Summer 2004 Student Research -- by Alissa DeHaan
A summer research program in psychology would greatly benefit you if you are considering any of the following:
- attending graduate school after Gustavus, but want to see what is like to be a graduate student before committing to a program
- having a research career in psychology
- any type of psychology career, but would like exposure to all the fields of psychology before making a decision
A year ago I was faced with all of those considerations and my summer at the University of Minnesota in the Cognitive/Behavioral Sciences REU program helped me answer all of those questions. I worked with Dr. Dorothy Hatsukami, a clinical psychologist on staff in the psychiatry department, on a project involving nicotine addiction. Participants were given medicinal nicotine and smokeless tobacco in two-week intervals to quit smoking. We investigated the toxicity levels of the two products and compared their effectiveness in relief of withdrawal symptoms and participants’ drug preference. My responsibilities included doing phone screenings to determine participant eligibility, taking participant vitals, providing behavioral counseling for quitting smoking, and data analysis.
There were many other activities I was involved in besides working on a research project, I wrote a paper that was submitted to the NSF, gave an oral presentation to all of my colleagues, and presented at a poster symposium. The program also had seminars three times a week that featured psychology professors from all departments talking about their research and psychologists not in academia, such as an industrial-organizational psychologist who worked for a large corporation. The program directors also hosted a graduate school seminar, which gave tips for applying to graduate school and studying for the GREs.
The program lasted for 10 weeks, paid a $3500 tax-free stipend, and had free room and board. In addition to learning more about psychology research, careers, and what graduate school is all about, a summer program is an excellent opportunity to meet psychology majors and people in other summer academic research programs from around the country, some of which may be future colleagues. If you are interested in participating in a summer program, feel free to email me at adehaan@gustavus.edu. I would be happy to give you more information about applying or answer any other questions you might have.
[Alissa DeHaan is a psychology and biology double major, departmental research assistant and will graduate in 2005]
Summer 2004 Student Research -- by Kim Assad
If you have been thinking about going to graduate school, then you might be interested in applying to a Research Experience for Undergraduates (REU) Program. I had the opportunity to experience an REU at Oklahoma State University in Stillwater, OK this summer, and it was amazing. Not only did I learn a lot about conducting a research experiment in a field I previously had no experience in, but I also realized that I DEFINITELY want to continue doing research for the rest of my life and that I will be able to handle graduate school because the program was basically a mini-version (without the course work) of this seemingly daunting task.
There were 12 of us in the program from across the US. Each of us was paired with a professor and a graduate student mentor. The professor I was working with, Dr. James W. Grice, came up with the idea for our project before I arrived so we would not have to wait for IRB approval, but I was actively involved in all other aspects of the research. Our experiment basically compared two different methods to assess personality: the nomothetic and the idiographic methods. We had 20 high school summer science students participate in our experiment as part of their program. Each student had to rate herself, her ideal self, and each of the other 25 students in the program on 20 Big Five (nomothetic) items and on 10 personal construct (idiographic) items that were elicited from 10 sentence completion items. We were then able to compare both the amount of agreement between subjects’ ratings of individuals for each measure, and to compare the amount of overlap within the two approaches, which was fairly consistent at about 70%. I had the opportunity to present our findings in front of my peers and the OSU faculty through both a poster and paper presentation, and am very excited to present the poster with Dr. Grice at the National Conference for the Society of Personality and Social Psychology in New Orleans over J-term.
In addition to the research experience, the 12 of us students had “class” sessions on preparing for graduate school and the GRE, brown-bag lunches (where different professors presented their past research to us), ethics seminars, and review sessions of statistics and SPSS. While we did have these structured “classes,” as well as social activities, most of our time was devoted to our independent research projects.
If you are at all interested in applying for an REU this summer and you will be either a junior or senior in the fall of 2005, I strongly encourage you to start thinking about it now because applications are usually due in February. It was such a wonderful experience, and there are several opportunities for research out there, whether you’re looking for social, developmental, cognitive, or neuroscience programs.
[Kim Assad is a psychology and biology double major, research assistant, academic assistant and will graduate in 2005)
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Meet Dr. David Rudek -- by Jo Ellison
This fall the psychology department welcomes a new professor, Dr. David Rudek. Dr. Rudek comes to Gustavus straight from Loyola University where he completed his graduate degree in developmental psychology. Befor e that he was an undergraduate at St. Louis University in St. Louis, Missouri, and majored in, you guessed it, psychology. He is originally from the Chicago area and is making a surprisingly fluid adjustment to quiet St. Peter living.
Dr. Rudek decided to come to Gustavus because he has always been interested in a teaching career and wanted to pursue that goal in a great setting. He had heard of Gustavus’ wonderful reputation and believed it would be a good fit. One of his main goals in becoming a teacher at a liberal arts institution is to make good connections with the students.
Another hope Dr. Rudek has for his involvement at Gustavus is to engage the community of St. Peter to help with his research in child development. More specifically Dr. Rudek is studying memory development of children before they enter into formal schooling. He is interested in deliberate memory, the strategies children use to remember things, and the behavior they exhibit in their approach to using memory. He is also interested in meta-memory studies, having to do with a child’s understanding of their own memory and how it works. He would like to research how memory skills are fostered, specifically, what in the environment causes the development of these skills before schooling begins.
Dr. Rudek made the move to St. Peter with his wife and fourteen month old son. The next big thing in store for this new Minnesotan is an investment in a good snow-blower. Despite the change in location he will continue to be a Bears fan and a “pathetically die-hard” Cubs fan. He also enjoys playing sports, particularly basketball, golf, and tennis. Dr. Rudek has also begun to play the guitar, with no previous musical training whatsoever, and has stuck with it for 3 years. If you are looking for Dr. Rudek around campus you may find him in line for a wrap in the caf, which is currently his favorite. And last, but not least, he is thoroughly impressed by the response of his stu dents to his Monty Python references in class.
Dr. Rudek is teaching a section of Developmental Psychology and Statistics and Research Methods II for the Fall 2004 term. His office hours are 10:30-12:30 Tuesdays and Thursdays, so stop by the psychology department offices and introduce yourself.
[Jo Ellison is majoring in psychology and spanish and intends to graduate '07. She is a student assistant in the psychology department and currently enrolled in Dr. Rudek's Developmental class ]
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Wondering About the GRE? -- by Nicole A. Fuerstenberg
Embarking upon one’s last year as a Gustie, seniors have a lot more than course work on their minds. The questions flow from students and faculty about what seniors are going to do with their lives after Gustavus. Those individuals who are choosing to work have a lot of preparation as far as writing a resume, attending practice interviews, applying for jobs, looking for a place to live, and much more.
On the other hand, those individuals who wish to pursue graduate school have a host of other things that they  are figuring out. One must first decide what they want to focus their interests in (i.e. clinical psychology or a specific area of research), and then they must choose specific schools in which to apply. It has been suggested that students apply at a wide variety of schools, as admissions for each vary. Behind all of this, however, is the fact that prospective graduate students must take the Graduate Record Examination (GRE). There are two different types of GRE’s: the general test and the subject test.
Almost all graduate schools require that prospective students complete the general GRE. This test has three major components to it. There are analytical writing, verbal and quantitative sections of the exam. (For an in-depth summary about the test visit the GRE website at: www.gre.org). Most of the general tests are now computerized and there are different testing locations throughout the United States, with a few locations in Minnesota. Due to the nature of the test, there are a wide range of times in which the test can be taken. However, it is recommended that students apply as early as possible to ensure the test time and location that the student desires. There is also a paper based test option, however there are limitations to taking this test – check out the GRE website for additional information about test format. There are three ways to apply for the GRE. The application process may be complete either on the web, by telephone, or by mail. Again, the GRE website is most helpful as it has a complete description of all pertinent information.
An advantage to taking the computerized test is that it provides one with a preliminary verbal and quantitative score immediately upon test completion. The writing scores take longer to score since people have to read and score them. Also, one suggestion is to have a few prospective graduate schools in mind because at the end of the test there is an opportunity to choose four schools in which scores will be sent to, for free! If there is a lack of schools in mind, it is not a problem, as the scores can be sent at a later date, though there will be a fee.
Not all graduate schools require the completion of the subject test (in this case the Psychology GRE). However, many graduate schools recommend, or strongly suggest that applicants complete the test. The format of the subject test is a little bit different than the general test. This is a basic multiple choice test of general psychology knowledge. This test is not taken on a computer; instead, this test is a paper and pencil test. There are a few specific days in which this test can be taken each year. Again, there various testing centers, but it is advised that students register for this test much farther in advance than the general GRE. There are two ways to apply: either online or through the mail. Check out www.gre.org for more information regarding this test.
Studying for the GRE may seem like a chore; however, doing so with GRE preparation books is strongly suggested. These books are beneficial because they have sample questions and teach students how to tackle each section of the test. Helpful test taking hints are also provided. The Career Center and the Psychology Department have both general and subject test study materials. Another way in which one can study for the GRE is simply to read books and look up any, seriously, any, vocabulary word that he or she does not know. When preparing for the psychology GRE it is helpful to reread, and study a general psychology textbook. If one does or does not choose to study for the GRE by means of reading books, it is crucial to take at least one practice test. This will make the testing means and test questions much more familiar. This will hopefully aid in making the test taker feel much more at ease on the test day. Study, get plenty of sleep, take a deep breath, and GRE test takers will do well.
[The linked article Thinking about Grad School? also written by Nicole, was published in an earlier issue of this newsletter. It is being run again in this issue as it may be of interest to recently declared psychology majors...]
[Nicole Fuerstenberg is a psychology and criminal justice double major, an academic assistant and will graduate in 2005]
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Congratulations to Dr. Tim Robinson, Conference Director, and Dr. Richard Martin, Conference Chair for their leadership roles in planning and hosting a very successful 40th anniversary of the Nobel Conference 2004, The Science of Aging.
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Psychology Major Experiences Study Abroad
Lessons from Nicaragua -- by Heidi Lawson
Last February, February 5th, to be precise – I was the most terrified I have ever been in my life; also the most excited. That was the day I left it all behind to travel to Nicaragua for a semester. I knew no one, I was not confident in my Spanish skills, and I was leaving the comforts of the first world for the first time in my life. A semester abroad will teach you a lot of things. I saw my own country from a different perspective: both as a coercive tyrant and a generous source of aid. I saw myself from a different perspective: an outsider learning to survive on my own. I experienced what it’s like to be a minority, to stand out and be stared at constantly, something I was incapable of truly understanding in the US. I learned to have confidence in myself, that I am capable of taking care of myself. I learned tolerance for other ways of thinking and doing (living with a host family will allow for nothing else). I have a new respect for all those little countries, the ones that seem to have no power in the world, the ones virtually none of us could point to on a map. The Nicaraguan people put us to shame in political activism, social engagement, and life engagement in general. They have few possessions and a lot of heart, and the few of them I met have added to my life in ways they will never know.
Go abroad. I don’t care how you have to rearrange your sched ule to do it. There will not be a second in your life that you regret it afterward. Last spring was the hardest semester I have ever had, in every way. There were many times when I wanted to run to the airport and catch the first flight home. As I sat in the 100+ degree heat (without air conditioning), the thought of the snow falling at home made me cry with longing. The thought of living in my own house and not having to choke down another fried banana (pretending to love it) made me jump for joy. But I stuck it out, survived, and made it home, and am supremely glad I did. My life will always be different in subtle ways I may not even recognize, and I will never have to live knowing that I missed out on one of the most exciting and wonderful opportunities college offers.
[Heidi Lawson is a psychology, criminal justice and political science triple major who will graduate in 2005.]
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| Make good use of the Gustavus Career Center -- by Marie Woog
Ever wonder what you are going to do after you leave Gustavus or what you can do while you’re at Gustavus to help you once you reach the real world? I've wondered about these things myself, and I found the answers, or at least a big step towards the answers, at the Career Center. When I was a sophomore I went in to the Career Center and, after taking the strong interest inventory, discovered that my personality didn’t quite fit with what I was looking to major in. Later I realized on my own that the test was right. Then in my junior year, I went in to see what I actually should do, and received several good suggestions. Now that I am a senior I have been to GRE workshops and have also used the resources offered by the career center to find an internship as well as suggestions of grad schools offering programs in which I'm interested. And I have only scratched the surface of everything available at the Career Center.
I mentioned the Strong Interest Inventory; this is a computer survey. You can visit the Career Center, fill out a questionnaire on the computer and then make an appointment to go over the results. The results basically show how your personality matches with the distribution of personalities in many different fields. I highly recommend doing this early in your college career because then it can even help you decide on a major. If you are considering several majors you can take one or several pamphlets describing what careers are lin ked with the majors offered at Gustavus. There are also workshops offered throughout the year on what you can do with a specific major.
The next thing you might want to consider is an internship or a career exploration. These are both great ways to decide on a career by getting first-hand experience plus earn college credit for doing it. There are resources in the career center that can help you find an internship and even give you application deadlines.
The career center staff can help you decide whether you want/need to go to grad school or straight into the workforce. Once you have made that decision they have many resources to help you with finding the right job or grad school for you. Also, they can help you prepare for future employment by having mock interviews, resume and cover letter workshops.
The career center has many resources that are readily available to help you decide on your future. You can make an appointment for individual counseling, attend workshops, or you can just stop by with a quick question (Monday-Friday 2:00-3:30 p.m.). Their website is gustavus.edu/careercenter, or come to see all that the career center has to offer. It is located in room 213 of the Johnson Campus Center. I hope you find it as useful as I did!
[Marie Woog is a psychology major, departmental assistant and regular contributor to this newsletter. Marie will graduate in January '05.]
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| Faculty Research and Presentations
Emerging Adulthood and Political Attitudes -- Dr. Walker
Dr. Marie Walker has involved students in her Social Psychology this  semester in a social psychology data collection exercise. The exercise is being undertaken in collaboration with ten other colleges in the United States and will examine whether political uncertainty is related to the concept of emerging adulthood. Emerging adulthood (EA) is a stage of life when a young person feels too old to be considered an adolsescent, but has not yet taken on the major responsibilities of adulthood (e.g., being a breadwinner, raising children). One of the paramount features of EA is that many individuals in roughly the 18-25 age range are actively exploring many life aspects and options, such as careers, potential mates, and sociopolitical views. The main hypothesis would be that those individuals experiencing the most intense levels of EA-related exploration would also evidence the most uncertainty over for whom they would vote. The project website is http://www.hs.ttu.edu/hdfs3390/fall04project.htm
Dr. Marie Walker was recently published in The Journal of Cross Cultural Psychology. Shuper, P., Sorrentino, R., Otsubo, Y., Hodson, G., & Walker, A.M. (2004) A theory of uncertainty orientation: Implication for the study of individual idfferences within and across cultures. Journal of Cross Cultural Psychology, 35(4), 460-480.
- This study investigated whether Canadian and Japanese college students differ in how they deal with uncertainty. Canadian students were found to be more oriented to uncertainty in their environment, whereas Japanese students were more oriented toward certainty. Interactions in the data suggest that when one’s uncertainty orientation is discrepant from the general orientation of the culture, one may experience anxiety or tension. This study challenges the notion that all individuals within a culture share the same worldview.
Dr. David Rudek will present a paper at the 2005 Society for Research and Child Development
(SRCD) Biennial Meeting in Atlanta, Georgia between April 7th - 10th. The paper is entitled "Mother-Child Reminiscing and the Development of Mnemonic Skills" and will be part of a symposium on young children's developing cognitive skills.
Dr. Mark Kruger, psychology, and Dr. Mark Lammers, music, presented a paper, titled "Autobiographical Memory for Musical Experiences," at the Eighth International Conference for Music Perception and Cognition held Aug. 3-7 at Northwestern University. Dr. Jennifer Ackil, psychology, co-authored the paper.
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Psychedeli: ....food for thought
What you eat affects how efficiently your brain works! Click on this link to find out what you should eat in order to boost your brain power:
http://www.moscowfood.coop/archive/brain-power.html
Berries are one food you can eat to protect your brain. Find out how they work by clicking here:
http://www.ars.usda.gov/is/pr/1997/970408.htm
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| [Lee is conducting a rather unscientific survey with this issue... The first three students (having read through to this point in the newsletter) who respond by sending an email to lsande@gustavus.edu win a free Dairy Queen Blizzard.] |
Previous Issues of Emil's
Epilogue
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