifted does such a test. they use this to = distinguish their students this link below show you how one can = integrate this concept for success in the real world http://www.jhu.edu/~gifted/pubres/wrtchap1.html Casey Shupe 00084664 ------=_NextPart_000_000F_01C05965.7A23A820 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> <HTML><HEAD> <META content=3D"text/html; charset=3Diso-8859-1" = http-equiv=3DContent-Type> <META content=3D"MSHTML 5.00.2614.3500" name=3DGENERATOR> <STYLE></STYLE> </HEAD> <BODY bgColor=3D#ffffff> <DIV><FONT face=3DArial size=3D2>Functional fixedness is a great way to = test=20 someones mental abilities. In the real world the most successful people = have the=20 ability to innovate new concepts and set these apart from the norm. The = John=20 hopkins center for the gifted does such a test.&nbsp; they use this to=20 distinguish their students this link below show you how one can = integrate this=20 concept for success in the real world</FONT></DIV> <DIV><FONT face=3DArial size=3D2><A=20 href=3D"http://www.jhu.edu/~gifted/pubres/wrtchap1.html">http://www.jhu.e= du/~gifted/pubres/wrtchap1.html</A></FONT></DIV> <DIV><FONT face=3DArial size=3D2>Casey Shupe = 00084664</FONT></DIV></BODY></HTML> ------=_NextPart_000_000F_01C05965.7A23A820-- From mkarni@hotmail.com Tue, 28 Nov 2000 18:01:55 -0700 Date: Tue, 28 Nov 2000 18:01:55 -0700 From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] Problem Solving and Animals After talking about problem solving in lecture today, I realized how complex the process is. I guess sometimes it's hard to remember how lucky we are to have this skill. I was thinking about the study Kohler did with the chimpanzee, "Sultan". It is amazing how smart animals are. Was the flash of insight that Sultan had (that helped him reach the banana) due to him being a higher functioning animal... cognitively? Could other animals possibly use insight and analogy to adapt/function in their changing environment? The reason I ask is because the other day my cat figured out something that I would have never thought possible. He has to wear a collar (the type that looks like a lampshade) to keep him from getting to his leg. Well, we have a pet door that he typically goes through, however, with this collar on I assumed he was unable to get through it. I happened to see him climb backwards through the pet door and I couldn't believe he figured that out! I didn't think a cat was smart enough to solve a problem like this. Also, he had no idea that I was on the otherside of the door to see this. He normally will sit in front of the door and whine/cry until I let him in. Kind of interesting. If anyone else has any information on animal behavior and level of cognition, I would love to hear about it. Thanks! __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From norrisrachel@freeport.com Tue, 28 Nov 2000 17:19:10 GMT Date: Tue, 28 Nov 2000 17:19:10 GMT From: Rachel Norris norrisrachel@freeport.com Subject: [Psych3120] Brain and behavior I took brain and behavior at the community college and it was really interesting. It seemed that the topics discussed were not as in depth as the topics we discuss in this class. > I was wondering if any one has taken the class Brain > and Behavior? If you have please let me know what you > thought. > > __________________________________________________ > Do You Yahoo!? > Yahoo! Shopping - Thousands of Stores. Millions of Products. > http://shopping.yahoo.com/ > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > From gsl9@hotmail.com Tue, 28 Nov 2000 18:52:07 -0700 Date: Tue, 28 Nov 2000 18:52:07 -0700 From: Greg Leigh gsl9@hotmail.com Subject: [Psych3120] Heuristics, The LSAT, The GRE, MCAT, GMAT I can tell you that they do the same thing on the GMAT. In fact, one of the strategies I was taught while studying for it was to look for obvious answers because they could be the trick ones. They also place answers containing part of the question so that the answers will look appealing, especially if you are running out of time and have to guess. These answers, one assumes, just look like they may be right because you have seen part of the answer before in the question. It's terrible. Greg >From: "Kelly Rennie" <kvrennie@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: Re: [Psych3120] Heuristics, The LSAT, The GRE, MCAT >Date: Tue, 28 Nov 2000 12:54:28 -0700 > >They definitely do the same thing on the MCAT. Whenever there is math >involved, they will list all the possible answers that involve a SLIGHT >mathematical error. Since there is not a lot of time, and calculators are >not allowed, people have to make decisions very quickly, relying upon their >assumptions. Heuristics plays a very big role. > >Kelly Rennie > > >>From: Derrel and Magen Grappendorf <dgrappe@bitcorp.net> >>Reply-To: psych3120@lists.csbs.utah.edu >>To: "PSYCH 3120" <psych3120@lists.csbs.utah.edu> >>Subject: [Psych3120] Heuristics, The LSAT, The GRE, MCAT >>Date: Tue, 21 Nov 00 22:04:20 -0700 >> >>Today's lecture really got me thinking! When we were talking about >>Heuristics, I couldn't help but think of my experience taking the LSAT. >>It seems like the people that design these test have a tremendous >>understanding about heuristics. I read that the people that write the >>LSAT perfect their wrong answers. They try to make it hard to find the >>right answer. They seem to know what assumptions people have and then >>they try to make their wrong answers to fit those assumptions; thus >>making you look overlook the right answer. Does that make sense? I >>think they do it on the GRE, MCAT, and all the other graduate school >>tests. >> >>_______________________________________________ >>Psych3120 mailing list >>Psych3120@lists.csbs.utah.edu >>http://lists.csbs.utah.edu/listinfo.cgi/psych3120 > >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From Masterit77@cs.com Tue, 28 Nov 2000 21:03:41 EST Date: Tue, 28 Nov 2000 21:03:41 EST From: Masterit77@cs.com Masterit77@cs.com Subject: [Psych3120] problem solving question I was a little bit confused in class when he showed the Einstellung phenomonon, with the water jugs. Is it just adding and subtracting until the goal was reached, or was there something else to it. I could not keep up, so I assumed that was what we were doing. My brain does not work that fast. #00071290 From klmacurdy@hotmail.com Wed, 29 Nov 2000 02:04:06 Date: Wed, 29 Nov 2000 02:04:06 From: Karen Macurdy klmacurdy@hotmail.com Subject: [Psych3120] Brain Games I have really enjoyed all of the problem solving examples we have had to try ourselves, both in lecture and in the book. I think it is interesting that such a small percentage of people are able to solve them for one reason or another. Also, I recognized some of the puzzles from a book my sister has that's called, "Games for the Super Intelligent." In another class I am taking this semester, we have been talking about different types of intelligence. There are eight or nine of them! at least according to some theories. Anyway, I am curious why people who can solve problems like this are considered to be more intelligent than the general population. In my experience, the ability to "think outside the box," especially on the logic problems, is deemed more "intelligent" than being able to sight read music, write coherent sentences, or put a jigsaw puzzle together. Why is it that we use these types of problem solving skills as a measure of IQ instead of abilities in other areas? __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From hansen86@freeport.com Tue, 28 Nov 2000 20:16:21 GMT Date: Tue, 28 Nov 2000 20:16:21 GMT From: Kyle Hansen hansen86@freeport.com Subject: [Psych3120] problem solving I really enjoyed the example problems that dr. strayer gave to us today in class. I will graduate this spring and will start to prepare for grad school. I'm looking at doing a double masters mba/mha and i will have to take the gre and the gmat to get in. It was interesting to see some of these example problems that i will see on these tests. However, i really don't undertand how these types of problems prove anything about intelligence. These types of questions are ridiculous if you ask me. It's more trickery than it is deductive thinking. I am not looking forward to these types of questions, i feel like i have to ask myself what is this question really asking me? where's the trick? i don't know, maybe i'm totally off here but i just fail to see the relavence of solving these types of problems compared to normal problem solving questions. From cstorms29@hotmail.com Wed, 29 Nov 2000 04:48:21 Date: Wed, 29 Nov 2000 04:48:21 From: CAROLYN STORMS cstorms29@hotmail.com Subject: [Psych3120] (no subject) I'm preparing to take the GRE soon and was glad to hear today's lecture. I think those problem solving skills will come in very handy. After taking several practice tests, I can see that what the test makers are trying to find out is how creative you are at "thinking outside of the box". I'm afraid I'm not very and I'm worried about that. I'm trying to get a lot of practice in because if all else fails, practice, practice, practice.... Carolyn Storms __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From RGeofam06@cs.com Tue, 28 Nov 2000 23:53:59 EST Date: Tue, 28 Nov 2000 23:53:59 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] functional fixedness I wonder, does functional fixedness apply in cases where you've lost something? It seems that sometimes when I've lost something, I will spend a lot of time looking for it, only to discover that it was right under my nose. I think that part of the reason that I miss it is that it looks slightly different from what I'm picturing it to look like in my head. I have trouble "thinking outside the box." From RGeofam06@cs.com Wed, 29 Nov 2000 00:04:44 EST Date: Wed, 29 Nov 2000 00:04:44 EST From: RGeofam06@cs.com RGeofam06@cs.com Subject: [Psych3120] visualization One of the most frustrating things in my life occurs when I try to draw. I have an identical twin brother who is an excellent artist, but I have trouble with stick figures. This is especially frustrating because I can visualize what I want to draw almost perfectly in my head; I just have trouble getting the message to my hands. Kyle From dgrappe@bitcorp.net Tue, 28 Nov 00 22:45:02 -0700 Date: Tue, 28 Nov 00 22:45:02 -0700 From: Derrel and Magen Grappendorf dgrappe@bitcorp.net Subject: [Psych3120] KUED Program Tonight there was a program about ways a group of people improved their Memory. It talked about things we covered in our last section. It talked about mnemonics , i.e. ryhms, stories, visualizing pictures, etc. Some people actually memorized a deck of cards that were put in a random order. It was quite interesting! From CatherineW123@aol.com Wed, 29 Nov 2000 00:40:13 EST Date: Wed, 29 Nov 2000 00:40:13 EST From: CatherineW123@aol.com CatherineW123@aol.com Subject: [Psych3120] problem solving question The water jugs thing in class was basically adding and subtracting. The goal was to measure out the specified amount of water without using anything else to measure besides the jugs. From mkarni@hotmail.com Tue, 28 Nov 2000 23:14:56 -0700 Date: Tue, 28 Nov 2000 23:14:56 -0700 From: melissa karnik mkarni@hotmail.com Subject: [Psych3120] Functional Fixedness Today I experienced an incident of functional fixedness...I think?!? I was making a frozen pizza in my oven and the cheese melted, dripping all over the bottom of the oven. After smelling smoke, I opened the oven door and much to my surprise my oven had a small fire burning at the bottom. I started to freak out and didn't know what to do. All I knew was that with an electrical appliance/fire water was not an option. As I was grabbing the phone to call for help, my sister used baking soda and put it right out. I am not sure if I didn't think of this solution because I was in a frantic situation or what. Is this kind of an example of functional fixedness? Is it more likely to occur in highly arousing situations? I guess it probably also depends a lot on differences in personality and problem solving ability. __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From sailoruranus@altavista.net Wed, 29 Nov 2000 01:51:19 -0500 (EST) Date: Wed, 29 Nov 2000 01:51:19 -0500 (EST) From: sailoruranus@altavista.net sailoruranus@altavista.net Subject: [Psych3120] story problems As far as the things discussed in class today, Those tests were interesting. While some of them perplexed me, the story of the castle in the middle of the country was bafflingly stupid. The story left no room to question what needed to be done. The useful information was abundant and superfluous. The same could be said of the follow up question which dealt with radiation and human tissue. I can't seriously imagine the control group only answering that question with a 7% passing rate (or whatever low number it was). The questions were far too explicit with their information. Aaron Davies ---------------------------------------------------------------Get your free email from AltaVista at http://altavista.iname.com From ethanfinley@hotmail.com Wed, 29 Nov 2000 07:24:14 -0700 Date: Wed, 29 Nov 2000 07:24:14 -0700 From: Ethan Finley ethanfinley@hotmail.com Subject: [Psych3120] Challenging Functional Fixedness <html><DIV> <P>Yesterday when Dr. Strayer talked about how we limit ourselves in problem solving, or Functional Fixedness, I couldn't help but be reminded of a scene from the film Apollo 13.&nbsp; A filter in the space shuttle had gone bad.&nbsp; An engineering team back here on earth was given a list of the items remaining in the shuttle, and were told to design a filter using those objects!&nbsp; What's more, they had to do it in a short amount of time (a matter of hours), before their was no good air left for the astronauts to breathe!&nbsp; Now that is what I call a serious challenge to functional fixedness.&nbsp; Finding ways to "work outside the box" I think is a key element to making us better at all of our jobs...including saving astronauts!<BR><BR></P></DIV><br clear=all><hr>Get more from the Web. FREE MSN Explorer download : <a href="http://explorer.msn.com">http://explorer.msn.com</a><br></p></html> From salari_ali@hotmail.com Wed, 29 Nov 2000 07:38:10 -0700 Date: Wed, 29 Nov 2000 07:38:10 -0700 From: Ali Salari salari_ali@hotmail.com Subject: [Psych3120] (no subject) I have had to miss the last several lectures so I am a little behind. I took a pre professional test recently and I took Kaplan to help me prepare for it. One important thing Kaplan said to do that really worked well for me was to read the question and try to answer it before looking at the multiple choice problems. If I could answer it then go find the right multiple choice option it erases a lot of uncertainty. It also decreases the chances of picking a wrong that is similar to the right answer. It took some practice, but it really affected my score. Of course it you don't know the right answer you have to guess, but it really helped get more questions right. >From: "CAROLYN STORMS" <cstorms29@hotmail.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] (no subject) >Date: Wed, 29 Nov 2000 04:48:21 > >I'm preparing to take the GRE soon and was glad to hear today's lecture. I >think those problem solving skills will come in very handy. After taking >several practice tests, I can see that what the test makers are trying to >find out is how creative you are at "thinking outside of the box". I'm >afraid I'm not very and I'm worried about that. I'm trying to get a lot of >practice in because if all else fails, practice, practice, practice.... > >Carolyn Storms >_________________________________________________________________________________ ____ >Get more from the Web. FREE MSN Explorer download : >http://explorer.msn.com > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From jsd1022@yahoo.com Wed, 29 Nov 2000 07:58:26 -0800 (PST) Date: Wed, 29 Nov 2000 07:58:26 -0800 (PST) From: J Doonan jsd1022@yahoo.com Subject: [Psych3120] Brain Games I thought Tuesdays lecture about "thinking outside the box was so interesting," especially for those who will have to take graduate entrance examinations. It is interesting how our brain processes problems and how we have a difficult time deviating from that normal process. --- Karen Macurdy <klmacurdy@hotmail.com> wrote: > I have really enjoyed all of the problem solving > examples we have had to try > ourselves, both in lecture and in the book. I think > it is interesting that > such a small percentage of people are able to solve > them for one reason or > another. Also, I recognized some of the puzzles > from a book my sister has > that's called, "Games for the Super Intelligent." > > In another class I am taking this semester, we have > been talking about > different types of intelligence. There are eight or > nine of them! at least > according to some theories. Anyway, I am curious > why people who can solve > problems like this are considered to be more > intelligent than the general > population. In my experience, the ability to "think > outside the box," > especially on the logic problems, is deemed more > "intelligent" than being > able to sight read music, write coherent sentences, > or put a jigsaw puzzle > together. > > Why is it that we use these types of problem solving > skills as a measure of > IQ instead of abilities in other areas? > __________________________________________________________________________________ ___ > Get more from the Web. FREE MSN Explorer download : > http://explorer.msn.com > > > _______________________________________________ > Psych3120 mailing list > Psych3120@lists.csbs.utah.edu > http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________ Do You Yahoo!? Yahoo! Shopping - Thousands of Stores. Millions of Products. http://shopping.yahoo.com/ From sjboyer23@hotmail.com Wed, 29 Nov 2000 09:13:13 -0700 Date: Wed, 29 Nov 2000 09:13:13 -0700 From: Seth Boyer sjboyer23@hotmail.com Subject: [Psych3120] problem solving I agree! I think that new tests need to be developed to evaluate a person for grad school. Ones that are going to test your effectivesness of learning and retention. So that you can show that you learned what you were suspose to and still have the ablility to learn and comprehend much more. >From: Kyle Hansen <hansen86@freeport.com> >Reply-To: psych3120@lists.csbs.utah.edu >To: psych3120@lists.csbs.utah.edu >Subject: [Psych3120] problem solving >Date: Tue, 28 Nov 2000 20:16:21 GMT > >I really enjoyed the example problems that dr. strayer gave >to us today in class. I will graduate this spring and will >start to prepare for grad school. I'm looking at doing a >double masters mba/mha and i will have to take the gre and >the gmat to get in. It was interesting to see some of >these example problems that i will see on these tests. >However, i really don't undertand how these types of >problems prove anything about intelligence. These types of >questions are ridiculous if you ask me. It's more trickery >than it is deductive thinking. I am not looking forward to >these types of questions, i feel like i have to ask myself >what is this question really asking me? where's the >trick? i don't know, maybe i'm totally off here but i just >fail to see the relavence of solving these types of >problems compared to normal problem solving questions. > > >_______________________________________________ >Psych3120 mailing list >Psych3120@lists.csbs.utah.edu >http://lists.csbs.utah.edu/listinfo.cgi/psych3120 __________________________________________________________________________________ ___ Get more from the Web. FREE MSN Explorer download : http://explorer.msn.com From Marsha.Snow@m.cc.utah.edu Wed, 29 Nov 2000 11:08:31 -0700 (MST) Date: Wed, 29 Nov 2000 11:08:31 -0700 (MST) From: Marsha.Snow@m.cc.utah.edu Marsha.Snow@m.cc.utah.edu Subject: [Psych3120] language processing Here is an article from yesterday's paper that relates to the way men and women may process language differently. Kind of i