[tips] Senator aims to de-fund Poli Sci
From today's Inside Higher Ed: Sen. Tom Coburn, an Oklahoma Republican, is proposing that Congress bar the National Science Foundation from supporting research in political science. While the NSF is best known for its support for the physical sciences, computer science and engineering, it has a long history of also supporting work in the social sciences. A statement from the senator said: The purpose of this amendment is not to restrict science, but rather to better focus scarce basic research dollars on the important scientific endeavors that can expand our knowledge of true science and yield breakthroughs and discoveries that can improve the human condition. While such an amendment is unlikely to be enacted, the American Political Science Association is organizing letter-writing efforts against the measure. I wonder how long before they try to de-fund psychology. Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Senator aims to de-fund Poli Sci
They (i.e., some members of Congress) have been trying to do so for years. From: Christopher D. Green [chri...@yorku.ca] Sent: Thursday, October 08, 2009 8:46 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Senator aims to de-fund Poli Sci From today's Inside Higher Ed: Sen. Tom Coburn, an Oklahoma Republican, is proposing that Congress bar the National Science Foundation from supporting research in political science. While the NSF is best known for its support for the physical sciences, computer science and engineering, it has a long history of also supporting work in the social sciences. A statement from the senator said: The purpose of this amendment is not to restrict science, but rather to better focus scarce basic research dollars on the important scientific endeavors that can expand our knowledge of true science and yield breakthroughs and discoveries that can improve the human condition. While such an amendment is unlikely to be enacted, the American Political Science Association is organizing letter-writing efforts against the measure. I wonder how long before they try to de-fund psychology. Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Senator aims to de-fund Poli Sci
They (i.e., some members of Congress) have been trying to do so for years. Here's an example, cut and pasted from a message sent to a CVNET discussion group in 1995! Last week the House Budget Committee recommended the complete elimination of behavioral science research funding by the National Science Foundation. Robert Walker (R-PA) was quoted in the Washington Post as saying that the NSF should stop funding behavioral science research (including psychology and cognitive science), an area that it wandered into because it was politically correct. From: Christopher D. Green [chri...@yorku.ca] Sent: Thursday, October 08, 2009 8:46 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Senator aims to de-fund Poli Sci From today's Inside Higher Ed: Sen. Tom Coburn, an Oklahoma Republican, is proposing that Congress bar the National Science Foundation from supporting research in political science. While the NSF is best known for its support for the physical sciences, computer science and engineering, it has a long history of also supporting work in the social sciences. A statement from the senator said: The purpose of this amendment is not to restrict science, but rather to better focus scarce basic research dollars on the important scientific endeavors that can expand our knowledge of true science and yield breakthroughs and discoveries that can improve the human condition. While such an amendment is unlikely to be enacted, the American Political Science Association is organizing letter-writing efforts against the measure. I wonder how long before they try to de-fund psychology. Chris -- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada 416-736-2100 ex. 66164 chri...@yorku.camailto:chri...@yorku.ca http://www.yorku.ca/christo/ == --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] TIPSTER OF THE WEEK
JULIEOSLAND Congrats! You really deserve it. Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
re: [tips] Senator aims to de-fund Poli Sci
On Thu, 08 Oct 2009 05:45:26 -0700, Christopher D. Green wrote: From today's Inside Higher Ed: Sen. Tom Coburn, an Oklahoma Republican, is proposing that Congress bar the National Science Foundation from supporting research in political science. While the NSF is best known for its support for the physical sciences, computer science and engineering, it has a long history of also supporting work in the social sciences. A statement from the senator said: The purpose of this amendment is not to restrict science, but rather to better focus scarce basic research dollars on the important scientific endeavors that can expand our knowledge of true science and yield breakthroughs and discoveries that can improve the human condition. While such an amendment is unlikely to be enacted, the American Political Science Association is organizing letter-writing efforts against the measure. I wonder how long before they try to de-fund psychology. As Martin Bourgeois has pointed out, attempts to defund psychological projects have been going for a while. The APA has devoted a page to these attempts over the past decade; see: http://www.apa.org/ppo/ppan/peerreview1pg03.html Typically, these de-funding attempts have been framed as attacks on the peer review project. The Federation of Behavioral, Psychological, and Cognitive have also monitored these attempts and have sent out action alerts as well as noted them in their newsletter. See their website: http://www.fbpcs.org/ and http://www.fbpcs.org/docs/support_for_NIH_Peer_Review_System-092509.pdf Here is an excerpt from the Federation Newsletter from December 3, 2004: |PEER REVIEW ISSUE: THAT’S ONE FOR OUR SIDE… |Update on Congressional Threats to NIH Peer Review Process | |Last week, the Labor, Health and Human Services, and Education and |Related Agencies conference committee submitted their report on 2005 |appropriations. A conference committee is a temporary, ad hoc panel |composed of House and Senate conferees that is formed for the purpose |of reconciling bicameral differences in legislation. Included among the |hundreds of items considered by the committee was the Neugebauer |amendment, reported in the Federation’s September 10th newsletter. | |In early September, the House passed, by voice vote, an amendment |proposed by Representative Robert Neugebauer (R-TX). The amendment |targeted two NIMH-funded studies: One examining the mental and physical |health benefits of focusing on positive life goals as compared to traumatic |events through journal writing, the other a study of the physical and virtual |environments that individuals choose for themselves and how these |environments may convey whether that individual is suffering from a |psychological disorders. Interestingly, each of these studies, although |targeted for de-funding, had already received all of the funds allocated to |them. |In other words, although the proposal to withdraw funding was |passed, there is no actual funding to withdraw from these two grants. |The Senate did not have a similar provision passed, and so the matter |was sent to the conference committee. The conference committee report |states, “The conferees reiterate their support of the two-tiered peer review |process used by NIH to judge research grant applications and continue |to expect NIH to ensure that its funds are allocated to research that is |both scientifically meritorious and has high potential public health impact.” | |Once again, the threat to NIH peer review has been averted. However, |we continue to expect similar amendments to be proposed in the upcoming |session and will take measures humanly possible to educate and persuade |legislators on this issue. We will keep you updated as things develop. -Mike Palij New York University m...@nyu.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] To curve or not to curve
Hi James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca michael sylvester msylves...@copper.net 08-Oct-09 9:03:09 AM Is there evidence that adjuncts give more of the A grade than regular faculty? I forget now where I got it from but here are data from a talk a did here a few years ago. %As by Course Level For course levels 1, 2, and 3 - Full 26% 31% 35% - Assistant 30% 45% 42% - Adjunct 38% 50% 42% As to why more As for adjuncts, that is another question. Take care Jim --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] To curve or not to curve
In measurement they talk about norm referenced (like a curve) vs. Criterion referenced tests. But I like to say scratch a criterion and find a norm. The 90/80 will fly out the window if everyone flunked in which case the test is made easier next time even tho it LOOKS like a strict criterion type test. If memory serves the 90/80 came from Scottish teachers teaching in the US in the early 1800s. Does anybody know more about its origins? I never understood its persistence other than habit. Sent from my BlackBerry® wireless device from U.S. Cellular -Original Message- From: michael sylvester msylves...@copper.net Date: Thu, 8 Oct 2009 10:03:09 To: Teaching in the Psychological Sciences (TIPS)tips@acsun.frostburg.edu Subject: [tips] To curve or not to curve Most profs probably assign grades based on preset criteria,for example,A (90-100), B(80-89) etc. But some profs may prefer to grade on the curve based on the mean and standard deviation. Just curious re the pros and cons of those differential methods.Which of these two methods are least immune to grade inflation? I have known some profs who have been accused of dishing out A s like hot cakes,but they have used grading by criteria. On the other hand they have been adjuncts and teaching at community colleges.Would grading on the curve solve that problem? Is there evidence that adjuncts give more of the A grade than regular faculty? Is there evidence that community college profs dish out the A grade like hotcakes? Michael Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] To curve or not to curve
Hi Jim- I find that these percentages are remakably high. I just went over my grade distributions for the last several years and calculated the percentage of A grades (Including A-, A and A+) to be about 6-7% for both my Intro and Research Methods classes. I used a fixed grading system with 85% as the cut off point for the A range. Few, if any, of my students considered me to be a hard marker. I'm sure that if I had handed in a grade distribution with even 25% As I would have had a conversation with the department chair. Are you sure that those numbers are correct? -Don. - Original Message - From: Jim Clark Date: Thursday, October 8, 2009 8:49 am Subject: Re: [tips] To curve or not to curve To: Teaching in the Psychological Sciences (TIPS) Hi James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca michael sylvester 08-Oct-09 9:03:09 AM Is there evidence that adjuncts give more of the A grade than regular faculty? I forget now where I got it from but here are data from a talk a did here a few years ago. %As by Course Level For course levels 1, 2, and 3 - Full 26% 31% 35% - Assistant 30% 45% 42% - Adjunct 38% 50% 42% As to why more As for adjuncts, that is another question. Take care Jim --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] Concept Map on Sexual Orientation
I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
Hi Michael- This looks pretty good. The only thing I'd add is a discussion of homosexual behaviour Vs. Homosexual Orierntation. I'm thinking primarily of the work I did in prison where a lot of the men and women engaged in homosexual behaviour because it was the only game in town. Upon release they quickly resumed their heterosexual practices. -Don. - Original Message - From: Britt, Michael Date: Thursday, October 8, 2009 9:39 am Subject: [tips] Concept Map on Sexual Orientation To: Teaching in the Psychological Sciences (TIPS) I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
Hi Michel. Someone please correct me if I'm wrong, but I was under the impression that the index finger/ring finger ratio idea only seems to hold for white homosexuals (interesting). Source: Dennis McFadden, Ph.D.,1,6 John C. Loehlin, Ph.D.,1 S. Marc Breedlove, Ph.D.,2 Richard A. Lippa, Ph.D.,3 John T. Manning, Ph.D.,4 and Qazi Rahman, Ph.D. (2005) Archives of Sexual Behavior, 34, 341-356. At 12:38 PM 10/8/2009, you wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] To curve or not to curve
Hi As I noted, I am not sure where I got those figures, but if you look at following report (e.g., page 6), you will see that %As is quite high at Simon Fraser University, especially in Education. So figures reported are not out of line with some universities. http://www.sfu.ca/irp/Students/grades_report/documents/grades.report.pdf Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Don Allen dal...@langara.bc.ca 08-Oct-09 11:20:07 AM Hi Jim- I find that these percentages are remakably high. I just went over my grade distributions for the last several years and calculated the percentage of A grades (Including A-, A and A+) to be about 6-7% for both my Intro and Research Methods classes. I used a fixed grading system with 85% as the cut off point for the A range. Few, if any, of my students considered me to be a hard marker. I'm sure that if I had handed in a grade distribution with even 25% As I would have had a conversation with the department chair. Are you sure that those numbers are correct? -Don. - Original Message - From: Jim Clark Date: Thursday, October 8, 2009 8:49 am Subject: Re: [tips] To curve or not to curve To: Teaching in the Psychological Sciences (TIPS) Hi James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca michael sylvester 08-Oct-09 9:03:09 AM Is there evidence that adjuncts give more of the A grade than regular faculty? I forget now where I got it from but here are data from a talk a did here a few years ago. %As by Course Level For course levels 1, 2, and 3 - Full 26% 31% 35% - Assistant 30% 45% 42% - Adjunct 38% 50% 42% As to why more As for adjuncts, that is another question. Take care Jim --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) Don Allen Dept. of Psychology Langara College 100 W. 49th Ave. Vancouver, B.C. Canada V5Y 2Z6 Phone: 604-323-5871 --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] crossposting: errata of errata to APA manuscript???
I just spent 2 hours I did NOT have for this project in making the corrections from the 7 pages' worth of errata that APA has posted. I think there are still some errors and maybe someone here can explain these to me before I fire off an another angry email to APA. The erratum says: Chapter 2 page 25 - Indent the first paragraph of the example under the heading Fourth paragraph: person to contact (mailing address, e-mail). But don't they really want us just to the indent the first line of that example, and not the whole thing? - The erratum says: Page 47 - Figure 2.1, p. 12 of sample paper, second paragraph, line 9, chnge the hyphen -1.90 to a minus sign and cluse up space next to the numeral :1: (1.90). BUT, this is part of a statistical report that reads, ts(23)-1.90... The t was in italics but not the s. What the heck does ts stand for? It's not listed in the abberviations anywhere in the manual and I've never heard of it. I thought they might want student's t statistic to now be recorded that way, but no, on the abbreviations page it says to abbreviate student's t as just the letter t. So what is ts all about? I cannot make italics in this email system, so just a reminder that the t always appears as an italic, but the s does not. --- The erratum says: p. 58 - Figure 2.3, p. 4 of sample paper, boldface heading Summary and variability of the overall effect. These words are in italics, which I cannot type in this email program. But shouldn't the italics be removed and regular font used? Is this not a continuation at the same level of subheadings as the previous ones? The erratum says: p. 59 - Figure 2.3, p. 6 of sample paper, in the Albarracin reference, delete San Diego, CA: Academic Press; move ...[references continue] to next line. But does the doi reference then remain? It seems like it should go to right where the San Diego, CA: Academic Press was removed from. That's not at all clear. --- The erratum says: Page 209 - Section 7.07, in the motion picture template example, capitalize origin. But shouldn't it just be the O in origin that needs to be capitalized and not the whole word? -- The erratum says: Page 234 - Figure 8.2...lots of changes They missed on, in Section 8.14, Subsection (b) line 13, delete the hyphen in agreement. --- Ok, those are my potential corrections to their corrections. Anyone able to explain or confirm my questions? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110 619-260-4006 tay...@sandiego.edu --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] crossposting: errata of errata to APA manuscript???
Dear Tipsters, Annette wrote: The erratum says: Page 47 - Figure 2.1, p. 12 of sample paper, second paragraph, line 9, chnge the hyphen -1.90 to a minus sign and cluse up space next to the numeral :1: (1.90). BUT, this is part of a statistical report that reads, ts(23)-1.90... The t was in italics but not the s. What the heck does ts stand for? It's not listed in the abberviations anywhere in the manual and I've never heard of it. I thought they might want student's t statistic to now be recorded that way, but no, on the abbreviations page it says to abbreviate student's t as just the letter t. So what is ts all about? I cannot make italics in this email system, so just a reminder that the t always appears as an italic, but the s does not. Comment The s is there because there were a number of comparisons and all the ts fell into a certain range. So s is just a plural. HOWEVER: With 23 df, the critical value for t is 2.06, two-tailed. So these obtained ts might not be significant. The one-tailed critical value is 1.71, so an obtained t of 1.90 would be significant. But would p be less than .001? I do not think so because lower down ts greater than 2.56 have p .017! And what is the justification for a one-tailed test? Sincerely, Stuart Floreat Labore Recti cultus pectora roborant Stuart J. McKelvie, Ph.D., Phone: 819 822 9600 x 2402 Department of Psychology, Fax: 819 822 9661 Bishop's University, 2600 rue College, Sherbrooke, Québec J1M 1Z7, Canada. E-mail: stuart.mckel...@ubishops.ca (or smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore ___ -Original Message- From: tay...@sandiego.edu [mailto:tay...@sandiego.edu] Sent: October 8, 2009 2:49 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] crossposting: errata of errata to APA manuscript??? I just spent 2 hours I did NOT have for this project in making the corrections from the 7 pages' worth of errata that APA has posted. I think there are still some errors and maybe someone here can explain these to me before I fire off an another angry email to APA. The erratum says: Chapter 2 page 25 - Indent the first paragraph of the example under the heading Fourth paragraph: person to contact (mailing address, e-mail). But don't they really want us just to the indent the first line of that example, and not the whole thing? - The erratum says: Page 47 - Figure 2.1, p. 12 of sample paper, second paragraph, line 9, chnge the hyphen -1.90 to a minus sign and cluse up space next to the numeral :1: (1.90). BUT, this is part of a statistical report that reads, ts(23)-1.90... The t was in italics but not the s. What the heck does ts stand for? It's not listed in the abberviations anywhere in the manual and I've never heard of it. I thought they might want student's t statistic to now be recorded that way, but no, on the abbreviations page it says to abbreviate student's t as just the letter t. So what is ts all about? I cannot make italics in this email system, so just a reminder that the t always appears as an italic, but the s does not. --- The erratum says: p. 58 - Figure 2.3, p. 4 of sample paper, boldface heading Summary and variability of the overall effect. These words are in italics, which I cannot type in this email program. But shouldn't the italics be removed and regular font used? Is this not a continuation at the same level of subheadings as the previous ones? The erratum says: p. 59 - Figure 2.3, p. 6 of sample paper, in the Albarracin reference, delete San Diego, CA: Academic Press; move ...[references continue] to next line. But does the doi reference then remain? It seems like it should go to right where the San Diego, CA: Academic Press was removed from. That's not at all clear. --- The erratum says: Page 209 - Section 7.07, in the motion picture template example, capitalize origin. But shouldn't it just be the O in origin that needs to be capitalized and not the whole word? -- The erratum says: Page 234 - Figure 8.2...lots of changes They missed on, in Section 8.14, Subsection (b) line 13, delete the hyphen in agreement. --- Ok, those are my potential corrections to their corrections. Anyone able to explain or confirm my questions? Annette Annette Kujawski Taylor, Ph.D. Professor of Psychology University of San Diego 5998 Alcala Park San Diego, CA 92110
[tips] Beyond analysis
Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
Michael,That's beautiful. Very thorough! Beth Benoit On Thu, Oct 8, 2009 at 12:38 PM, Britt, Michael michael.br...@thepsychfiles.com wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Beyond analysis
Hi All - It's an intriguing collection indeed, but the description at the outset of the article isn't quite accurate. Psychologists were asked to say what they didn't understand about themselves, not what they view as the great answered questions in psychology as a whole. Still, quite entertaining nonetheless. ...Scott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Thursday, October 08, 2009 4:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
[tips] British male bonding vs.gay behavior
This could generate some discussion.The thread on concept map indicated the need to differentiate between homosexual and homosexual orientation.Although the idea of bonding is usually seen in the ethological literature,not much seems to be said about male bonding which is not the same as homosexual behavior or homosexual orientation.I must have read it somwehere but it was pointed out that in some of the British all male schools,bonds among males seem to develop with some degree of intimacy but not of a homosexual orientation. It was said that there was a special bond among British spies which could have develooped as early as their school days.I remember something said about Philby and his friends who were also spies. I have hosted Israeli guests who were in the Israeli military and I observed a close bond among them. Now it could be a kibbutzim effect or and an interaction of closeness factors. I suspect that in the U.S we are too quick to label people along sexual lines instead of bonding lines.So called homophobic in the U.S usually implies some sexual discomfort,but if we assume there is natural male bonding(for whatever evolutionary purpose it may serve)then the label homosexual orientation could be a confusing construct. I think ,in the U.S, too many things are seen in terms of sex,sex,sex. There are stories of Mick Jagger and Eric Clapton sleeping in the same bed but that is no indication that those two guys were and are gay or homosexually oriented.I do not doubt a strong male bonding between those two or any other situations where two people have significant relationships.Many Btitishers are more faithful to their bonds.(My name is Bond,James Bond). Like the Europeabs used to say-the problems with the Americans is that they are over here and oversexed. I stand corrected if necessary. Michael omnicentric Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Beyond analysis
On Thu, 08 Oct 2009 13:14:02 -0700, Scott O Lilienfeld wrote: Hi All - It's an intriguing collection indeed, but the description at the outset of the article isn't quite accurate. Psychologists were asked to say what they didn't understand about themselves, not what they view as the great answered questions in psychology as a whole. Still, quite entertaining nonetheless. ...Scott A point that may not be relevant but which I wonder about is the following. Presumably famous psychologists were selected either because (a) they somehow have a deeper insight into the problems that concern them (by the way, I wish Marty Seligman luck in walking and losing that weight) or (b) there is a gossipy interest in what famous psychologists are concerned about and whether such concern are profound or mundane (e.g., how to keep one's weight down). But if someone surveyed a representative sample of psychologists, would one find similar or different concerns? And which would be of greater interest: the concerns of the famous psychologists or the concerns of common psychologists? Anyone find it interesting that none of their concerns involved teaching? Or am I making too much of a little article in the Health Families section of a newspaper? By the way, when I tried to access the blog listed at the end of the story I got a You are not authorized to view page; see: Researchdigest.org.uk/blog Did it sense my less than appreciative attitude towards the piece? Also, wasn't Paul Ekman at UC-Berkeley? Has he gone into business for himself now? Incidentally, I agree with his positions and not the Dalai Lama's. And I never knew that Mike Posner was so mechanically challenged. I hope that light bulb changing behavior gets better. -Mike Palij New York University m...@nyu.edu -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Thursday, October 08, 2009 4:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Beyond analysis
Hi Mike - Ekman has long been at UC San Francisco (Department of Psychiatry), and I believe is Professor Emeritus there. CheersScott Scott O. Lilienfeld, Ph.D. Professor Editor, Scientific Review of Mental Health Practice Department of Psychology, Room 473 Psychology and Interdisciplinary Sciences (PAIS) Emory University 36 Eagle Row Atlanta, Georgia 30322 slil...@emory.edu (404) 727-1125 Psychology Today Blog: http://www.psychologytoday.com/blog/the-skeptical-psychologist 50 Great Myths of Popular Psychology: http://www.wiley.com/WileyCDA/WileyTitle/productCd-140513111X.html Scientific American Mind: Facts and Fictions in Mental Health Column: http://www.scientificamerican.com/sciammind/ The Master in the Art of Living makes little distinction between his work and his play, his labor and his leisure, his mind and his body, his education and his recreation, his love and his intellectual passions. He hardly knows which is which. He simply pursues his vision of excellence in whatever he does, leaving others to decide whether he is working or playing. To him - he is always doing both. - Zen Buddhist text (slightly modified) -Original Message- From: Mike Palij [mailto:m...@nyu.edu] Sent: Thursday, October 08, 2009 5:07 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Mike Palij Subject: RE: [tips] Beyond analysis On Thu, 08 Oct 2009 13:14:02 -0700, Scott O Lilienfeld wrote: Hi All - It's an intriguing collection indeed, but the description at the outset of the article isn't quite accurate. Psychologists were asked to say what they didn't understand about themselves, not what they view as the great answered questions in psychology as a whole. Still, quite entertaining nonetheless. ...Scott A point that may not be relevant but which I wonder about is the following. Presumably famous psychologists were selected either because (a) they somehow have a deeper insight into the problems that concern them (by the way, I wish Marty Seligman luck in walking and losing that weight) or (b) there is a gossipy interest in what famous psychologists are concerned about and whether such concern are profound or mundane (e.g., how to keep one's weight down). But if someone surveyed a representative sample of psychologists, would one find similar or different concerns? And which would be of greater interest: the concerns of the famous psychologists or the concerns of common psychologists? Anyone find it interesting that none of their concerns involved teaching? Or am I making too much of a little article in the Health Families section of a newspaper? By the way, when I tried to access the blog listed at the end of the story I got a You are not authorized to view page; see: Researchdigest.org.uk/blog Did it sense my less than appreciative attitude towards the piece? Also, wasn't Paul Ekman at UC-Berkeley? Has he gone into business for himself now? Incidentally, I agree with his positions and not the Dalai Lama's. And I never knew that Mike Posner was so mechanically challenged. I hope that light bulb changing behavior gets better. -Mike Palij New York University m...@nyu.edu -Original Message- From: Allen Esterson [mailto:allenester...@compuserve.com] Sent: Thursday, October 08, 2009 4:03 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) This e-mail message (including any attachments) is for the sole use of the intended recipient(s) and may contain confidential and privileged information. If the reader of this message is not the intended recipient, you are hereby notified that any dissemination, distribution or copying of this message (including any attachments) is strictly prohibited. If you have received this message in error, please contact the sender by reply e-mail message and destroy all copies of the original message (including attachments). --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] To curve or not to curve
Hi Jim- Thanks for the link to the SFU data. In trying to figure out why there would be such a discrepancy between grades at Langara and SFU I came up with two possibilities. One is retention level. It is not uncommon to see a 25-30% shrinkage in an Intro class at Langara. If percentage of As is calculated using the number of students who enrolled as the base then you will get a markedly different percentage than if you do the calculation based on those who remained. The second factor is how the schools define A, B, C, etc. SFU uses the following criteria: Letter gradeDefinitionNumerical equivalent A+ A A-excellent performance4.33 4.00 3.67 B+ B B-good performance3.33 3.00 2.67 C+ Csatisfactory performance2.33 2.00 C- Dmarginal performance1.67 1.00 Ffail (unsatisfactory performance) 0.00 Langara's definition is quite different: Letter GradeGrade Point EquivalencyInterpretation Approx % Range A+ 4.3 Distinguished Achievement (for consistently demonstrated excellence in all aspects of the course) 96-100 A 4.0 85-95 A- 3.7 80-84 B+ 3.3 Above Average Achievement (for consistently demonstrated above average proficiency in all aspects of the course) 77-79 B 3.0 73-76 B- 2.7 68-72 C+2.3 Satisfactory Achievement (for competent achievement in the course) 63-67 C 2.0 58-62 C-1.7 53-57 D 1.0 Marginal Performance (credit granted but insufficient mastery to proceed to the next level) Letter GradeGrade Point EquivalencyInterpretation Approx % Range A+ 4.3 Distinguished Achievement (for consistently demonstrated excellence in all aspects of the course) 96-100 A 4.0 85-95 A- 3.7 80-84 B+ 3.3 Above Average Achievement (for consistently demonstrated above average proficiency in all aspects of the course) 77-79 B 3.0 73-76 B- 2.7 68-72 C+2.3 Satisfactory Achievement (for competent achievement in the course) 63-67 C 2.0 58-62 C-1.7 53-57 D 1.0 Marginal Performance (credit granted but insufficient mastery to proceed to the next level) Letter GradeGrade Point EquivalencyInterpretation Approx % Range A+ 4.3 Distinguished Achievement (for consistently demonstrated excellence in all aspects of the course) 96-100 A 4.0 85-95 A- 3.7 80-84 B+ 3.3 Above Average Achievement (for consistently demonstrated above average proficiency in all aspects of the course) 77-79 B 3.0 73-76 B- 2.7 68-72 C+2.3 Satisfactory Achievement (for competent achievement in the course) 63-67 C 2.0 58-62 C-1.7 53-57 D 1.0 Marginal Performance (credit granted but insufficient mastery to proceed to the next level) 48-52 Letter GradeGrade Point EquivalencyInterpretation Approx % Range A+ 4.3 Distinguished Achievement (for consistently demonstrated excellence in all aspects of the course) 96-100 A 4.0 85-95 A- 3.7 80-84 B+ 3.3 Above Average Achievement (for consistently demonstrated above average proficiency in all aspects of the course) 77-79 B 3.0 73-76 B- 2.7 68-72 C+2.3 Satisfactory Achievement (for competent achievement in the course) 63-67 C 2.0 58-62 C-1.7 53-57 D 1.0 Marginal Performance (credit granted but insufficient mastery to proceed to the next level) 48-52 Especially note the differences in the B range. To get into this range at Langara you have to be above average while at SFU you only need to be good. Looks like the Lake Woebegon effect to me. -Don. Letter GradeGrade Point EquivalencyInterpretation Approx % Range A+ 4.3 Distinguished Achievement (for consistently demonstrated excellence in all aspects of the course) 96-100 A 4.0 85-95 A- 3.7 80-84 B+ 3.3 Above Average Achievement (for consistently demonstrated above average proficiency in all aspects of the course) 77-79 B 3.0 73-76 B- 2.7 68-72 C+2.3 Satisfactory Achievement (for competent achievement in the course) 63-67 C 2.0 58-62 C-1.7 53-57 D 1.0 Marginal Performance (credit granted but insufficient mastery to proceed to the next level) 48-52 - Original Message - From: Jim Clark Date: Thursday, October 8, 2009 11:31 am Subject: Re: [tips] To curve or not to curve To: Teaching in the Psychological Sciences (TIPS) Hi As I noted, I am not sure where I got those figures, but if you look at following report (e.g., page 6), you will see that %As is quite high at Simon Fraser University, especially in Education. So figures reported are not out of line with some universities. http://www.sfu.ca/irp/Students/grades_report/documents/grades.report.pdf Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Don Allen 08-Oct-09 11:20:07 AM Hi Jim- I find that these percentages are remakably high. I just went over my grade distributions for the last several years and calculated the percentage of A grades (Including A-, A and A+) to be about 6-7% for both my Intro and Research Methods classes. I used a fixed grading system with 85% as the cut off point for the A range. Few,
Re: [tips] Concept Map on Sexual Orientation
Thanks Beth. I tried to be thorough. When it came to a point where the next article or chapter started repeating what the previous article/chapter said, then I knew it was time to stop and get feedback. Quite a fascinating topic. Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Oct 8, 2009, at 4:09 PM, Beth Benoit wrote: Michael, That's beautiful. Very thorough! Beth Benoit On Thu, Oct 8, 2009 at 12:38 PM, Britt, Michael michael.br...@thepsychfiles.com wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
I didn't see that in my reading, but I'll check out the reference you have below. I think the whole idea of measuring body differences until you come up with something significant seems like a questionable research strategy. I also found one study that concluded that homosexual men have larger penises than heteros: The relation between sexual orientation and penile size, Anthony F Bogaert; Scott Hershlberger, Archives of Sexual Behavior; Jun 1999; 28. I'm not sure whether to mention this finding. It was only one study and the topic of sexual orientation is controversial enough. I don't knowthoughts? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Oct 8, 2009, at 1:47 PM, Mark A. Casteel wrote: Hi Michel. Someone please correct me if I'm wrong, but I was under the impression that the index finger/ring finger ratio idea only seems to hold for white homosexuals (interesting). Source: Dennis McFadden, Ph.D.,1 , 6 John C. Loehlin, Ph.D.,1 S. Marc Breedlove, Ph.D.,2 Richard A. Lippa, Ph.D.,3 John T. Manning, Ph.D.,4 and Qazi Rahman, Ph.D. (2005) Archives of Sexual Behavior, 34, 341-356. At 12:38 PM 10/8/2009, you wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
RE: [tips] Concept Map on Sexual Orientation
Hi, Michael. I'm impressed w/your concept map. At least at this writing (who knows w/reviews), I simply cover the numerous physiological correlates of sexual orientation w/a brief listing of findings, emphasizing that they are simply correlates and that the pattern does not seem to be consistent in terms of gender (lesbians versus gay men) and ethnicity. My favorite reference is: Carroll, M. P. (1998). But fingerprints dont lie, eh? Prevailing gender ideologies and scientific knowledge. *Psychology of Women Quarterly, 22*, 739-749. Cheryl R. --- Cheryl A. Rickabaugh, Ph.D. Professor and Department Chair Department of Psychology University of Redlands Redlands, CA 92373-0999 Voice: 909.748.8671 Fax: 909.335.5305 -Original Message- From: Britt, Michael [mailto:michael.br...@thepsychfiles.com] Sent: Thu 10/8/2009 5:20 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Concept Map on Sexual Orientation I didn't see that in my reading, but I'll check out the reference you have below. I think the whole idea of measuring body differences until you come up with something significant seems like a questionable research strategy. I also found one study that concluded that homosexual men have larger penises than heteros: The relation between sexual orientation and penile size, Anthony F Bogaert; Scott Hershlberger, Archives of Sexual Behavior; Jun 1999; 28. I'm not sure whether to mention this finding. It was only one study and the topic of sexual orientation is controversial enough. I don't knowthoughts? Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com On Oct 8, 2009, at 1:47 PM, Mark A. Casteel wrote: Hi Michel. Someone please correct me if I'm wrong, but I was under the impression that the index finger/ring finger ratio idea only seems to hold for white homosexuals (interesting). Source: Dennis McFadden, Ph.D.,1 , 6 John C. Loehlin, Ph.D.,1 S. Marc Breedlove, Ph.D.,2 Richard A. Lippa, Ph.D.,3 John T. Manning, Ph.D.,4 and Qazi Rahman, Ph.D. (2005) Archives of Sexual Behavior, 34, 341-356. At 12:38 PM 10/8/2009, you wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) * Mark A. Casteel, Ph.D. Associate Professor of Psychology Penn State York 1031 Edgecomb Ave. York, PA 17403 (717) 771-4028 * --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Beyond analysis
I am not sure if some of these are real, actual empirical problems unsolved or merely the wistful meanderings of famous psych folks as they reflect on favorite topics. I am not sure science can resolve these issues or offer the comfort they may crave. Gary Gerald L. (Gary) Peterson, Ph.D. Professor, Department of Psychology Saginaw Valley State University University Center, MI 48710 989-964-4491 peter...@svsu.edu - Original Message - From: Allen Esterson allenester...@compuserve.com To: Teaching in the Psychological Sciences (TIPS) tips@acsun.frostburg.edu Sent: Thursday, October 8, 2009 4:02:32 PM GMT -05:00 US/Canada Eastern Subject: [tips] Beyond analysis Beyond analysis: Inside the minds of the world's top psychologists From belief in God to the irresistible urge to flirt with the opposite sex, there are some human impulses that even the biggest brains in psychology are unable to explain. Here are their greatest unanswered questions http://tinyurl.com/ydcxrrx Allen Esterson Former lecturer, Science Department Southwark College, London http://www.esterson.org --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
One thought...how about including Dennis McFadden's (University of Texas, Austin) findings that men and lesbian women have less sensitive cochlea amplifiers? That might fit into the map along with the finger-length discrepancy. Beth Benoit Granite State College Plymouth State University New Hampshire On Thu, Oct 8, 2009 at 12:38 PM, Britt, Michael michael.br...@thepsychfiles.com wrote: I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Concept Map on Sexual Orientation
Hi 1. I would be reluctant to rest the continuum idea on Kinsey's work alone. He deliberately selected quite non-representative samples and sought out unusual sexual experiences and practices. Are there sounder data for this claim? 2. I'm not sure why demographics fits in with nature? How about a descriptive node including methods of measurement, notion of continuum, and demographics? 3. Nature question, especially genes, is a tricky one. Monozygotic twins tend to have more similar intrauterine environments (shared placenta, shared chorion) than dizygotic twins, who would be more similar than non-twin siblings. Complicates attributing twin differences to genes, especially given other findings of intrauterine hormonal effects. 4. Depending on audience might expand material on politics of sexual orientation research. I've always found it interesting that gays find idea of genetic cause attractive (not personal choice), whereas genetic explanations for other differences (race, gender) tend to be resisted. 5. Number of spelling errors / typos (homsexuality, temperment, ...) that need correcting and I believe that Bem Sex Role Inventory was constructed by Sandra Bem, not Daryl. Might want to check that out. 6. Concept map shows nice potential, although I could not determine whether it is possible to re-expand nodes after left ones were shrunk to show nodes expanded on right without lower level nodes of some major nodes also opening. That is, can one re-expand and just get the main headings. Take care Jim James M. Clark Professor of Psychology 204-786-9757 204-774-4134 Fax j.cl...@uwinnipeg.ca Britt, Michael michael.br...@thepsychfiles.com 08-Oct-09 11:38:30 AM I'm putting together my notes for an upcoming episode on the origins of sexual orientation. The topic, of course, is huge, but I'm going to try to provide a general overview of the various explanations - nature/nurture and in between - for sexual orientation. I've got my notes in a concept map which is starting to get out of hand. Any thoughts/input/feedback appreciated (especially if anything really important is missing). Here's the link to the map: http://bit.ly/sexualorientation Michael Michael Britt mich...@thepsychfiles.com www.thepsychfiles.com --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu) --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
Re: [tips] Why Psychologists Reject Science: Begley | Newsweek Voices - Sharon Begley | Newsweek.com
Christopher DI read the article and it reminds me of Hans Eysenck piece on the effectiveness pf psychotherapy especially when the author mentions that some get cured without the intervention of the clinician.I am not sure by what she means by scientific training of clinicians. I assume that clinical training involves courses that address methodology even though that some methodologies may be more rigid than others.She seems to hint that there must be some transfer of application from the clinical internship paradigm to the world of actual practice. The world of actual practice may call for different skills in working with clients.. If clinicians depend on their own knowledge and experience,it could ne that that the problems presented by the clients are very contemporaneous or something that the clinician can relate to. I wonder if clinical scientific training could have foreseen the current effects of the economic crises on the lives of clients. On the other hand,it could be that just the referral process itself could be sufficient to bring about scientific change. She had more data on clinicians and nothing on how many clients were successfully helped. My take. Michael (omnicentric) Sylvester,PhD Daytona Beach,Florida --- To make changes to your subscription contact: Bill Southerly (bsouthe...@frostburg.edu)
