EPSYNET@UHUPVM1.BITNET (Psychnet Newsletter and Bulletin Board) (04/12/88)
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! * * * P S Y C H N E T N E W S L E T T E R * * * (tm) !
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! Volume 3, Number 11, April 9, 1988 Circulation 863 !
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! From the Ed. Psych. Dept., University of Houston, Texas 77004 !
! Robert C. Morecock, Editor !
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Today's Topics:
1. Replies to Marge Herman:
-- Peter Leahey
-- Carolyn Kotlas
2. Requests from Readers
-- Authors for Counseling Monographs Sought
Mark Schoenberg
-- Use of IA in Statistics
F. J. Herrero
-- Depression, Suicide, and Hamlet
Darrell Crosgrove
3. Psychnet Feature: Mailing List of Possible Interest to Readers
-- Aviation Mailing List
4. Files Arriving at Psychnet Since the Last Issue
5. How to Retrieve Psychnet Files
(For discussion of above or other topics on Psychnet, send your
comments to userid Epsynet at node Uhupvm1 on Bitnet.)
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From: <LEAHEY@FORDMURH>
Subject: LEARNING STYLES AND COMPUTERS
TO: MARGE HERMANS, JUNEAU <JSMCH@ALASKA>
From my own observations in learning to use computers in a class of men and
women, I found that most people, regardless of gender, had to learn to go ahead
and hit a key without having to wait to find out what the result would be before
hand. This is in line with your own awareness of comfort-learning by trial
and error. However, since then I have noticed that guys seem to be more
comfortable in exploring the uses of computers. I have taught both men and
women how to use the latex program on our mainframe computer. Men are more
likely to strike out on their own to find out and utilize all they can about
the program but women are more likely to keep coming back to ask basically
relevant questions that they could have found out on their own. The women
are more likely to hesitate before going ahead to execute a command they have
previously and successfully executed. I don't think this is a result of gender`
but I do think it is a result of enculturation. I just finished writing a
paper (about 15 pages) that explains the effects of sex role stereotyping on
interpersonal behavior. It seems to be true not only with regard to computers
but to work and family relationships. If you'd like a copy, let me know and
I'll send one over bitnet. I hope these ideas help!
----Peter
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From: ecsvax!kotlas@uncecs.edu (Carolyn M. Kotlas)
I, too, am interested in the questions Marge Hermans raises about
computerphobia, computer learning, and the different types of learners.
I'm not a psychologist, but would like to apply sound principles to the
work I do creating and conducting computer software workshops. Are
there any studies in the area of training adults in the use of computers
and computer software that have compared various methods? Much of the
information I have to share is of an anecdotal nature rather than
scientifically-arrived at ... I sometimes feel that a lot of what my
colleagues and I do is trial and error. Three + years ago when I
started doing computer workshops our method was to use a combination of
lecture/examples with lots of handouts and overheads and a hands-on
practice period with the students working together on the same exercise
as the instructor led them through the various steps. We are pretty
flexible and allow the students to ask questions about things not
covered in the formal part of the class, and my usual response to the
student who asks "What would happen if I ..." or "Can the program do
..." is to encourage them to try it right then in the workshop. This
seems to reassure students that it is ok to explore since they have the
instructor on hand to get them out of any difficulties. We also spend a
lot of time preparing handouts that will augment documentation
deficiencies. I have added something new to the materials this year
that I hand out to my students; this addition seems to work and yet that
fact also bothers me. I now pass out copies of all the steps
("cookbooks") the students will perform during the directed hands-on
practice, keystroke by keystroke. The response has been very favorable
for the following reasons: the faster students can move ahead since they
can see what the next steps will be, the slower students can catch up
easier, the students can, after the workshop, repeat the practice
exercise over and over if they need to. However, on the negative side,
I am wondering how this changes the instructor/student interaction;
before, their attention had to be more directed to the instructor--now
the instructor plays a more peripheral role during the workshop, but a
more crucial role in preparing the materials. Another thing that
bothers me is that the students seem to be more comfortable with these
"cookbooks," as though all they have to do is memorize these keystrokes
and the program will perform as expected. I worry that this will limit
their use and exploration of the features not covered in the workshop.
Time limits what we can cover, and, by not forging out on their own,
they might remain novice users, unable to handle problems that weren't
covered in the workshop. Perhaps my concern is unnecessary -- have
others found that this dependence on such crutches as these "cookbooks"
is a passing phase in the process of learning to use computers and
software? (Sort of a "waterwings" equivalent in this learning process?)
I want to use methods that get the students into using the programs as
quickly and confidently as possible, but wouldn't want to do so at the
risk of limiting their future progress. especially since, after their
initial contact with us in the workshop, the students must continue most
of their learning on their own. Can anyone cite parallels in other
training situations that apply here? Or give me evidence that we are on
the right track with this approach to training?
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From: <mschnbrg@mun.bitnet>
Subject: Wanted: Authors/Editors for IACS Monograph Series
Authors/Editors for International Association of Counseling Services
(IACS) Monograph Series.
Basic research in counseling is well looked after in the several
counseling and psychological journals. The IACS series wants
titles of practical relevance in both the counseling profession
and in the operation of college and university counseling centers.
If you are doing work in your center that you think would be of
interest to your colleagues, write the Editor, B. Mark Schoenberg,
via BITNET or at the following:
B. Mark Schoenberg
Editor, IACS Monograph Series
University Counselling Centre
Memorial University of Newfoundland
St. John's, Newfoundland
Canada A1C 5S7
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The Department of Psychology of the University of Oviedo
wishes to get in touch with any person with the purpose of getting
information about the use of IA in statistics.
We are a proyect of made a micro-expert system for analysis of data
in pscychology's field, and we need all information about this subject.
Your sincerely.
Prof. F.J.Herrero
DEPARTMENT OF PSYCHOLOGY OF THE UNIVERSITY OF OVIEDO (Spain)
e-mail : CMSFI4@EOVUOV11
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I am a graduate student in English who is working on a paper for
scholarly publication. The main point of the paper is that
Hamlet's actions in the play by Shakespeare are molded in the
subconcious by his own feelings. I don't want to go into too much
detail, as the concept I am proposing--according to our resident
Shakespeare expert--has not yet been explored.
I need one or two outstanding experts in the fields of depression
and suicidial behavior to give me feedback and opinions on the
concepts and facts I present.
This paper is intended for literary publication, and proper credit will
be given to the person(s) who help me.
No, knowledge of Hamlet is not required, but it would be helpful.
Anyone wishing to help in this project should send mail to:
FAC2484 at UofT01.BITNET
Thanks,
Darrel Crosgrove
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PSYCHNET FEATURE: ANOTHER MAILING LIST OF POSSIBLE INTEREST TO READERS
(A Selected Item from the Arpanet Siglists)
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AVIATION@MC.LCS.MIT.EDU
Aviation discusses topics of interest to pilots, including training
systems, laws affecting availability or usability of airports, planes, and
procedures, characteristics of aircraft and avionic products, comments on
commercial aviation, such as safety and convenience issues, occasional
advertisements for fly-ins or similar private pilot activities, historical
notes, whatever else the readership wants.
All requests to be added to or deleted from this list, problems, questions,
etc., should be sent to AVIATION-REQUEST@MC.LCS.MIT.EDU.
Coordinator: Oded Feingold <OAF@THINK.COM>
Gaylord Miyata <MPSG.MIYATA@OZ.AI.MIT.EDU>
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FILES ARRIVING AT PSYCHNET SINCE THE LAST ISSUE
________________________________________________________________________
FILENAME FILETYPE | (Posting Date) FILE CONTENTS
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ARPANET SIGLIST1 (04.06.88) Other Electronic mail interest groups - Part 1
ARPANET SIGLIST2 (04.06.88) Other Electronic mail interest groups - Part 2
ARPANET SIGLIST3 (04.06.88) Other Electronic mail interest groups - Part 3
ARPANET SIGLIST4 (04.06.88) Other Electronic mail interest groups - Part 4
ARPANET SIGLIST5 (04.06.88) Other Electronic mail interest groups - Part 5
COMPUTER SOCV3N12 (04.06.88) Computer and Society Digest
COMPUTER SOCV3N13 (04.06.88) Computer and Society Digest
OPERANT SUBJECT (04.04.88) Latest issue of Operant Subjectivity
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** End of Psychnet Newsletter **
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