THE DEPARTMENT OF PSYCHOLOGY AT WILKES PSYCHLES VOLUME 8 , ISSUE 4 JAN/FEB 2009 Executive Editor: Sarah Wilde Co-Editors: Anna McFadden, Johanna Schechter, Jessica Woolfolk, Alison Frantz Advisor: Dr. Deborah Tindell Students Participate in Service Learning INSIDE PSYCHLES: Service learning is a “structured learning experience that com- Service Learning Pictures 2 bines academic coursework and community service in hopes to Psych Club Bowling Night 3 provide students with the op- Word Find portunities to transfer the skills taught in the classroom to the Capstone Presentations 4 real world, to observe class- Capstone Class at Katana 5 room concepts first hand in the world outside as well develop a Holiday with Step By Step 6 sense of civic responsibility”, states Danielle Kern, Service- learning advisor of the Commu- Psych Club & Psi Chi 7 Holiday Parties nity Service Office. According to a faculty Service Learning Cryptoquote guide, the goal of any service learning is that “service reinforces and strengthens the learning, and the learning reinforces and De-Stress Day 8 strengthens the service”. And that is exactly what Dr. Thomas was aiming for. Dr. Thomas Calendar 9-10 wanted to “bring learning outside the classroom” and show students developmental theories in real life. Psych Club, Psi Chi, and 11 Members of Dr. Thomas’ Adolescent Psychology class and 9th graders at Lake Lehman PsySOP News High School came together to work on much needed projects at Hillside Farms in Dallas. While Intern of the Month: the group worked on many projects, including building compost bins, and clearing debris from Austin Emenyonu walking trails, the final project was to build a bridge across a small stream. The groups had to Crossword Puzzle 12 work together in order to determine the best way to build a sturdy and safe bridge with only minimal outside help. The projects took place in early December, in near freezing weather. Ask Hannah 13 Dr. Thomas also aimed for her students to think critically about what they were learn- Alum of the Month: 14 ing in the classroom and know it was congruent with their reality. In terms of personal develop- Virginia Merola ment, she wanted students to develop leadership and interpersonal skills while working in a group. Even though the experience was designed from a Wilkes perspective, we can be sure the Student of the Month: Alison Frantz high school students got just as much out of the experience. The high school students were chal- lenged to use their thinking and problem solving skills and become more involved in their com- Professor Question 15 munity. Also, Dr. Thomas hoped that the connections they made with the college students helped them to think about their own educational futures. Neuro News 16 Overall, Dr. Thomas thinks the service learning project was a success and said that ulti- Dr. Lisa Lewis mately she would love to have the opportunity to do it again, possibly changing the population her students interacted with or the classes into which she incorporated service learning. If you Book Review: The Man 17 Who Mistook His Wife are interested in experiences like these, be on the lookout for classes incorporating service learn- for a Hat ing across campus. For more pictures of the Service Learning project, see page 2. Puzzle Solutions - Anna McFadden, co-editor GRE Practice Vocabulary 18 PAGE 2 PSYCHLES Service Learning Pictures

This past semester Dr. Thomas and a group of students from her Adolescent Psychology class participated in a unique form of learning that is becoming more popular on campus.

A group of students diligently constructing compost bins.

Removing brush, barbed-wire fencing, and other debris to clear a path for a trail.

Students testing the strength of their newly constructed bridge. VOLUME 8 , ISSUE 4 PAGE 3 Psychology Club Enjoys Bowling Night

On Friday November 7th, members of the Psychology Club ventured out to Stanton Lanes in Wilkes-Barre to enjoy a night of bowling! Everyone rented shoes, found the perfect bowling ball and tried to perfect their form. There were enough people to split into two teams and create just a little bit of friendly competition. The Club mem- bers cheered each other on as everyone got a little better with practice and went on to score spares and even strikes. In the end, the scores were very close and everyone had a great time. Psych Club will surely have to go bowling again in the Spring semester. - Anna McFadden, co-editor

Word Find: Neurotransmitters Y K B W B F K S W G V W D H S H O N J P

Neurotransmitters: E T A M A T U L G V U Q J V Y N O Z F W acetylcholine B W A P H M E S Q H P M V Q E R C E B N aspartate dopamine R M J X R I N N D I Q A D X E S E U X Y

epinephrine B G M A A K S S I D S E Q P U N M T I J GABA (gamma aminobutyric acid) C F B Z X D G T O R U Q I D I G B M T U glutamate glycine L F A S Y M E G A U H N G L M D C A J N

histamine U G R S O G O O C M E P O W D C Q N O J norepinephrine F X J M P J B T B P I H E X Z L O V V W serotonin H C Q O E A O O H I C N V N K X M B N R - Created by Sarah Wilde, executive editor L X F U I P R R G L U C E E I T V W D H

PAGE 4 PSYCHLES Students Present Capstone Projects

On Saturday, December 6th, students in two sections of PSY 400 gathered together to present their semester long research. Those who attended included family and friends of the students, psychology department faculty, and sociology professors. The event took place in Stark Learning Center’s “pit,” starting early in the morning up until 5pm. Capstone students and psychology faculty enjoyed a dinner at Wilkes-Barre’s Katana shortly after the presentations concluded. The department wishes all capstone students a successful future. A list of presenters is included below. - Johanna Schechter, co-editor

Dr. Tindell’s Class Dr. Bohlander’s Class Ashley Campanicki – Context Dependent Memory and Eyewitness Testimony Art Chaklader – The Effect of Text Messaging on Attention James Crenshaw – The Latent Effects of Hearing Laughter on Short Term Memory Caitlin Dukas – Music and Bicycle Performance Joshua Hamilton – The Immediate Effects of Punk Rock Lyrics on Anger Devin King – Effects of Novelty on Emotional Responses Viginia Kohnevich – The Effects of Facial Expressions on Mood Towards Baby Animals: An Investigation of the Facial Feedback Hypothesis Jenna Kuckla – The Effects of Short-Term Exercise on Long-Term Memory Retention Jonathan Lastovica – The Effects of Shared Personality Characteristics on Perceived Facial Attractiveness Alicia Mattioli – The Effects of Post Event Information on Eyewitness Testimony Erica Moore – Sex Differences in the Effect of Feedback on Eyewitness Confidence Erin Parry – The Effects of Picture Color on Response Time Kelly Patchell – The Effects of Feedback and Sex Grouping on Female Self-Confidence Mona Patel – Effect of Background Color on Memory Christina Pimble – The Effect of Difficult Test Question Order on Test Anxiety Lindsey Sabol – The Effect of Mnemonic Devices as a Function of Learning Style Hannah Schechter – Belief and Doubt: The Effect of Stereotypes on Test Performance Allison Stets – The Effect of Perceived Evidence on False Confessions Jamie Trichilo – The Mere Exposure Effect: The Effect of Novelty on Preference of Abstract Photos Jessica Woolfolk – Sex Differences in Accuracy of Facial Expression Identification: The Effect of Subtlety PAGE 5 PSYCHLES Capstone Students And Faculty Celebrate at Katana

VOLUME 8 , ISSUE 4 PAGE 6 Students Visit Step By Step

Step by Step, Inc., provides community support services to individuals with mental illness, mental retardation, and au- tism. Wilkes Psychology Club works closely with Step by Step on a variety of service projects, and has “adopted” one particular group home.

On December 3, members of the Psychology Club hoped to spread holiday cheer by visiting their adopted home in Kingston. When Brittany Daniels, Stephanie Cassidy, Tiffany Klotz, and Katlin Vargo arrived they were greeted by eager resi- dents, ready to prepare for the holidays. The club members worked with residents on various decorating projects and by the end of the evening, garland and ribbons covered the front entrance, stairs, and common room. A tree, fit for Rockefeller Square, was displayed and holiday stories were shared over freshly baked sugar cookies. Community service is important year round, especially during the holidays. Psychology Club was honored to take part in spreading cheer while embracing the true meaning of the holidays. - Feature article by Tiffany Klotz (Submitted by Anna McFadden, co-editor) VOLUME 8 , ISSUE 4 PAGE 7 Psych Club and Psi Chi Celebrate the Holidays Both Psych Club and Psi Chi celebrated the holiday season by having a holiday party. The Psych Club had pizza and drinks. They hung out and wound down by listening to music and chatting before finals started and to help get in the spirit of the holidays. Psi Chi celebrated the holidays by having each member bring a different type of food. They relaxed, listened to Christmas music, and even played Dance Dance Revolution! Everyone enjoyed themselves and got into the holiday spirit! - Alison Frantz, co-editor

Cryptoquote

The following was said by the daughter of the great father of psychoanalysis:

“A P T W Q L T S Q X G B C F L T F Y I F U B J T T X R X V I X W V B Z P L Q L T F X U R Q X G V M J F G W P F Q X Q X D” - F X X F M P T O G

- Created by Johanna Schechter, co-editor PAGE 8 PSYCHLES Psychology Department Hosts De-Stress Day

“I cannot wait for the mac and cheese, and the chicken soup!” Those words echoed throughout the halls and lounge in the Psychology department as students patiently awaited the cue from the professors. They all lined up to be served delicious treats made by their professors, for a very special De-Stress Day, which is held at the end of each semester. At the end of the Fall semester on Tuesday, December 9, the professors served warm, comfort foods to the students so they had the opportunity to relax before finals, and socialize with fellow classmates. The delicious food served included macaroni and cheese, hot dogs, chicken soup, lasagna, tasty desserts and beverages. Conversation was accompanied by many compliments to the professors on their delectable creations. After enjoying the great food, some students challenged each other to a fun and active game of Dance Dance Revolution. A combination of good friends, exercise and warm comfort foods was a great way to relieve stress and prepare the students and professors for a very hectic finals week. De-Stress Day always shows a good response, and the students are always very grateful for their professors’ generosity in helping them de-stress before final examinations. - Jessica Woolfolk, co-editor VOLUME 8 , ISSUE 4 PAGE 9 Psych Club News  Yearbook Photo — The Club’s Yearbook photo has been tentatively scheduled for January 27 at 11AM in Breiseth 316. Please check your email or the Portal website regarding this date.  Dr. Selden’s Research — On February 3, Dr. Selden will be speaking at Psych Club to let us know more about her research. All are welcome to attend.

 EPA — On February 10, there will be a mandatory EPA meeting directly after the regular club meeting.

 Valentine’s Day Fundraiser — Psych Club will be planning a Valentine’s Day fundraiser, a trip to the Clark Sum- mit State Hospital, and other social events within the first few weeks of the semester. Make sure to keep up to date on the Club’s Portal website.

Psych Club meets every Tuesday at 11am in Breiseth 316. Anyone who is interested is welcome to participate! - Anna McFadden, co-editor

Psi Chi News PsySOP News  There are still a few t-shirts ($10) and PsiChi sweat-  Peer Mentors and their buddies are encouraged to shirts ($50) on sale. Contact jessica.woolfolk if inter- contact each other since it is a new semester with new ested. experiences to look forward to! Meetings are held every other Thursday in Breiseth 305 at 11:00  New PsySOP activities will be planned and announced AM. Come by and help plan fundraisers and get involved in Psi soon. Chi’s many activities. If anyone has ideas for activities, please contact Dr. Tindell at - Alison Frantz, co-editor [email protected]. - Jessica Woolfolk, co-editor Intern of the Month: Austin Emenyonu Austin Emenyonu is a Senior Psychology major who is anticipating his graduation this upcoming May. His intern- ship was with Step by Step Human Services, Inc., which he completed in the Fall of 2008. Where did you complete your internship, and why did you choose this internship? I completed my internship at Step By Step Human Services. I chose this site as my internship because it involved working with clients with special needs, such as Attention Deficit Disorder and Bipolar Dis- order. What were some of your daily responsibilities at your internship? I worked one on one with consumers in directing them on how to gain independence. I also passed out daily medications to consumers and prepared meals for them. How have you changed since the beginning of your internship? I have changed a lot since the beginning of my internship. The experience helped me to appreciate life and not to take anything for granted. After working with several clients at my internship with so many disabilities, it made me feel blessed. Now, I tend not to look down on people based on their race, color, or disabilities. What are your plans for the future? I plan on entering the Respiratory Therapy program at Luzerne County Community College, after graduation from Wilkes Uni- versity with a Bachelor of Arts degree in Psychology. - Interview conducted by Jessica Woolfolk, co-editor

PAGE 12 PSYCHLES Crossword Puzzle

Across: Down: 2.In conditioning, the weakening of a conditioned association in the ab- 1. The legal designation for the state of an individual judged to be sence of a reinforcer or unconditioned stimulus. legally irresponsible or incompetent. 5.Any stimulus that, when made contingent upon a response, decreases the 2.(__ therapy) Use of shock as treatment for severe depression. probability of that response. 3.Degree to which a test produces similar scores each time it is used 7.(__ design) Experimental design: participants 1st experience the baseline 4.The entire set of individuals to which generalizations will be made condition, then the experimental treatment and then return to baseline. based on an experimental sample. 9.False perceptions that occur in the absence of objective stimulation. 6.(___ forms) Different versions of a test to assess test reliability. 11.Injuries to or destruction of brain tissue. 8.Statistical procedures that are used to summarize sets of scores 12.Statistical procedures allowing researchers to determine if the results with respect to central tendencies, variability, and correlations. obtained support the hypotheses or are attributed just to chance variation. 10.The physical memory trace for information in the brain. 14.Tendency of a decision-making group to filter out undesirable input so a 13.(____ validity) The degree to which test items appear to be di- consensus is reached, especially if it is in line with the leader's viewpoint. rectly related to the attribute the researcher wishes to measure. 15.(__ sample) Subset of population closely matching overall characteris- 16.A measure of the distance between the highest and the lowest tics of population with respect to distribution of males and females, racial scores in a set of observations; the simplest measure of variability. and ethnic groups, etc. 18.Standards based on measurements of a large group of people; 17.A procedure conducted at the end of an experiment in which the re- used for comparing the scores of an individual with those of others searcher provides the participant with as much information about the study within a well-defined group. as possible and makes sure that no participant leaves feeling confused, up- set, or embarrassed. 19.The score appearing most frequently in a set of observations - Created by Anna McFadden, co-edior

PAGE 13 PSYCHLES

Ask Hannah This month, Psychles offers readers a new column for those of you interested in clinical/counseling psychology. Co-editor Hannah Schechter plays therapist in helping readers cope with their undergraduate quandaries. If you have a troubling predicament for Hannah, you can either email [email protected] or, if you would like to remain anonymous, you can put your question under Dr. Tindell’s door (Breiseth 308) and identify it by writing “Ask Hannah.” Either way, you will remain anony- mous if your question is published in an upcoming Psychles issue.

Hannah’s responses should not be taken as professional advice. While she is offering advice consistent with basic psychological principles, she is not a licensed therapist. You are always encouraged to see a campus counselor or other mental health professional if you feel the problem is of a serious nature.

Dear Hannah, As the semester takes off, I am reminded once again of the constant anxiety I feel over the stress of exams. I study hard and remember the material well, and yet, my grades suffered last semester due to my uncontrollable fear on the day of the test. I sit at my desk, and as the exams are passed out, my heart races and my breath becomes shallow. When I read over the questions, the words on the page become blurry and I can’t think straight. Help! From, Anxious

Dear Anxious,

Let me first commend you on your bravery in admitting that your anxiety may be a cause of your poor test perform- ance. Being aware that anxiety is the culprit shows that you are insightful about your feelings and open to finding help. The symptoms you describe show that your anxiety is debilitating on some level. Anytime we experience these ex- treme feelings, it is best to seek help.

Before the exam, there are several things you can do. First, never procrastinate! When you are aware that a big test is just around the corner, start studying daily - even for just 5 or 10 minutes a day. Second, mentally remind yourself that you are making progress in your studying and that you are capable of answering questions regarding the subject mat- ter. Third, be healthy. Stay away from caffeine or late night activities. Practice relaxation techniques, such as visuali- zation (of doing well, of course!) or meditation.

Finally, test day arrives. Do not cram! Test day studying should be reserved as a confidence builder - in other words, you may skim your notes over, but as you do, feel comfortable. When the test arrives, do some deep breathing before you put your name on the paper. As you read over your first question and your eyes get blurry, close your eyes and repeat the question to yourself as if someone you're close to is reading it to you. Also, as you go through the answers, monitor what you are saying to yourself. If you're sure of an answer, be sure to pat yourself on the back. If you're unsure of an answer, admit that you may be wrong, but remind yourself that it is best not to get caught up in a difficult question.

Talk to a campus counselor if you find this problem to be insurmountable. Remember - you deserve to take care of yourself and your anxiety!

VOLUME 8 , ISSUE 4 PAGE 14 Alum of the Month: Virginia Merola How has Wilkes helped you in your current endeavors? The education I received at Wilkes has greatly prepared me for the demands of graduate school. I am currently a student at Kutztown University pursuing my MA in Counseling Psy- chology with a concentration in Marital and Family Therapy. As I continue with the program, I surprise myself with how much I remember. I even find myself referencing notes I had taken in Dr. Tindell’s “Statistics” class when writing a paper or reading through journal articles! The confidence that the psychology department gave me certainly has contributed to my suc- cess in graduate school. I went into the program apprehensive but fully confident that my education at Wilkes would keep me competitive and competent. Are you currently working/interning in the field of Psychology? I am currently working at a technical high school in the Lehigh Valley as an intervention aide. It is a fancy word for a disciplinarian and I spend most of my time in the Alternative Learning Center (also a fancy word for in-school suspension). Although I have not yet found myself working in the psychology field, I use the skills I learned every day. The general knowledge I have on communi- cation and working with people has enabled me to connect with the high school students I work with. I would have never thought I would be working in discipline when I was at Wilkes, but it is a good fit for me right now. I am surprised at how well my degree compliments my current position and how attractive it made me as a candidate for the job. I find that my co-workers often come to me to assist in peer mediation or give them advice when they’re having a concern about one of their students. Do you have any other future endeavors you would like to pursue? After completing my degree at KU, I would like to get my license as an MFT and also as an LPC. I then hope to enroll in a gradu- ate program at The Won Institute in Glenside, PA for a MA in Applied Meditation Studies. Since taking Dr. Paul’s “Buddhist Thought” class at Wilkes, I have had a great interest in Buddhist studies and meditation techniques. At KU, I also took a class on Mindfulness and Acceptance Based Cognitive Behavioral Therapy, which heightened my interest in incorporating meditation into therapy. The Applied Meditation Studies program is specifically designed to compliment a degree in the human services field. When I open my own practice, I hope to incorporate meditation into therapy. I see extreme benefits to using meditation both in counseling sessions and as homework for the clients. As for my personal life, I look forward to starting a family in the future. - Interview conducted by Anna McFadden, co-editor Student of the Month: Alison Frantz Psychles would like to introduce its newest co-editor, Alison Frantz. Alison is a junior psychology major. She is mi- noring in biology and neuroscience. What are your wishes for the future? My wishes for the future are to graduate from Wilkes, go on to graduate school and become a physical therapist. Tell us about your interest in psychology. I really enjoy all different aspects of Psychology. My favorite part of psychology would defi- nitely be neuropsychology, but in the same respect, everything has some sort of interest for me What is a memorable experience you have had at Wilkes? A memorable experience that I have had at Wilkes would have to be meeting all of my friends. They are the reason why I enjoy Wilkes so much. What makes you laugh? A lot of things make me laugh. But for the most part it is my friends and family that make me laugh the most! - Interview conducted by Johanna Schechter, co-editor PAGE 15 PSYCHLES Professor Question of the Month “What was your most memorable college experience?” Dr. Selden writes: I studied abroad for my junior year. I lived in small town in southern Germany and took classes at the local University, one of which was an upper level media psychology class. This class had only ONE graded component -- A cumulative *oral* exam (in German, of course). I have never been as scared in my life as I was when I sat down with the Professor to take my final exam. I survived the experience (and received a B+ in the class) but I will never forget it.

Dr. Bohlander writes: My most memorable undergraduate experience at Lebanon Valley College was not an academic one, but a "social" one. I can fi- nally break secrecy - my roommate, Glenn, and I were the "Red Avenger" for 1973-74. What a fun and exciting experience that was, particularly the episode of the speeding motorcycle crossing the football field during the halftime band performance, with Red Avenger's cape flapping in the breeze, and being chased by dozens of students wanting to "unmask" the mystery man. The Red Avenger was never captured because he always had a preplanned escape route, and an accomplice! No dorm was safe; no campus building was safe; no group of students or faculty was safe anywhere on campus, from the red-clad character with the blar- ing red horn!

Dr. Schicatano writes: I wish I could talk about some intellectual epiphany that I had... but probably one of my most memorable experiences came when I was Psych Club President. We worked on a homecoming float and I was the only male working with all women for something like 2 1/2 days.

Dr. Thomas writes: Traveling through Europe. Dr. Tindell writes: I found this to be a tough question. There are so many experiences that one has as an undergraduate that it is difficult to focus on just one. If I had to choose one, it would be my undergraduate honors project, which is similar to the capstone experience in our department at Wilkes. I conducted an independent research project and presented the findings. This was a two semester project that allowed me to work closely with a faculty advisor. My future direction in cognitive psychology and my decision to go to Texas A&M for my Ph.D. was largely due to this research experience.

Dr. Gold writes: My most memorable undergraduate experience was making a film with Nicholas Ray ( a Hollywood Director who discovered James Dean ). We filmed one particular scene all night at Binghamton University's pool and it was quite an experience. I took an undergraduate course in film making and the professor was this Hollywood giant who had been blackballed during the 1950's by Joe McCarthy. It was an incredible learning experience and the film was shown at The Cannes Film Festival in France later that year. One other extraordinary time was just after May Lai in Vietnam. The shootings happened at Kent State Univ. and the entire com- munity at Binghamton University went out on strike to show support. We marched in the city of Binghamton and the march was led by the President of the University. Faculty, Students, Administration and Staff all united to bring Peace about. It was quite a time.

- Interviews conducted by Johanna Schechter, co-editor

VOLUME 8 , ISSUE 4 PAGE 16 Neuro News: HM Dies At the Age of 82

H.M., the well-known anterograde amnesiac, died on December 2, 2008 due to respiratory failure. His name, Henry Molasion, was never released until he died. Instead, he went by H.M. He left no survivors, but he did leave a major impact on neuroscience. When Henry was only 9 years old, he was hit by a bicycle rider and hit his head very hard. At the age of 16, he experi- enced his first grand mal seizure. Soon after, he continued to have these seizures to the point that he was unable to graduate high school on time. Eventually, after being unable to hold a job working on assembly lines because of his reoccurring seizures, his par- ents contacted a doctor by the name of William Beecher Scoville who was a neurosurgeon at Hartford Hospital. Removing parts of the brain to help correct problems was very popular at this time, and Henry and his parents were becoming desperate because he was having up to 11 major seizures a week. So, Dr. Scoville removed the hippocampus bilaterally in H.M.’s brain to try and stop the grand mal seizures. From the day of his surgery, H.M. was never the same. He only had two seizures after the surgery, but it cost him his ability to retrieve memories. He was able to remember things in the beginning of his life, but nothing after that. He suffered from what we now know as anterograde amnesia. Dr. Brenda Milner was the one to work with H.M. after his surgery. At the time, Dr. Milner was already studying amne- sia and was very interested in meeting H.M. Everyone that did work with H.M. said that he was very pleasant, he had a sense of humor and was fun to be around. Every day he would meet Dr. Brenda Milner, and over time, he would start to tell her that he knew her from high school, although that was never the case. He could not completely remember, but he thought he knew her from somewhere so he figured that it was high school. H.M. had a major impact on neuroscience. At first, neuroscientists thought that memory had a hold on many different parts all over the brain and taking out a whole structure would not have the effect that it did on H.M. They believed that his mem- ory problems were due to numerous different problems in the brain, not just the loss of the hippocampus. The change came when Dr. Milner had Henry do a task where he traced a five point star in the middle of two parallel lines. This is a hard task at first for anyone, memory deficit or not. But, after repeating the task over and over again, it became easier for him to do it, al- though each time it was a “new” task for him. That lead Dr. Milner to believe that different types of memories are stored in differ- ent structures. She was able to conclude that motor memory, which is the type of memory used for this task, is located in a struc- ture other than the hippocampus, which is needed to intentionally retrieve stored information. We now know that H.M. could only retrieve new information implicitly, not explicitly. This was a major breakthrough in H.M.’s case. Many different studies and memory tests allowed neuroscientists to learn new things about the brain from H.M. The impact that he left was one that he will never know. He helped to bring neuroscience and other aspects of psychology to what it is today. Arrangements have been made to have his brain preserved for further study. H.M. is a man who forgot, but who will never be forgotten. For additional information, visit www.nytimes.com and search for H.M. to read his full obituary. -Alison Frantz, co-editor Dr. Lisa Lewis: Gluten and Casein Free Diet as Autism Treatment Imagine not being able to drink milk, or enjoy a bagel in the morning. Many people have opted to eliminate such products, as a part of the new revolutionary dietary treatment for Autism. On Tuesday, Novem- ber 11, 2008, Dr. Lisa Lewis gave a very interesting lecture, entitled “Special Diets for Special Kids: How a Glu- ten Free, Casein Free Diet Can Help Those with Autism and other Neurosensory Disorders,” sponsored by The NeuroSensory Center of Eastern Pennsylvania in Kingston, Pennsylvania. Gluten and casein are both proteins founds in many foods, such as wheat and milk, respectively. Dr. Lewis explained how some lack the enzymes necessary to break down these proteins, which result in symptoms similar to those seen in Autism. Many case reviews of Autistic children who have eliminated all gluten and casein products from their diet have shown that the severe symptoms of Autism have improved, leading to a better life for the child as well as their families. Dr. Lewis has first-hand experience in working with children with Autism, as her own son is Autistic. Although he is now an adult, she described how a gluten free and casein free diet has benefited him, which gave her hope for his success as well as the many others whose lives are affected by Autism. Dr. Lewis also explained that this dietary lifestyle is easy for anyone. There are now many products which can be substituted for the original product which do not contain gluten and casein. In addition to Dr. Lewis, many local businesses were on site to distribute free products and literature about gluten free and casein free products. The audience of professors, students and families of those of Autistic children found hope in Dr. Lewis’ scientific and per- sonal claims, which gave them the ability to look towards a bright future in the treatment of Autism. - Jessica Woolfolk, co-editor

PAGE 17 PSYCHLES Jessica’s Worthwhile Read: The Man Who Mistook His Wife for a Hat

Psychological and medical case studies often have the ability to awe the reader. A man who can see music, or a woman who can still feel the leg that she had amputated many years before are just a few of the cases in which we have all been enthralled to learn more about. In The Man Who Mistook His Wife for a Hat, Oliver Sacks offers in-depth stories of 24 different cases about individuals with neurological disorders and other phenomenon which seem very hard to believe. One particular case was entitled, The Disembodied Lady which was about a woman who loses her sense of proprioreception. This is the ability to recognize different parts of the body. The woman lost the ability to realize she had limbs, which caused her to have problems functioning. Another case was entitled The Twins, which was about autistic savant twin brothers who have extraordinary mathematical abilities which enable them to interact with each other while playing mathematical games. This book will keep you on your toes, wondering where Sacks will take you next. Do not be intimidated by the neuro- logical terms, as many readers will be able to enjoy this book no matter if they are interesting in neuroscience, psychology, or just the fascinating cases which have intrigued many. - Review by Jessica Woolfolk, co-editor

Puzzle Solutions

Crossword (p.12) Word Find (p.3)

Cryptoquote:

any kind of bad training.” – Anna Freud Freud Anna – training.” bad of kind any survive to known been always have minds “Creative

PAGE 18 PSYCHLES THE DEPARTMENT OF PSYCHOLOGY AT WILKES UNIVERSITY PSYCHLES Deborah Tindell, Ph.D., Departmental Coordinator Department of Psychology at Wilkes University 570-408-4565 [email protected]

[email protected] [email protected] Visit Wilkes Online! [email protected]

[email protected] www.wilkes.edu

[email protected] GRE Practice Vocabulary

Abscond (v.) - to leave secretly and hide Impecunious (adj.) - penniless; poor Antediluvian (adj.) - ancient; outmoded Inchoate (adj.) - in an initial or early stage; incomplete; disorganized Blandishment (n.) - speech or action intended to coax someone into doing something Saturnine (adj.) - having a gloomy or morose temperament Burgeon (v.; n.) - to grow or flourish; bud or new growth Tyro (n.) - beginner; person lacking experience in a specific endeavor Decry (v.) - to make clear, to say - Alison Frantz, co-editor Emollient (adj., n.) - softening; something that softens

Department of Psychology 84 W. South St. Wilkes-Barre, PA 18766