I woke up at 4 to finish a paper. Yay!
Category: school
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Those germans
A brief quote I got last night while reading the fervently devout correspondence between Charles Peirce -u.s. scientist- and Victoria Welby – english writer.
Welby to Peirce
Duneaves, Harrow, England
December 4th 1903
I am going to send a type-written bit of my last night’s lecture as soon as I can get it done. We say “type-written” here; but your “typed” is better. Ours sounds like a German word. There is too much German influence in this country, in every way. Their subjectivism is detestable & antipragmatical.V. Welby.
Hardwick, Charles S., ed. Semiotic and Significs: The Correspondence between Charles S. Peirce and Victoria Lady Welby. (Bloomington, IN: Indiana University Press, 1977): 11-12
I shall expound on this later. *giggles*
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Fixed Response Lab Report
Yong Ho Kim
March 10, 20031. Describe your rat’s progress during shaping.
A mistake in the experimenter’s side must be firsthand explained in order to make sense of the rat’s behavior. I understood that the rat was not being given water until it pressed the lever by itself and assumed that the light was merely a cue stimulus to let the rat “know” that it was approaching what it was looking for – water. I convinced my labmates of this, and it is only now that I re-read the instructions that I realize that light always accompanied water and that the large delay in our rat’s shaping was due to excessively provided water.
During the initial stages, the rat approached the light hole shortly after the cue stimulus was given. Every time the rat turned its head to the direction of the switch or when the rat came close to (3 to 5 ratfeet) it, the lights went on and water provided. After moving rather randomly around the light box (I was wondering why it was that the rat had its head stuck in the box for so long), the rat came back to the middle of the box and stayed quiet. The experimenters began improvising cues to get the rat into moving, such as knocking the window next to the switch and making loud noises. The rat showed some response, and tried several times to stick its head between the glass wall and the bottom bars.
After lying down for a while, the rat again began to move around. A second shaping chance was tried again. The rat began lying its front feet on the wall more often than the first trial. Eventually it began holding the button and immediately moving over the square when the light was lit on.
2. How do you know that water was a reinforcer for today?
Providing water was a reinforcer because doing so increased the likelihood of the rat repeating the operation that became associated with water.
The rats were deprived from water, which means that there was a background negative stimulus. Letting the rats access water, which would be a neutral stimulus in regular circumstances, became a negative reinforcement because thirst was temporarily removed every time the rat performed the desired behavior.
3. Which child in a classroom would keep trying to get called on longer?
The child who almost always gets called will keep trying to get called on longer. We need to assume here that being called is a positive reinforcement. If this is granted, then it is clear that if a child was almost always called per trial then the child would associate raising his hand with being called (which we assume is a desired behavior).
4. Which type of reinforcement schedule is utilized by slot machines? Explain why it is successful.
A variable ratio reinforcement schedule is used. This makes people easily addicted because they can’t control the desire to go and give the slot machine another try by thinking “well.. I could wait till somebody tries it 15 times and then I’ll go because chances are high between the 17th and 20th time” because any instance could be the lucky instance.
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life just goes
The week turned out alright.
Thursday’s interview was smooth, thought it was more like “Oh my God, finally a volunteer! Please work for us” thing.. Irma invited for Coffee, and we talked about the kind of stuff done in the internship. It’s mostly white people (she calls them aglo-saxon, or aglosajones.. even though I thought a month ago that this would be about an equitative term to latin-american, why does it sound so awkward in spanish? Maybe I’m way too used to gringos, heh.) who come to spanish classes, of course, since spanish-speaking people would hardly come to class. What about second-generation kids, I suggested, and she said yeah, but other things might have been going in her head – maybe they’re way too poor to afford paid classes? After all, spanish classes seem to fit nicely together with the bookstore and coffee business that the Resource Center of Americas holds to keep its staff paid and do the “real” work. What is the real work, though? That’s the kind of responsibility I would like to have over this summer, but oh well.. I’ve got my last summer coming up next year, so we’ll see. My work is mostly revising curriculum, which sometimes equals to creating teaching guidelines out of nothing. Yeah, lots of ground for personal preferences there, that’s good. I’m not too sure why they don’t use the textbooks that are out there, they aren’t THAT bad.. I mean, even the chicano-impregnated slash non-native speaker textbook like Puentes has a good deal of historical/social commentary through people like Pablo Neruda, Rigoberta Menchú, Cuahtémoc, Salvador Allende, and the list goes on. She talked as if the market pulls only highly purified and us-ized versions of latin america into the textbooks – more time spent into the work will reveal more, I hope. So I’ve got to find Bob since I hate voice message machines, I get all nervous when there’s no response on the other side of the line, who knows if I’m making sense at all, and ask him if he’s OK with me not working at the labor network over the summer. Last time I talked with him he seemed rather skeptical about me joining the crew and asked details like have you got a paying job and room yet.. I take it he doesn’t check his AOL mail, since it’s been two weeks. I would rather work at rca and maybe get some pre-semester training at TCRLN for two weeks or something. I told the lady I would let her know in two or four days and she seemed rather worried. Do these places not get volunteers these days? That’s strange with all the competition swarming into NGOs recently. But anyway, I’ve found my summer stuff now. Good.
Advanced logic presentation went okay.. I drank two cups of mocha at three in the morning, and ate some instant beef stew, but it didn’t work and I fell asleep.so waking up in the morning had to do. As usual, waking at seven didn’t cut it, and I ended up running with my notebook in hand to the classroom where I was two minutes late and Nick (my presentation partner) was almost done drawing diagrams in the whiteboard on his portion of the presentation. He went very succintly and clearly over the historical debate on the use of graphic representation for mathematics and formal logic and sitrred in some analysis of his own, but I only catched half of it as I was yet finishing the last bits of Peirce’s beta diagrams.. right two seats away from prof Folina! At my turn, I mumbled some incoherent things I think, half of it because I hadn’t prepared well (meaning haven’t done all the reading) and half of it because of fatigue. I did sleep on caffeine.. but overall I got the idea acrosss, this wonderful system that Perice had designed on expressing complicated first-order propositional and predicate logic statements in simple lines and circles that would otherwise require several lines and artificial-looking syntax. I did some demonstratoins explaining the handy shortcuts in interpreting the syntax, but that didn’t go too well. Anyway, the great news was that after I finished and the girl presenting more on Turing machines and the guy presenting the Axiom of Choice and the naked trumpet guy (that’s the only way I’ll remember some people.. he was naked right there covering his penis with the trumpet blatantly announcing his senior recital at that poster, do you recall it?) presenting on the History of something else.. and then the other guy who was in the ancient philosophy class presenting on intuitionistic math, most of which didn’t make much sense.. but it seems like the prof got a bit of it. It was this strange notion that math was supposed to originally have started from common sense, and now that it’s become sophisticated we believe errouneously that common sense will fail to capture mathematical inference, whereas it the case is otherwise. At least that’s what this english mathematician proposed… and he proposed some ways of interpreting inifinite rational numbers, in a way that reminded me of how I thought I could add and rest with infinites (basically I assigned given constants the value of infinite, and assumed 2xInfinite was twice as large as 1xInfinite, and operations could be done with them. It turns out I was quite close to maximal limits and basic calculus). Anyway the great news was that Folina talked to those of us who had presented that day, and I asked her what my grade looked like so far, and she said oh it’s not good but you’re definitely passing. She said something about a B-, which I take it is the highest I can get if I write a real good paper. I was worried about getting a D in this class and being dismissed from school for next semester, and now I’m good. Yes. Now I’m focusing on getting those damn As with the intro psych and elem german, and I’m so close, I don’t want to miss and get the A- which don’t help too much with the prospect of getting a C in logic. And a B in contemporary concepts! So there.
I decided to change my major to Anthropology. I went to see Weatherford, and right there at the lounge I couldn’t think of how to get a conversation at the lines of “well, nevermind I criticized your class so much during cultural, I want to change my major to anthro now and I would like you to be my advisor”, so I wondered around and went into Patten’s office and talked with her on anthro of religion, which seemed like a fieldwork-intensive course, but it turns out it’s more like a thematic anthro course (like anthro of politics or anthro of tourism). She said she didn’t even remember what was in the catalog.. I reminded her that it said the course was about working closely with a religious community and doing some postmodern theory stuff, and she said she would change it. Now the picture for next sem looks okay, since the other anthro course – I need to take two per sem for the major – is peoples of africa and I get the nice mix of institutional and area studies anthro, which constitutes the core of sophomore level anthro. Then for spring I´ll try to get into Nakamura’s Japanimation class which is more like hardcore junior theory and area intensive stuff, but that’s another story.
Speaking of courses for next sem, I had a very rigid plan that went around philosophy – german – poli sci for my three years (first year was the frenzy on getting a phil-chem duo worked out, which never did) and now that the major plan is gone, there’s abundant free room. I’m thinking of taking photography for my fine arts, and was looking through the catalog, and realized that BOTH Film Analysis from English and Film Studies from Comm Studies fullfill the fine arts requirement. Putting a film together is extremely appealing. Might not be fun, but it will definitely be cool. Makes me wonder… Anyway, I realized I just missed the change to take color photography, which seems more interesting than photography II, this spring semester. By the way, St. Kate’s register has a real awkward schedule. First they have differentiated courses for A.A. and B.A. people, and then subdivide them for weekend and day-programs. And then they call spring semester the winter semester! What a gloomy perspective of life! Those nihilists..! So St. Kate’s got Photo I on MW 9:35-12:20 and TR 8:50-11:35. Ah, if only the TR schedule was set for MW, it would solve all my doubts. MW would be best, since I get tuesdays free for the off-campus work-study job, but then I need to frantically ride back (I got a bike.. which is the reason I would go 100 times for the fall term rather than winter) at Mac so I can eat and get ready for the 1:10pm german, followed by two anthro classes in a row. Especially if it begins snowing and I have to get to ACTC buses, I will make it at Mac around 12:50. And they might run late if it snows. So that’s quite a stretch of a schedule. TR would be relaxed, but I would waste a lot of time on bus trying to get to my work site four times a week, and it’s in downtown minneapolis… auuauauu. I’m wondering though, if the class will really end at 12:20, maybe it just runs till you’re done, as it was the case with the analytic chem labs? I’ll ask Danielle, though finding her on weekends seems rather hard.
But then, back to Weatherford and we talking about the prospect of transferring depts, he asked why I wanted to transfer, and I began telling how I began seeing less and less in a theory-focused class plan. When I just arrived, I was fascinated by theory, and how it detracted peope who weren’t willing to discuss topics to their full extent. So we could argue until the last minuscule details, and call it “well, we’re making the argument consistent” instead of being bitched that we were obnoxious whiners. But large fluxes of unrelated people who are taking it for the distribution requirement, or because it might be cool, think minuscle discussions aren’t necessary, and at the end the class just becomes another psych class. Every class feels like an intro class. I suggested creating lab sections intended for pure peer-to-peer discussion but it’s unlikely to be considered because it will drop enrollment rates. Of course there’s the philosophy club which is widely advertised in the admissions bulletin and even has a website with news from 1998 but it doesn’t exist since two or three years. And the more you think of it there’s no need for labs nor groups because any discussion is philosophical. And I’m beginning to dislike theory. And stereotypes. Talking of stereotypes, the department coordinator, Schrantz, seemed to not be able to believe that I was a philosophy major – maybe because I am not an upper class white man? Maybe she thought that I might as well be a major, but one of the lower sort – aka asian philosophy? Or is it like the coordinator two stories up, who assumed I was coming weekly to see Tam because I HAD to be a Math-CS geek worried about bringing my family over the US and getting LPR status and having our own little noodles store and moving into Chinatown and skipping taxes and not learning english, no? I’m never going to stay in this country – and I’ll do everything possible to make sure it happens, even if I change plans later. Well, with my grades I’ll probably not staying anyways. So that feeling was one of things I conveyed too, my hate for Korea overall, because of the disgusting premises, ala I am of course getting married, so kids plus wife are the kind of “stuff” to carry around that give you sexual pleasure but you need to pay for em, so you need a job, and engineering or CS is the only way to go because the world is getting specialized, blah blah (followed by the typical right-wing blarr) and the never missing “we tell you this and you might disagree but we do it because we love you and know you’ll become just like us, worried about ejaculating in a vagina legally and being able to pay for it”. So the reason I was telling that was because I was talking with Sanghwan the other day while he was giving me the ride from church and commented he would never like US too much, it was good for money, but he wouldn’t appreciate life having come here at the age of 20 somethings. And then I thought, yeah, maybe I should go back to South America too.. and realized how philosophy would almost confine me to the first world if I wanted to take some advantage of my education. Maybe Caio, who returned to Brazil after a semester here, was right. His was a different case, though – yes, someday I’ll talk about him before I forget because his reason was quite exceptional. And I also told Weatherford that I liked the fact that he stressed the observation on little things, and how the everyday life matters. That seems a lot more doable than discussing superstructures. And at the end, we decided it was a bit rushedly to do the major change and stuff, and he advised me to take some more anthro course for next sem, see how it goes, and then come back to him and talk more.
Sigh, I miss Temuco. I miss rain and the smell of the ocean.
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Personality Assessment Assignment
Yong Ho Kim, April 29th 2003
1. What are some criticisms of trait theory in general?
Possible criticisms include that subjects can falsify answers because the result of a personality test can be personally important to them, that very often the questions are culture-specific, and that subjects across different cultures don’t necessarily present the same main personality traits (Kalat points out that in the Chinese there is only an “loyalty to Chinese traditions” trait instead of “agreeableness” and “openness to experience”. This could be interpreted as meaning that in China a high agreeableness (being loyal to other people who follow the Chinese tradition) and being closed to experience (not trying other non-Chinese things) have always correlated together and could be lumped into one category.)
It turns out that given personality tests chunk groups of people together, it will forego other less prominent differences in personality, considered by the creators of the big five as overlapping or unimportant. However, ignoring small individual differences can directly lead to stereotyping, which isn’t always a desirable result. Of course, there is the payoff that the more traits we add and intend to measure through tests, the less parsimonious the test becomes. It is possible to do the reverse and decrease the number of traits even further arguing that they still overlap (Eysenck), even though it might generalize the descriptions even more.
2. Evaluate your lab section’s choice of traits.
Overall it was a good sample, but “experimental” and “curious” seemed to overlap in meaning. To experiment, one needs to be curious. For “motivated” and “diligent”, it seems like one corresponds to a mental disposition while the other is a behavior. Isn’t it the case that being motivated will lead the person to work harder, thus being perceived by others as diligent?
Also, “social” and “shy” were two degrees of the single trait. Hence, we would be using more titles than necessary, and making the accuracy of the test lower. Overall, it was about a good number of traits.
3. Evaluate your lab section’s choice of questions to evaluate those traits.
Questions such as “during the past week, I cried more than twice” were aimed at too narrow audiences to make any sense out of the results. No male subjects responded yes to that question, but it is possible that if the frequency had been reduced to once per month the number of respondents had been over zero (still including those who cry twice), and make a conclusion out of it, since a result of zero doesn’t tell us what the lower limit is.4. What are some of the difficulties associated with developing personality questionnaires?
The problem lies in the fact that the questionnaires have to be created with human subjects in mind. If the test is too long, it will discourage subjects from finishing or volunteering to work on the test. But the more questions the questionnaire carries, the higher accuracy can be expected from it.
5. What are some of the difficulties associated with administering personality questionnaires?
Especially if subjects are acquaintances of the experimenter, they might hide those qualities deemed undesirable and emphasize those desirable. Also, often the pattern of answers subjects give is highly dependent on the social and emotional context in which the subject was situated at during the specific time and place of the day at which the subject took the questionnaire. Also, it is a written test, so people must sit down or at least stand still, which excludes an important population of Macalester College who are often running from class to class. (This is not a implicit reference to the “running boy”.)
6. How could personality evaluation be improved?
It is necessary to hide the “socially unacceptable behavior” tag from the questions as much as possible, in order to prevent social hindrance at the moment of responding questionnaires. Detaching the questions of positive remarks is also important, the idea being that questions should sound rather neutral. This has been done for the current test, but still “People I don’t know make me nervous” carries a strong negative implication that should be corrected. (I suggest, “I am mostly friendly towards people I know”). The conclusion seems to be that this is a embedded problem for self-administered tests.
Also, the format of the question could be changed so that it could, for example, be read off a tv screen or heard from a cassette recorder. Or done orally individually. If this were to be done, it would increase the repertoire of subjects to be included in the pool.
On a final note, I thought the effectiveness of personality tests could be improved if subjects didn’t realize that it was a personality test that they were taking at the moment of taking them, (so that they can be less conscientious and less censoring while answering questions) but this seems impossible given the access college students have to Psychology courses.
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Depth of Processing Assignment
April 4th, 2003
Yong Ho KimKalat (2002) summarizes the traditional consensus in the psychological community regarding short-term and long-term memory. Short-term memory is a “temporary storage of the information that someone has just experienced’ and long-term memory is “a relatively permanent store of mostly meaningful information”. Additionally, short-term memory stores up to seven (plus or minus two) bits of distinct information for a few seconds, and can store an kind of information. For the long-term memory, the capacity is not known but certainly very large, and the information needs to be closely tied down inside the learner’s mind to be successfully stored.
Often information is first stored in the short-term memory and then passed to the long-term memory. This is called consolidation. Controversy in the psychological community arises on the understanding of this process. Traditionally it has been understood that it is a matter of repetition for the information to pass to the long-term memory. However, recent research disagrees based on the fact that some very personal information don’t require several rehearsals for them to be learnt. It is suggested that the information must be meaningfully and emotionally tied to the learner in order to be transferred to the long-term memory.
Jacoby (1973) tested the effect of rehearsal on memory improvement. By “rehearsal” Jacoby means “a subject’s covert or overt repetition of an item”, so that “increasing rehearsal frequency simply means that the person says the item more often”. He asked a random group of college students to memorize words from a pool of 200 words rated A and AA (obtained from Thorndike and Lorge word book). Ten lists were presented to subjects with a delay interval between each list. Each list consisted of 20 words. During the delay, some subjects were instructed to study the words in silence. Other group was instructed to study the words aloud, and another was instructed to perform arithmetic calculations. After a delay, the subjects were requested to recall all 20 words.
In a laboratory hour of an Introduction to Psychology course in Macalester College, 35 students replicated Jacoby’s experiment with a slight modification. Instead of studying the words aloud, the students were instructed to say the word “Hello” aloud throughout the delay. Instead of performing random arithmetic calculations, students were instructed to think of a 3-digit number and keep subtracting 3 from the number throughout the delay. Instead of studying in silence, students were instructed to remain silent, with no specific duties. The subjects were not divided in groups, but were all asked to perform the same task at a given time.
Based on Jacoby’s results, it is expected that students remembered words better for lists followed by silent study. In my individual test, I remembered 37 words for the interrupted and non-interrupted free recall test, and 14 words when asked to recall the whole list. For recognition, I recognized 37 words. It seemed like recognition would be much an easier task, but I recognized as the exact same amount of words that I recalled during the list-by-list free recall. It might be the case that the number of words recognized dropped from their expected number because that was the last activity and the total list free recall activity interfered with the memory.
Reference
Jacoby, L. L. (1973). Ending Processes, Rehearsal, and Recall Requirements. Journal of Verbal Learning and Verbal Behavior, 12, 302-310
Kalat, J. W. (2002). Introduction to Psychology. Pacific Groove, CA: Wadsworth