[tips] funny pic from the BBC web site
http://ichef.bbci.co.uk/wwhp/ic/ibroadcast/304-171/images/live/p0/2t/6y/p02t6y8l.jpg == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=45323 or send a blank email to leave-45323-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Proof that I never existed
Thanks ken ... I only read the summary but it looks like there is no data that IQ or reasoning is actually affected. Of course you should be able to spot slightly different brain activity for different pieces of music. But what does that prove? I am surprised they are still toying with this 'effect' after your excellent article. On the music front (don't get me started!) there are an infinite number of musical dimensions these two musical pieces differ on. K448 is allegro and spirited as the name suggests and has two instruments. Fur Elise is a little more contemplative. There is nothing special about Mozart. Yes a prodigy but so was Mendelssohn . Chopin blows them all away on the piano. Mozart was trained in the classical tradition as they all were. His brain worked the same way and he employed classical forms like the others. I am sure we could choose any composer and find slightly different poppings of neurons here and there. 3 years of piano lessons :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == -Original Message- From: Ken Steele steel...@appstate.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, June 5, 2015 02:06:57 PM Subject: [tips] Proof that I never existed http://www.dailymail.co.uk/sciencetech/article-3112339/How-listening-Mozart-boost-memory-Classical-composer-s-music-linked-increase-brain-wave-activity-beats-Beethoven.html Exact same music and hand-waving explanation as reported in Rauscher, Shaw, Ky (1993). Ken -- --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=45262 or send a blank email to leave-45262-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=45279 or send a blank email to leave-45279-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Taking notes on paper
As an undergraduate I developed a few idiosyncratic short hand symbols, arrows and squiggly lines, acronyms and so forth. This allowed me to write down more information than if I wrote out full words. Also, for the first two years (before I discovered the meaning of social life) I rewrote notes, and that allowed more elaborative processing. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: drnanjo drna...@aol.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, May 27, 2015 12:20:26 PM Subject: Re: [tips] Taking notes on paper It's better if your handwriting is clear. I hate taking notes, my handwriting is terrible AND it becomes uncomfortable after not very long. In math class it's unavoidable. But if it's a taking notes on spoken word, I am grateful for my laptop. Also, in computer programming (which I also take) handwriting makes no sense. I need to follow the algorithms and see them work for myself. Wake me up when this is replicated and shows itself to be true across academic subjects and other contexts. Nancy Melucci LBCC -Original Message- From: Paul C Bernhardt pcbernha...@frostburg.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wed, May 27, 2015 8:53 am Subject: [tips] Taking notes on paper http://www.npr.org/2015/05/27/408794237/in-a-digital-chapter-paper-notebooks-are-as-relevant-as-ever?utm_source=facebook.comutm_medium=socialutm_campaign=nprutm_term=nprnewsutm_content=20150527 It’s better! Paul C Bernhardt Associate Professor of Psychology Frostburg State University pcbernhardt☞frostburg.edu --- You are currently subscribed to tips as: drna...@aol.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=12993.aba36cc3760e0b1c6a655f019a68b878n=Tl=tipso=45039 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-45039-12993.aba36cc3760e0b1c6a655f019a68b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=45041 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-45041-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=45042 or send a blank email to leave-45042-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Student excuses
I got a lot of flat tires this semester, plus a few of personal issues as well .. Thanks Beth for nudging me into thinking about an attendance policy for next fall (I try to write syllabi at the end of every semester). Beth's post is also interesting as we teach at the same institution and PSU has a policy that distinguishes excused from no excused absences but the definition of 'excused' is a little vague. Besides the usual college sponsored events and death in family, our policy makes reference to unusual circumstances which opens the door for interpretation .. By the way, IMO Beth's students tell her why they are absent because she is a very popular and personable instructor ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, May 11, 2015 07:15:53 PM Subject: Re: [tips] Student excuses Mine seem to always have a personal issue. Clearly, that covers anything and everything. I have a blanket two absences only rule. They don't need to tell me what their personal issue is (though they usually do, for some reason...I guess hoping I'll extend the number of absences they're allowed, though I almost never do) and I suggest they save those two for emergencies. If they miss a test (I give four throughout the semester), they take a makeup on the day of the final. Beth Benoit On Mon, May 11, 2015 at 6:42 PM, Tim Shearon tshea...@collegeofidaho.edu wrote: Robin Mine seem to have hard disk crashes very frequently during the end of term (I've been putting warnings about backing up and keeping hard copies of each draft for some time). But is it just me or do more Grandfathers seem to be dying all of a sudden? Tim -Original Message- From: Robin Musselman [mailto: rmussel...@lccc.edu ] Sent: Monday, May 11, 2015 4:38 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Student excuses Talking to a colleague today about student excuses and I mentioned that dead grandmothers have been replaced by.? I'm fairly certain the substitute was mentioned on this list, but I just can't remember. Anyone who can help me? Robin Musselman rmussel...@lccc.edu Sent from my iPhone --- You are currently subscribed to tips as: tshea...@collegeofidaho.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177an=Tl=tipso=44692 or send a blank email to leave-44692-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=44693 or send a blank email to leave-44693-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=44694 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-44694-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=44700 or send a blank email to leave-44700-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] of potential interest to psychology?
On the surface, doesn't seem like a traditional psych topic, but this can be related to culture, biological needs (eating), fads, social bonds, evolution (was there really one one Paleo diet?) perhaps body image too. I resonate to such topics and this captured my attention: http://www.nytimes.com/2015/04/23/opinion/eat-up-youll-be-happier.html?hpaction=clickpgtype=Homepagemodule=c-column-top-span-regionregion=c-column-top-span-regionWT.nav=c-column-top-span-region == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=44229 or send a blank email to leave-44229-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Conditional joke
If this hasn't been posted before: Descartes sitting in a bar, orders a beer, drinks it .. Bartender says another beer sir?. Yes and drinks it ... At closing time, bartender says one last beer sir? Descartes says I think not and disappears == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: christo chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, April 22, 2015 10:16:25 AM Subject: Re: [tips] Conditional joke On Apr 22, 2015, at 9:25 AM, Michael Britt mich...@thepsychfiles.com wrote: I think Chris and I may have seen the same list of jokes. I liked the Pavlov one, but I preferred this one even more: A buddhist monk approaches a burger foodtruck and says “make me one with everything.” The buddhist monk pays with a $20 bill, which the vendor takes, puts in his cash box, and closes the lid. “Where’s my change?” the monk asks. The vendor replies, “change comes from within”. Yes, the same list, Michael. I posted to TIPS the one most closely related to psychology, but since we’re opening things up, my favourite was: Jean-Paul Sartre is sitting in a cafe revising his first draft of Being and Nothingness. He says to the waitress, “I would like a cup of coffee please. No cream.” the waitress replies, “I’m sorry sir, but we’re out of cream. How about with no milk?” Chris ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo ... --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=44172 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-44172-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=44176 or send a blank email to leave-44176-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Black superiority in
Hey, what's this all about?? We can find group differences if we look, but are they important enough to discuss? My 16 year old who is mostly European DNA happens to be vying for top sprinter in the state ... and if we find group differences do we have to use the word superiority? And of course our attitude in these matters is important. Because of my religious background I meet people from Ethiopia, one a friend who works in law enforcement and every year must pass physical milestones including a lengthy run. He's late 30s at least and the other officers who are younger joke about his getting long in the tooth .. but as he whispered to me with a grin They forget I am Ethiopian! . He blows them off the track every year. Seriously, Michael's post - perhaps meant to stir up a little action? - belies a serious psychology teaching point - how we discuss group differences. It's easy doing it when the differences are transient. I suggest we approach such matters with the attitude of my friend, and, the lack the superiority label ... as I am writing this I have the NYTimes article on Oskar Gröning's trial in another window ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, April 20, 2015 5:46:11 PM Subject: [tips] Black superiority in running. By observation and consensus.blacks are superior in atheletic and other running events.The Boston marathon has been won by individuals with predominant Afican- derivative genome. There was a time when whitey dominated short distance running breaking records ifor the mile run-Roger Bannister of England, John Lundy of Australia,and Jim Ryan of Kansas; then came along black dudes like Kip Keino of Kenya , Bolt of Jamaica. michael daytona beach,florida 'going beyond where no tipster has gone before' This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=44147 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-44147-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=44148 or send a blank email to leave-44148-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Are coin tosses random?
It's my understanding that the head side has just a touch more surface area because of the beveled edge (i.e. they are not perfect rectangles viewed from the side). That would have been a better way for me to say it (i.e. beveled edge). Sorry for my poor choice of words https://www.cointalk.com/threads/pennies-beveled-edges.111533/ == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, March 2, 2015 9:17:23 AM Subject: RE: [tips] Are coin tosses random? If the head side is larger (heavier?), shouldn’t it come up tails? Jim Jim Clark Professor Chair of Psychology University of Winnipeg 204-786-9757 Room 4L41 (4 th Floor Lockhart) www.uwinnipeg.ca/~clark From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Monday, March 02, 2015 8:10 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Are coin tosses random? As a practical demo of a related issue, stand a few pennies on their edge (I would alternate which side heads is on) on a table and shake or tap the table and most will come up heads due to the fact that the head side of a penny is ever so slightly larger than the tail side, hence has a very slight preexisting tilt (that's what I have read .. I have not microscopically examined them). But I have done it with pennies and if done carefully it is very easy to demonstrate p.05 :-) a value very different that 50%. A physicist friend once explained how coins spun have a bias (slight) for tails. And I have usually regarded random as ignorance ,,, == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Wuensch, Karl L wuens...@ecu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, March 1, 2015 11:01:21 PM Subject: RE: [tips] Are coin tosses random? Philosophically this issue is more important. Does “random” just mean ignorance of the mechanisms involved in determining the outcome (and ignorance of the current states of those mechanisms). In the absence of ignorance, would anything be random? Cheers, From: Jeffry Ricker, Ph.D. [mailto:jeff.ric...@scottsdalecc.edu] Sent: Sunday, March 01, 2015 3:37 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Are coin tosses random? On Feb 28, 2015, at 6:28 PM, Jim Clark j.cl...@uwinnipeg.ca wrote: One lesson I take away from Jeff`s original post (i.e., that even a simple coin toss probability is a challenge to determine) is that we should not worry too much by such minutia as whether all the abstract assumptions for statistical tests are met. The real world is so messy that such contributions to the correctness of our conclusions are probably minimal and in an uncertain direction. Yes, that's an excellent point. I also was thinking about several other issues that these studies might help to clarify for students. One is the issue of internal versus external validity (and yes, ecological validity also could be mentioned, although that isn't what concerns me with coin tossing). Based on what I was able to understand of their conclusions, both groups of researchers seemed to be stating that their findings had high internal validity, but they didn't think they would generalize to the types of situations in which coins typically are tossed. I thought this would be an easy–to–understand example to use when I discuss validity—as long as I leave the math out!!! Best, -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: wuens...@ecu.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=42397 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-42397-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=42403 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-42403-13338
Re: [tips] Are coin tosses random?
As a practical demo of a related issue, stand a few pennies on their edge (I would alternate which side heads is on) on a table and shake or tap the table and most will come up heads due to the fact that the head side of a penny is ever so slightly larger than the tail side, hence has a very slight preexisting tilt (that's what I have read .. I have not microscopically examined them). But I have done it with pennies and if done carefully it is very easy to demonstrate p.05 :-) a value very different that 50%. A physicist friend once explained how coins spun have a bias (slight) for tails. And I have usually regarded random as ignorance ,,, == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Wuensch, Karl L wuens...@ecu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, March 1, 2015 11:01:21 PM Subject: RE: [tips] Are coin tosses random? Philosophically this issue is more important. Does “random” just mean ignorance of the mechanisms involved in determining the outcome (and ignorance of the current states of those mechanisms). In the absence of ignorance, would anything be random? Cheers, From: Jeffry Ricker, Ph.D. [mailto:jeff.ric...@scottsdalecc.edu] Sent: Sunday, March 01, 2015 3:37 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Are coin tosses random? On Feb 28, 2015, at 6:28 PM, Jim Clark j.cl...@uwinnipeg.ca wrote: One lesson I take away from Jeff`s original post (i.e., that even a simple coin toss probability is a challenge to determine) is that we should not worry too much by such minutia as whether all the abstract assumptions for statistical tests are met. The real world is so messy that such contributions to the correctness of our conclusions are probably minimal and in an uncertain direction. Yes, that's an excellent point. I also was thinking about several other issues that these studies might help to clarify for students. One is the issue of internal versus external validity (and yes, ecological validity also could be mentioned, although that isn't what concerns me with coin tossing). Based on what I was able to understand of their conclusions, both groups of researchers seemed to be stating that their findings had high internal validity, but they didn't think they would generalize to the types of situations in which coins typically are tossed. I thought this would be an easy–to–understand example to use when I discuss validity—as long as I leave the math out!!! Best, -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: wuens...@ecu.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=42397 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-42397-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=42403 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-42403-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=42412 or send a blank email to leave-42412-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] NHST banned?
FYI: http://www.tandfonline.com/doi/full/10.1080/01973533.2015.1012991#.VOxksXZ= The journal Basic and Applied Social Psychology! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=42272 or send a blank email to leave-42272-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A lot of snow!!!
Well, that is certainly more than what Boston has! (below). PEI is on my list of places to visit this summer. Think it'll be melted by June?? http://news.yahoo.com/boston-blizzard-challenge-snow-city-mayor-marty-walsh-windows-164308035.html == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, February 23, 2015 1:45:31 AM Subject: [tips] A lot of snow!!! Hi Here's a PEI resident who managed to have some fun with the record snowfall. http://www.cbc.ca/player/News/Canada/PEI/ID/2654524979/ Jim Sent from my iPhone --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=42239 or send a blank email to leave-42239-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=42245 or send a blank email to leave-42245-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: Res: [tips] Oliver Sacks
And it is good to remember that we are just dealing with words, and they do not always sync with what's going on inside. Some people put up a good front with words to counteract despair. And there are individual as well as cultural differences. Ask a typical American how they are today and they say Good thank you How are you? Blah. I hear this every day at my local market. Ask a typical russian - whatever that is :-) and you will get an honest disclosure of aches and pains. For them, life is awful, terrible, who can stand it? And it's way too short. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: José Ferreira Alves al...@psi.uminho.pt To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, February 20, 2015 12:17:10 AM Subject: Res: [tips] Oliver Sacks Beyond this and respecting whether Nick Nolte narrative reveals integrity or despair, it is obvious that both are present. In the first quote that Beth brought to us I think we could see mostly despair. Within the full interview we could observe both. Integrity and despair are the extremities of a continuum and then it is very difficult observe just one of these extremes. What is important to point out is that both Oliver Sacks and Nick Nolte are living the integrity vs despair crisis. But this discussion although important to me it is much less important than the feelings of loss I live when I read the interviews particularly that of Oliver Sacks. José — Em 20 de fevereiro de 2015, à(s) 01:51, Beth Benoit beth.ben...@gmail.com escreveu: Nick Nolte was born in 1941 and he remembers the food scarcity of WWII? He would have been four years old when it ended. And he shoveled coal into the furnace at night to keep the house warm? At four years old?? I have a granddaughter who is four, and trust me, she isn't going to remember specifics of lard distribution and would never be capable of shoveling coal into a furnace. Maybe we have a different issue going on now. Memory? Time to check in with Elizabeth Loftus. Beth Benoit Plymouth State University Plymouth NH On Thu, Feb 19, 2015 at 8:14 PM, Joan Warmbold jwarm...@oakton.edu wrote: I also read the entire interview given by Nolte and I didn't see evidence of despair or lack of ego integrity either. Yes, he openly discusses the difficulties that have come his way as he ages, such as those infernal aches and pains, losing friends to illnesses and coming to terms with a less close relationship with his son who now has his own family. But are not those the realities most people face as they age? On the other hand, his anecdote about attending his 50th HS reunion was sweetly amusing and upbeat. As he said, at first you don't recognize anyone but the connections are still there and, naturally, he discovers he still was in love with his HS sweetheart. I feel Nick Nolte is remarkably authentic for a Hollywood actor. We simply aren't accustomed to hearing a man express himself with such candor; i.e. he can cry everyday and he can laugh everyday. To me, this is someone who is sharing with amazing frankness how he is in touch with the sadness as well as the goodness of life on a daily basis. That's not despair but a honest expression of an emotional reality. And he certainly is still deeply engaged in what life has to offer. Have many of us will be starring in a film along side Robert Redford when in our 70's? Just BTW, I would highly recommend a small jewel of a film Nolte starred in titled Off the Black: Off the Black is a coming-of-age story of teenager Dave Tibbel (Morgan) who copes with his own distant father (Timothy Hutton) by forming an unlikely friendship with a disheveled, irascible high school umpire, Ray Cooke (Nolte). As they grow more dependent on each other, Ray asks Dave to go to his 40th high school reunion and pretend to be his son, a benevolent act of deception that winds up opening unexpected dimensions in the two men. Read more: http://www.aceshowbiz.com/movie/off_the_black/#ixzz3SF0szUyh Joan jwarm...@oakton.edu Now that I’ve had the time to read the entire article, I wouldn’t agree that Nolte lacks ego integrity. The article ends with this quote: You learn acceptance and humility. You learn how to find happiness on your own terms. Just because I cry every day, doesn't mean I don't laugh every day, too. Linda Tollefsrud UW Colleges Rice Lake, WI From: Beth Benoit [mailto: beth.ben...@gmail.com ] Sent: Thursday, February 19, 2015 4:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Oliver Sacks José Ferreira-Alves sent a link to the original interview with Nick Nolte in GQ. http://www.gq.com/blogs/the-feed/2015/01/nick-nolte-interview.html?mbid=social_retweet
[tips] Fwd: NYTimes.com: The Government?s Bad Diet Advice
Oh this is good ... haven't read everything yet but it is relevant to much that we teach ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: kulig emailt...@ms3.lga2.nytimes.com To: John Kulig ku...@plymouth.edu Sent: Friday, February 20, 2015 3:39:49 PM Subject: NYTimes.com: The Government?s Bad Diet Advice fyi Sent by ku...@plymouth.edu : Op-Ed Contributor The Government?s Bad Diet Advice By NINA TEICHOLZ America?s dietary guidelines have long been based on weak science. Or, copy and paste this URL into your browser: http://nyti.ms/17AFbma To get unlimited access to all New York Times articles, subscribe today . See Subscription Options. To ensure delivery to your inbox, please add nytdir...@nytimes.com to your address book. Advertisement Copyright 2015 | The New York Times Company | NYTimes.com 620 Eighth Avenue New York, NY 10018 --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=42182 or send a blank email to leave-42182-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Oliver Sacks
It's always difficult to analyze from a distance. It sounds like he has some serious joint pain. That resonated with me. My family tree has people that .. though they live forever (my mid 90ish mother still rocks and cooks like Julia Child) ... are prone to joint pain. After a day of skiing I resonate to that line from Rocky about calling a taxi to take him from the bed to the bathroom. It's easy to say pessimistic things under these circumstances. Of course rocky did that after a fight ... But the original thread, sad to think about losing Oliver sacks == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Tollefsrud, Linda linda.tollefs...@uwc.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, February 19, 2015 05:38:06 PM Subject: RE: [tips] Oliver Sacks Now that I’ve had the time to read the entire article, I wouldn’t agree that Nolte lacks ego integrity. The article ends with this quote: You learn acceptance and humility. You learn how to find happiness on your own terms. Just because I cry every day, doesn't mean I don't laugh every day, too. Linda Tollefsrud UW Colleges Rice Lake, WI From: Beth Benoit [mailto:beth.ben...@gmail.com] Sent: Thursday, February 19, 2015 4:31 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Oliver Sacks José Ferreira-Alves sent a link to the original interview with Nick Nolte in GQ. http://www.gq.com/blogs/the-feed/2015/01/nick-nolte-interview.html?mbid=social_retweet Beth Benoit Plymouth State University Plymouth NH On Thu, Feb 19, 2015 at 9:56 AM, José Ferreira Alves al...@psi.uminho.pt wrote: I agree fully with your interpretation, Beth. I think your quote of Nick Nolte as well all the paper of Sacks are fabulous to teach Erikson Integrity vs despair elements Best wishes jose ___ José Ferreira-Alves, PhD Assistant Professor School of Psychology University of Minho Campus de Gualtar 4710-057 Braga Portugal Tel.cel. +351919378514 Tel. office: 253604233 Email: al...@psi.uminho.pt http://escola.psi.uminho.pt/docentes_investigadores/falves.html http://orcid.org/-0003-1967-0074 Skype name: feralves6180 De: Beth Benoit [mailto: beth.ben...@gmail.com ] Enviada: 19 de fevereiro de 2015 14:49 Para: Teaching in the Psychological Sciences (TIPS) Assunto: Re: [tips] Oliver Sacks Oliver Sacks continues to inspire and present a brave and beautiful attitude toward life. Interesting contrast in this week's The Week , quoting from a boohooing GQ interview with Nick Nolte: Nick Nolte has found getting old to be a painful experience, said Davy Rothbart in GQ. I cry every day, says the actor, 74. It's nothing tragic or anything - it's just life. I cry when I try to get out of bed, because I'm in my 70s and my body hurts like hell. Once my joints are moving, I'm all right, but those are my first tears in the morning. Nolte's acute sense of mortality is reinforced every time an old friend dies. That'll always bring on a good cry... But Nolte says that perhaps the most painful consequence of growing old is seeing your children become involved in their own lives and slowly drift away. My son is 28. We've had a close relationship all my life, but now that he's gotten married and had his own family, he's much more secretive. He'll say, 'That's none of your business, Dad. Leave me alone.' And that's a sad one - letting go of your children After reading the above I concluded that Sacks is a good example of ego integrity in Erikson's final psychosocial stage, while Nolte might be a pretty good example of the failure of it: despair. Beth Benoit Plymouth State University Plymouth NH On Thu, Feb 19, 2015 at 7:17 AM, Lilienfeld, Scott O slil...@emory.edu wrote: Sad news about Oliver Sacks; I had not known this. http://mindhacks.com/2015/02/19/oliver-sacks-now-i-am-face-to-face-with-dying/ ……Scott Scott O. Lilienfeld, Ph.D. Samuel Candler Dobbs Professor Department of Psychology Emory University Atlanta, Georgia 30322 --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=42137 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-42137-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: al...@psi.uminho.pt . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13079.37464550bba7c9b4601a21fd9decb43cn=Tl=tipso=42138 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to
[tips] Chalk one up for academic people!
I don't really have a horse in this race, but I am pleased that academic people are the focus of attention. http://www.nytimes.com/2015/01/30/sports/football/deflation-experiments-show-patriots-may-have-science-on-their-side-after-all.html?action=clickcontentCollection=The%20Upshotmodule=RelatedCoverageregion=Marginaliapgtype=article But having said that .. Go Pats! :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=41753 or send a blank email to leave-41753-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Cognitive Dissonance in the News
They can also say .. this will make Hillary's victory all the sweeter == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, November 7, 2014 8:58:46 AM Subject: Re: [tips] Cognitive Dissonance in the News Perhaps things look different from up here in Canada. I see a divided America rather than an overwhelming victory. Jim Sent from my iPhone On Nov 7, 2014, at 7:12 AM, Michael Britt mich...@thepsychfiles.com wrote: The elections are (thankfully) over and the republicans have scored an overwhelming victory. So suppose that over the past few months you received lots of emails from the democratic party asking you to donate to the party to help it win. And suppose you actually did donate, let’s say, more than a few times. I’m not saying that this was me, but I am a social psychologist after all so I’ll let you draw your own opinions… So what does the democratic party tell their supporters after the election in order not to lose them as future supporters? Why, you tell them that they actually did NOT lose. For example, you might email your supporters and emphasize all those places where democrats did win. You might, for example, say these sorts of things: * “.. you made a real difference in this campaign. You should take a look at what you made possible. ” * “ We registered more voters, and made more phone calls, and knocked on more doors than ever before. ” * “ We’re so glad you gave us the chance to execute that voter registration program -- it made all the difference. ” * “We defeated Rep. Terry by 4,132 votes…. Because of the work you made possible … * “ You broke every grassroots fundraising record we have -- and then some. ” To be fair, they also said, “ So we’ll just come out and say it: last night was rough. ” If I was the one writing those emails I suppose I’d use the same approach. Interesting though. Michael Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: @mbritt --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=39900 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-39900-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=39901 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-39901-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@mail-archive.com. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=39902 or send a blank email to leave-39902-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The decline of intellectual curiosity
Hi Stuart We have been hiring new people to shore up enrollments, but as far as I can tell, they are more interested in quantity instead of quality ... John K == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 9:15:17 PM Subject: RE: [tips] The decline of intellectual curiosity Dear John, That makes sense in understanding our perception. We went through a similar experience a number of years ago. Then the university got serious about recruitment (hiring a qualified officer) and as enrolment improved, admission standards seemed to tighten again. To focus on these good students for a moment: The best are excellent. They are intelligent, work hard, ask good questions and are highly focused. The very best add that insatiable curiosity that we love to see. They often cross boundaries, taking courses in a variety of disciplines. And at the other end, we have had students who probably should not have been at university. But then, once in a while, someone like that will become interested in academics and become a bona fide student. I am not say brilliant or even very good, but rather reasonably hard-working and interested. When I see people like that graduate I am very happy. Sincerely, Stuart __ “Recti Cultus Pectora Roborant” Stuart J. McKelvie, Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “Floreat Labore” __ -Original Message- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Friday, September 26, 2014 9:05 PM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] The decline of intellectual curiosity Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] 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.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion
Re: [tips] The decline of intellectual curiosity
It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however, there are a zillion possible distractions — 900 channels on TV, hundreds of satellite radio stations, the entire world wide web, video games, music streaming, texting, social media,... it goes on and on and on. One can (too) easily fritter away a whole day, being at least mildly entertained the entire time. It is difficult for the entertainment value afforded by finding out about the world to compete with all that, except among a very small number of us who are obsessively (pathologically?) interested in such things. Everyone else can go on killing time with relatively non-challenging amusements that are specifically engineered to be maximally engaging without ever having to search for “something to do,” and perhaps coming across learning as a worthy pastime. If that seems to exotic an explanation for you, then perhaps the massive emphasis that is now placed on the extrinsic rewards for college education (getting a middle class job) as opposed to the intrinsic rewards of becoming a knowledgeable person. As we (psychologists) all know: extrinsic rewards can rapidly undermine intrinsic ones. Just a couple of thoughts, Chris ….. Christopher D Green Department of Psychology York University Toronto, ON M3J 1P# Canada chri...@yorku.ca http://www.yorku.ca/christo ... On Sep 26, 2014, at 10:15 AM, Annette Taylor tay...@sandiego.edu wrote: A college in our math department sent me this email today: I have been here for 31.5 years and the students are not getting any weaker or any stronger. The one trend I notice is that they are losing their intellectual curiosity. They care less and less about why. Do you know of any studies/books/websites on the topic? ... it is hard to understand why so many students do not care about why things are as they are. Any insights on this from the list? And BTW: Thanks to all the great responses to my query about the systems part of history systems. Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110-2492 tay...@sandiego.edu --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here:
RE: [tips] The decline of intellectual curiosity
Stuart, This is also true ... My better students are very very good. But we are going through a decline in enrollments and it looks we are letting in more students who struggle and it is those weaker students who color our perceptions of students in general. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Fri, 26 Sep 2014 14:18:35 -0400 (EDT) Subject: RE: [tips] The decline of intellectual curiosity Dear Tipsters, Both Chris and John make interesting points. Perhaps I could add one more: sampling. Over the years, a greater proportion of high school graduates have been admitted to higher education. Perhaps the perceived decline in intellectual curiosity is related to that. Anecdotally, I think that the best students today are just as intellectually curious as those in the past. Sincerely, Stuart ___ Floreat Labore [cid:image001.jpg@01CFD994.C1E6F680] 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.camailto:stuart.mckel...@ubishops.ca (or smcke...@ubishops.camailto:smcke...@ubishops.ca) Bishop's University Psychology Department Web Page: http://www.ubishops.ca/ccc/div/soc/psyblocked::http://www.ubishops.ca/ccc/div/soc/psy Floreat Labore [cid:image002.jpg@01CFD994.C1E6F680] [cid:image003.jpg@01CFD994.C1E6F680] ___ From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: September 26, 2014 1:42 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] The decline of intellectual curiosity It is true there are too many distractions. Another speculation is that the lack of curiosity is simply passivity caused by the lower educational levels being overly structured with rubrics and outlines. My boys (one in HS another almost there) have very detailed instructions for coursework. Perhaps without instructions, students will just sit and wait for instructions. I like the joke about the class on creativity that starts with Here are the 6 steps to do be creative ... I think the same happens with critical thinking. Some texts have bullet lists on how to think. I don't remember getting detailed outlines and rubrics for papers as a student. At some point I knew that a paper had to have a beginning which laid out the main themes, a middle section with data or arguments, and a conclusion. Did I learn it the way Thorndike's cat learned to press levers? or the way a person learns to swim quickly when thrown into the water? Successive approximations to B and A grades? Students sometimes ask me for a study guide and I tell them - gently - that they should do their own, and talk about different ways to do it, but I won't tell them one specific way to do study guides. But then again, most of us probably sat in the front row, walked 5 miles to school in the winter etc etc etc == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Christopher Green chri...@yorku.camailto:chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edumailto:tips@fsulist.frostburg.edu Sent: Friday, September 26, 2014 12:38:45 PM Subject: Re: [tips] The decline of intellectual curiosity I’ve probably been too noisy of late, but I’ll give this one a shot (without benefit of citations, so take it for what it’s worth). I generally think that people who blame everything on the internet and video games are silly buggers, but in this case I’ll posit that students (and people in general) seem less curious about the world now because of the ubiquity of entertaining distractions. I can remember times decades ago, when I was a student myself, when I would be very bored with the work I had to do, but after an hour or so of doing pretty well nothing at all, I would, in some exasperation, return to my work as “better than nothing.” As often as not, I would soon become re-engaged with it and work for several hours. TV and radio were there with me, of course, as were my own collections of music and books, but they were much more limited than now, and often became boring and repetitive themselves. So I would go back to work, faux de mieux. Now, however
Re: [tips] Bridge on the River Kwai
Can't remember Richard Attenborough in The Bridge Over the River Kwai ... (perhaps we are thinking of William Holden or Sir Alex Guinness?). But a great movie and yes he was a great actor, described as a champagne socialist ... the best kind. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, August 28, 2014 10:48:50 PM Subject: [tips] Bridge on the River Kwai Sir Richard Attenborough gone but not forgotten. michael goimg beyond where no tipster has gone before This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=38103 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-38103-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=38104 or send a blank email to leave-38104-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Psychological consequences of losing by sports teams?
Actually, I was wondering if a sports team winning - home field vs. away, same country vs. different country, etc - causes one to get a little cheeky? I'm not much of a sports fan, but I suspect Montreal vs. Boston games have the same psychological punch as say, Red Sox vs. Yankees or Patriots vs. Broncos. What matters later in the playoffs doesn't matter. Interesting that I rattled off all the Boston teams. Truthfully, it is a great sports city for those into such things. I have always been interested in a related idea, that perhaps people put their energy into sports when countries are at peace (at least, not a war on the level of WWI or WWII). I still cling to a fragment of catharsis theorizing. I know more about movies than sports, and I have noticed that movies right after WWII seemed kinder and gentler than those, say, in the 1970s. I just took a peek at best picture awards and nominees. To do this properly, we would have to judge not just the winners but the thousands of movies made. Perhaps the judges are swayed by the climate of the times - or the mood of the public. Award winning movies in the 1970s from Hollywood at least were more violent than those in the late 40s (check out 1947 for instance) versus the 1970s. Of course one series of movies can have a big influence - look at all the Godfather movies from the 1970s. And of course the Vietnam war was happening in the early 70s, so to do this properly we would have to have solid measures of these variables. http://en.wikipedia.org/wiki/Academy_Award_for_Best_Picture#1940s == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 15, 2014 9:09:48 AM Subject: [tips] Psychological consequences of losing by sports teams? Hi I wonder if anyone in Boston might be planning a study of the relationship between home teams losing and depression or other psychological consequences? Does it hurt more when it is on home ice/field/diamond? Or when the losing team was expected to win? Or when the winning team was from another country? Or when there is a long-standing rivalry between teams? Lots of interesting psychological questions. Perhaps something investigating the ideas of Reid (2004) about resilience? Loss is a theme that runs through the life stories of most elite athletes--we could go so far as to say that in many cases it is the thread that holds the story together. When we think of champions we like to think of those who have overcome adversity, who have come back from monumental defeat. But it is also true that the experience of loss can be the weak link that relegates potential champions to mediocrity. What is it then that determines whether an athlete's experience of loss will be formative or destructive? Why do some exceptional juniors become paralyzed by fear of failure and fail to make the transition to elite status? Why is injury-related ' depression ' an increasingly common referral for psychologists working with elite athletes. This paper will examine the 'loss experience' of the elite athlete based on clinical observations from the author's work with elite athletes and their coaches. The second part of this chapter will reflect on a model for intervention forged during seven years of working with the Australian Women's Hockey Team as they reconciled to a disappointing Olympic campaign in Barcelona in 1992 to move toward two consecutive gold-medal Olympiads. Specifically, it will consider the challenge of how to develop a team 'culture' that recognizes, values and utilizes the experience of loss in the pursuit of excellence. Such a culture understands intense emotional experiences as the bedrock of both compelling personal motivation and paralyzing inertia. It recognizes that these states of being are never far removed from one another and that emotional regulation is one of the core skills required of elite athletes. In its most encompassing clinical sense, emotional regulation is knowing when, where and how to use emotion--and even more fundamentally, what sense to make of it. Well managed emotional processing of loss can manifest in a growing armory of personal coping resources as well as significant personal growth more broadly. (PsycINFO Database Record (c) 2012 APA, all rights reserved) Or research on losing and consumption of unhealthy foods by fans, a la Cornil Chandon (2013)? Using archival and experimental data, we showed that vicarious defeats experienced by fans when their favorite football team loses lead them to consume less healthy food. On the Mondays following a Sunday National Football League (NFL) game, saturated-fat and food-calorie intake
Movies; was: Re: [tips] Psychological consequences of losing by sports teams?
p.s. for those of you into movies, check out 1939 in my last link - some consider it the best year ever for Hollywood films. Also check out 1946 - another banner movie year, these years bracket WWII. Even though there is warfare in the background (Gone with the Wind, Best Years of Our Lives, Its a Wonderful Life) these movies are really about personal relationships, not violence. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: John Kulig ku...@mail.plymouth.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 15, 2014 9:43:38 AM Subject: Re: [tips] Psychological consequences of losing by sports teams? Actually, I was wondering if a sports team winning - home field vs. away, same country vs. different country, etc - causes one to get a little cheeky? I'm not much of a sports fan, but I suspect Montreal vs. Boston games have the same psychological punch as say, Red Sox vs. Yankees or Patriots vs. Broncos. What matters later in the playoffs doesn't matter. Interesting that I rattled off all the Boston teams. Truthfully, it is a great sports city for those into such things. I have always been interested in a related idea, that perhaps people put their energy into sports when countries are at peace (at least, not a war on the level of WWI or WWII). I still cling to a fragment of catharsis theorizing. I know more about movies than sports, and I have noticed that movies right after WWII seemed kinder and gentler than those, say, in the 1970s. I just took a peek at best picture awards and nominees. To do this properly, we would have to judge not just the winners but the thousands of movies made. Perhaps the judges are swayed by the climate of the times - or the mood of the public. Award winning movies in the 1970s from Hollywood at least were more violent than those in the late 40s (check out 1947 for instance) versus the 1970s. Of course one series of movies can have a big influence - look at all the Godfather movies from the 1970s. And of course the Vietnam war was happening in the early 70s, so to do this properly we would have to have solid measures of these variables. http://en.wikipedia.org/wiki/Academy_Award_for_Best_Picture#1940s == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 15, 2014 9:09:48 AM Subject: [tips] Psychological consequences of losing by sports teams? Hi I wonder if anyone in Boston might be planning a study of the relationship between home teams losing and depression or other psychological consequences? Does it hurt more when it is on home ice/field/diamond? Or when the losing team was expected to win? Or when the winning team was from another country? Or when there is a long-standing rivalry between teams? Lots of interesting psychological questions. Perhaps something investigating the ideas of Reid (2004) about resilience? Loss is a theme that runs through the life stories of most elite athletes--we could go so far as to say that in many cases it is the thread that holds the story together. When we think of champions we like to think of those who have overcome adversity, who have come back from monumental defeat. But it is also true that the experience of loss can be the weak link that relegates potential champions to mediocrity. What is it then that determines whether an athlete's experience of loss will be formative or destructive? Why do some exceptional juniors become paralyzed by fear of failure and fail to make the transition to elite status? Why is injury-related ' depression ' an increasingly common referral for psychologists working with elite athletes. This paper will examine the 'loss experience' of the elite athlete based on clinical observations from the author's work with elite athletes and their coaches. The second part of this chapter will reflect on a model for intervention forged during seven years of working with the Australian Women's Hockey Team as they reconciled to a disappointing Olympic campaign in Barcelona in 1992 to move toward two consecutive gold-medal Olympiads. Specifically, it will consider the challenge of how to develop a team 'culture' that recognizes, values and utilizes the experience of loss in the pursuit of excellence. Such a culture understands intense emotional experiences as the bedrock of both compelling personal motivation and paralyzing inertia. It recognizes that these states of being are never far removed from one another
Re: [tips] The Faking Orgasm Scale for Women
Bit of trivia about that scene (I will deplete all my TIPs posts) - director Rob Reiner (Michael meathead Stivik from All in the Family, son of famed Carl Reiner) acted out how he would do that scene in front of the cast, and he felt especially weird because his mother was there watching. Why was she there? She was the older woman at the next table who said I'll have what she's having. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jeffry Ricker, Ph.D. jeff.ric...@scottsdalecc.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 15, 2014 12:22:27 PM Subject: Re: [tips] The Faking Orgasm Scale for Women On May 15, 2014, at 7:32 AM, Paul Brandon wrote: Otherwise known as the Meg Ryan scale (When Harry met Sally)? OK, now that you've brought this up, here's a video of a flash mob at Katz's Deli--the location for the iconic scene in When Harry Met Sally--recreating that scene: https://www.youtube.com/watch?v=shC016PnxPs Best, Jeff P.S. Connection to teaching psychology? I'll get back to you on this one, although I'm open to suggestions. -- - Jeffry Ricker, Ph.D. Professor of Psychology http://sccpsy101.com/curriculum-vitae/ - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36695 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-36695-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36696 or send a blank email to leave-36696-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Chitlin' test
Yikes - teachers can't do anything these days! In fairness to the teacher: It was originally called the Dove Counterbalance General Intelligence Test and can remind people about the importance of culture in test taking performance. The items are from the 1960s. However, I hope the teacher in question reminded everyone that the Chitling test is not a reliable or valid test of intelligence, even for African-Americans. Also, it can mislead people into thinking our current IQ tests are replete with culturally loaded items that create test bias. There is no evidence of bias in the tests we currently use, for the populations we test. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Matiya jmat...@hotmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, May 2, 2014 10:29:07 AM Subject: [tips] Chitlin' test I found this article abut an AP psych teacher who used the Chitlin' Test in class. Go to http://wtvr.com/2014/05/01/nc-school-chitling-test/ I think this test was mentioned last week on TIPS? Jim Matiya FGCU Psychology Too often we u nd erestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around...Leo Buscaglia --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36457 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-36457-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36459 or send a blank email to leave-36459-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Chitlin' test
p.s. I also notice in the top of the photo that it is part of a standard educational text (Wadsworth/Thompson Learning). In the US at least, grade school teachers have strict goals to accomplish, and cultural sensitivity is one of them. And the text book industry fills the books with activities that - in theory - meet these goals. I am sure alternate activities can be found. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Matiya jmat...@hotmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, May 2, 2014 10:29:07 AM Subject: [tips] Chitlin' test I found this article abut an AP psych teacher who used the Chitlin' Test in class. Go to http://wtvr.com/2014/05/01/nc-school-chitling-test/ I think this test was mentioned last week on TIPS? Jim Matiya FGCU Psychology Too often we u nd erestimate the power of a touch, a smile, a kind word, a listening ear, an honest compliment, or the smallest act of caring, all of which have the potential to turn a life around...Leo Buscaglia --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36457 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-36457-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36460 or send a blank email to leave-36460-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] chicken, Fox News, and correlations
Sounds like they assigned children to conditions. Was it random? But even if not, each Ss served in both conditions. Small N. I wouldn't necessarily call the IV confounded, but chicken on-the-bone versus bite sized chunks is a sloppy IV - what exactly is the key stimulus feature? It could be, for instance, the fact that gross versus fine motor skills are involved. If so, might we expect a similar finding if we had children working with a small screwdriver versus a hammer? == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Carol DeVolder devoldercar...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 1, 2014 3:28:51 PM Subject: [tips] chicken, Fox News, and correlations With respect to drawing causation from correlation, one of my students pointed this out to me. Apparently, if you want to create aggressive children, give 'em their meat still on the bone... I've been unable to find the actual article (I haven't tried very hard though), but here is a story from Medical News Today: http://www.medicalnewstoday.com/articles/276052.php and here's how Fox News reported it: http://foxnewsinsider.com/2014/04/29/eating-chicken-bone-makes-kids-more-aggressive-study-shows Carol -- Carol DeVolder, Ph.D. Professor of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 563-333-6482 --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36444 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-36444-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36445 or send a blank email to leave-36445-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] What's in a name?
rhymes with Science! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, April 29, 2014 6:28:02 PM Subject: [tips] What's in a name? Robert ZAJONC michael going beyond where no tipster has gone before This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36418 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-36418-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36419 or send a blank email to leave-36419-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] How Intelligent is IQ
Thanks Jim and Stuart for thoughtful comments, and Mike for getting me thinking about the speed of race cars! Speaking about construct validity, the strong inter-correlations between diverse sub tests is difficult to dismiss. Even more impressive, g is consistently the best predictor of occupational performance, even better than tests specifically designed to predict performance at specific jobs. All the more remarkable since g items - on their surface - do not look like they relate to specific job, no face validity. There is also tons of evidence showing correlations between g and a bewildering array of social measures - including who we marry, our happiness, etc etc etc - that contribute to the construct validity of g. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, April 9, 2014 10:49:08 AM Subject: RE: [tips] How Intelligent is IQ Hi I'm surprised to see the IQ bashing based on a perhaps simplistic interpretation of some brain research showing that two different areas of the brain light up in 16 subjects performing various cognitive tasks. It seems to me that such a finding (even if many more areas had lit up) is prone to the same interpretive issues as different cognitive tasks themselves. Perhaps it is addressed in the paper, but is it not possible, for example, that there is some more fundamental brain process shared across different regions that constitutes g? I haven't kept up with the literature on speed of neuronal transmission (and am skeptical about such a simple possibility), but wouldn't any such mechanism at that level operate in multiple regions of the brain? And what about an even more molecular, biochemical level? Others, including Stuart below, have pointed out the multiple lines of evidence consistent with g and its efficacy at predicting many aspects of performance (school, work, training, ...). Surely that warrants some support from people familiar with the research and not overly enamored of simplistic neurologizing of psychology? Somewhat related, there is an interesting interview with Flynn in the latest Skeptic magazine. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Stuart McKelvie [mailto:smcke...@ubishops.ca] Sent: Wednesday, April 09, 2014 8:49 AM To: Teaching in the Psychological Sciences (TIPS) Subject: RE: [tips] How Intelligent is IQ Mike Williams wrote: I couldn't agree more with Mike Palij's analysis. IQ and g never existed. IQ is just an average score; g is just an artifact of factor analysis. Neither represent cognitive or brain processes. They don't explain anything and they are hard to define. Any vague construct has unknown construct validity. I may be repeating some things that others have said, but here are some comments. 1. In the language of testing and measurement, we have to be careful not to reify concepts that we claim to be measuring. 2. According to Cronbach and Meehl in their classic paper on construct validity, this notion applies under specific circumstances (e.g., the test is not designed to simply predict one specific criterion). 3. Such constructs are validated by a complex set of procedures that involve many kinds of empirical evidence. However, we can never say absolutely what the test or the construct IS valid. We continue to make statements about the construct and the test that become richer as evidence accumulates. 4. The question of whether the construct is sufficiently understood to pin it to (at least some) brain processes is also a matter for empirical investigation. McCorquodale and Meehl made an interesting distinction here between an intervening variable (postulated to account for something going on between stimulus and response) and a hypothetical construct (which may have some known ties to brain processes). A concept may begin as an IV and then become an HC as evidence accumulates. 5. Intelligence, it seems to me, fits the preceding comments. 6. IQ is a test score that expresses where a person stands relative to others. 7. If that score can meaningfully be said to measure a construct in the sense just outlined, then it is meaningful to speak of IQ and intelligence. 8. All of this also applies to g. I think that these considerations should be taken into account in the discussion of the meaning of intelligence and IQ. 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
Re: [tips] How Intelligent is IQ
Mike I am not sure I get the point about g being an artifact of factor analysis. I realize we can name factors anything we wish. The loadings correlate the sub-tests with the hypothetical/latent variable that we call factor I, II etc I also know that there are different methods of factor analysis, and we can get different results, but if guided by theory/common sense and the result is a construct that succinctly summarizes a broad array of empirical findings, then I do not see the artifact. I do know that a factor will emerge when it predicts differences . So (loosely stealing an example from Cronbach/ the pencil is my example) ... a sub-test of vocabulary and a sub-test of pencil sharpening ability will not see a common factor emerge with homogeneous Ss, even though there is a skill common to both - willingness to sit and follow directions. But if we had a more heterogeneous sample of people from very different cultures, a common factor of willingness would emerge to predict differences. In the later example, the willingness would be a useful construct, label it what you will. As I think about the neurological underpinnings (jumping from one issue to another) it may be the case that there are numerous brain functions common to all tasks, or maybe only some tasks. Like factor analysis, do they predict differences in the population we get our samples from? And - jumping again - I suspect Mike and I are in a small group who celebrate Greek Passover/Easter given his expertise in that area (add our list to the cross-cultural dudes on tips. UNLESS he is simply an expert in very diverse fields - OMG! is that g). Whatever the case, have a fruitful equinox holiday season! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, April 9, 2014 12:16:17 PM Subject: RE: [tips] How Intelligent is IQ On Wed, 09 Apr 2014 07:50:49 -0700, Jim Clark wrote: Hi I'm surprised to see the IQ bashing based on a perhaps simplistic interpretation of some brain research showing that two different areas of the brain light up in 16 subjects performing various cognitive tasks. [snip] I think you miss the point: it is the use of IQ/intelligence/g as theoretical concepts for cognitive or brain processing that is being contested. There are alternative theoretical frameworks that can be used but some people feel compelled to use IQ/intelligence/g. One might prefer a theory that claims that the Flying Spaghetti Monster fills a person's heads with blue fairies that when active give off energy that is detected by neuroimaging techniques (but I'll leave the debunking of neuroscience results to Tips resident neuroscience debunker Scott Lilienfeld ;-). Hence, every thought you have is the result of a busy blue fairy. Now try to falsify that claim. But do so after you show the evidence for virtual particles. ;-) See the following article in Scientific American but also read the comments: http://www.scientificamerican.com/article/are-virtual-particles-rea/ Then take a look at the Physics FAQ on virtual particles: http://www.mat.univie.ac.at/~neum/physfaq/topics/virtual Oh, and I'm glad that no one has shown that the claim that g is an artifact of factor analysis is false. ;-) Somewhat related, there is an interesting interview with Flynn in the latest Skeptic magazine. Interesting interview but it leaves one wondering why anybody let the Irish immigrate to their country. ;-) -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=36005 or send a blank email to leave-36005-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=36006 or send a blank email to leave-36006-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] What Does The SAT Predict?
Obviously, the differences between aptitude and achievement, as well as innate versus whatever the opposite of innate is, are not clear cut. There are varying degrees of overlap between all the these (and innate is too crude to be useful). And SAT is correlated pretty high with g (the exact correlation depends on whether there is range restriction, etc). Further, the bulk of the research predicting job success shows g a better predictor than college grades ... JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Stuart McKelvie smcke...@ubishops.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, March 31, 2014 7:42:00 AM Subject: RE: [tips] What Does The SAT Predict? Dear Tipsters, Going back to the NYT story, I would be very surprised if Frank Schmidt said this about aptitide tests: “Mr. Schmidt acknowledged what some colleges have found: Achievement tests, which measure specific subject mastery, are better predictors than aptitude tests, which measure innate ability.” In addition, the preceding sentence was: “Employers used to consider educational aptitude tests as having nothing to do with the real world, but some may have read enough to know that they’re very highly correlated with job performance,” said Frank Schmidt, an expert on employment testing.” Taken together, it seems that the writer is saying that the SAT, educational aptitude test, is based on innate ability. Ouch. Sincerely, Stuart __ “ Recti Cultus Pectora Roborant ” Stuart J. McKelvie , Ph.D., Department of Psychology, Bishop’s University, 2600 rue College, Sherbrooke (Borough of Lennoxville), QC J1M 1Z7, Canada. (819)822-9600X2402 “ Floreat Labore ” __ From: Dr. Bob Wildblood [mailto:drb...@rcn.com] Sent: Monday, March 31, 2014 7:32 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] What Does The SAT Predict? Just as a personal note, when I was in high school, I was pretty much a C student (had too many other things on my mind including girls, baseball, and music. I applied to the top 5 pharmacy schools in the country (at that time) and, because of my excellent SAT scores was accepted by 4 of them. I don't know if things have changed that much, but my experience was real. Of course, I flunked out of the program at the end of my first year (for the same reasons that I didn't do very well in high school), but after 6 years of real world experience, I returned to school, majored in psychology and got my doctorate in 6 years. Testing can give us some information, but it doesn't tell anywhere near the whole story. - Original Message - From: David Hogberg dhogb...@albion.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sun, 30 Mar 2014 23:11:14 -0400 (EDT) Subject: Re: [tips] What Does The SAT Predict? I might add that the same thing happens (w/ some frequency, anyway) with success in graduate school and college test scores, gpa, etc. On Sun, Mar 30, 2014 at 10:28 PM, Wuensch, Karl L wuens...@ecu.edu wrote: Also seemingly ignored in the recent discourse, although high school grades may better predict college GPA than does the SAT, each explains considerable variance in college GPA that the other does not. Some very able people do not do well in high school. The SAT gives them a chance to show that they are able, and, hopefully, will be more motivated in college than at that high school run by morons. Cheers, From: Mike Palij [mailto: m...@nyu.edu ] Sent: Sunday, March 30, 2014 8:17 AM To: Teaching in the Psychological Sciences (TIPS) Cc: Michael Palij Subject: [tips] What Does The SAT Predict? Consider: the knock on the SATs has recently been that they do not predict job performance or success later in life. But what if the SAT is used as a criterion for a job after college? The NY Times has an opinion piece on this which some might find interesting; see: http://www.nytimes.com/2014/03/30/sunday-review/how-businesses-use-your-sats.html?emc=edit_th_20140330nl=todaysheadlinesnlid=389166_r=0 Make sure you read to the end where the explanation is given as to why Google didn't find a correlation (hint: restriction of range may play a role). -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: wuens...@ecu.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=35663 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email
Re: [tips] Impact Factor Distortions
Thanks Chris .. I am adding this to my impact factor file. In a few weeks I am co-chairing a meeting on publication options for new faculty; impact factor will be discussed. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Harvey Skinner hskin...@yorku.ca Sent: Friday, March 21, 2014 10:18:04 AM Subject: [tips] Impact Factor Distortions Impact factor must not be used as a surrogate measure of the quality of individual research articles, to assess an individual scientist's contributions, or in hiring, promotion, or funding decisions. - San Francisco declaration on research Assessment (DORA) - endorsed by the American Association for the Advancement of Science, among many others Full article here: http://www.sciencemag.org/content/340/6134/787.full ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=35418 or send a blank email to leave-35418-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35419 or send a blank email to leave-35419-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] question about open access, on line publishing
Hi all First, a disclaimer: In a few weeks I am helping with a seminar on publishing outlets and publishing options for new faculty. So I am asking the TIPSs community to help with my homework. I will present some objective information on open access and on line publishing, but would like to also include reactions from people regarding their (1) experiences and/or (2) perceptions of these new publishing outlets. Any information will be helpful, even perceptions based on limited exposure. I am also going to discuss impact factor of journals but will probably stick to some objective info: their origins, how they are calculated etc ... Many thanks in advance John K == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35276 or send a blank email to leave-35276-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] question about open access, on line publishing
Miguel, Thanks! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Miguel Roig ro...@stjohns.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, March 13, 2014 11:19:12 AM Subject: RE:[tips] question about open access, on line publishing John, if you have not already done so, you should get acquainted with Jeffrey Beal's forum and his list of predatory publishers. Some of the exchanges on the subject of open access that have taken place in that forum should be useful to you: http://scholarlyoa.com/. Miguel From: John Kulig [ku...@mail.plymouth.edu] Sent: Thursday, March 13, 2014 11:14 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] question about open access, on line publishing Hi all First, a disclaimer: In a few weeks I am helping with a seminar on publishing outlets and publishing options for new faculty. So I am asking the TIPSs community to help with my homework. I will present some objective information on open access and on line publishing, but would like to also include reactions from people regarding their (1) experiences and/or (2) perceptions of these new publishing outlets. Any information will be helpful, even perceptions based on limited exposure. I am also going to discuss impact factor of journals but will probably stick to some objective info: their origins, how they are calculated etc ... Many thanks in advance John K == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: ro...@stjohns.edumailto:ro...@stjohns.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=1632838.7e62b84813297f170a6fc240dab8c12dn=Tl=tipso=35276 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35276-1632838.7e62b84813297f170a6fc240dab8c...@fsulist.frostburg.edumailto:leave-35276-1632838.7e62b84813297f170a6fc240dab8c...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=35277 or send a blank email to leave-35277-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35279 or send a blank email to leave-35279-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Psychology and Politics
Someone a while back said that US academics are probably middle of the road compared to academics in other countries and the general public in many European countries. I split this into two dimensions: Economic issues: (Low taxes, no government regulation, anti-union) - (High taxes, government regulation, pro-union) Social issues: (against gay marriage/against marijuana decriminalization) - (gay marriage/for marijuana decriminalization) But the social dimension is tricky i think. There are lots of sub-topics that can divide us in unpredictable directions like belief in environmental interventions and PC language. The US _used_ to have blue dog Democrats who were liberal economically but conservative socially. They are all gone now; the US seems to be organizing along geographic lines (again). If I had 10 seconds to size up a person, I'd ask which is more important: liberty or equality? I go with equality - i.e. Civilization and its Discontents. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Marc Carter marc.car...@bakeru.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, March 10, 2014 3:00:15 PM Subject: RE: [tips] Psychology and Politics I'm about as liberal as they come. It just seems to me that the liberal world-view fits the data better than any alternative. Especially the bootstraps crap that I get tossed at me. (Fundamental attribution error? Locus of control? All those things seem to support the idea of a strong social safety net rather than a lecture on how people don't try hard enough.) m -- Marc Carter, PhD Associate Professor of Psychology Chair, Department of Behavioral and Health Sciences College of Arts Sciences Baker University -- From: Carol DeVolder [mailto:devoldercar...@gmail.com] Sent: Saturday, March 01, 2014 7:17 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Psychology and Politics I'm pretty darned liberal. On Sat, Mar 1, 2014 at 6:46 PM, Beth Benoit beth.ben...@gmail.com wrote: Michael alerted me back channel that not many from TIPS have responded. I think this is an interesting bit of news: i.e., are psychology profs more likely to be liberal or conservative. What say you, colleagues? I'm quite liberal. Anyone else willing to admit to one side or the other? Beth Benoit Plymouth State University Plymouth, New Hampshire On Sat, Mar 1, 2014 at 8:34 AM, Michael Britt mich...@thepsychfiles.com wrote: After reading articles like this one: ...90.6 percent of social and personality psychologists describe themselves as liberal on social issues (compared with 3.9 percent who describe themselves as conservative), and 63.2 percent describe themselves as liberal on economic issues (compared with 10.3 percent who describe themselves as conservative). http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html one of my Psych Files facebook members asks, Are most psychologists liberal? Does the liberal mindset affect the way Psychology is understood and even taught?. Good questions. Are we all mostly liberal? Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: @mbritt --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=35019 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35019-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: devoldercar...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=177920.a45340211ac7929163a021623341n=Tl=tipso=35036 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35036-177920.a45340211ac7929163a021623...@fsulist.frostburg.edu -- Carol DeVolder, Ph.D. Professor of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 563-333-6482 --- You are currently subscribed to tips as: marc.car...@bakeru.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13029.76c7c563b32ad9d8d09c72a2d17c90e1n=Tl=tipso=35039 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35039-13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu The information contained in this e-mail and any attachments thereto (e-mail) is sent by Baker University (BU) and is intended
Re: [tips] Psychology and Politics
Well what a coincidence Not _exactly_ about the liberty/equality trade off, but the economic growth/equality trade of with government intervention (i.e. lack of freedom) lurking in there somewhere: http://www.nytimes.com/2014/03/10/opinion/krugman-liberty-equality-efficiency.html?rref=opinionmodule=Ribbonversion=contextregion=Headeraction=clickcontentCollection=Opinionpgtype=article == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Marc Carter marc.car...@bakeru.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, March 10, 2014 3:00:15 PM Subject: RE: [tips] Psychology and Politics I'm about as liberal as they come. It just seems to me that the liberal world-view fits the data better than any alternative. Especially the bootstraps crap that I get tossed at me. (Fundamental attribution error? Locus of control? All those things seem to support the idea of a strong social safety net rather than a lecture on how people don't try hard enough.) m -- Marc Carter, PhD Associate Professor of Psychology Chair, Department of Behavioral and Health Sciences College of Arts Sciences Baker University -- From: Carol DeVolder [mailto:devoldercar...@gmail.com] Sent: Saturday, March 01, 2014 7:17 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Psychology and Politics I'm pretty darned liberal. On Sat, Mar 1, 2014 at 6:46 PM, Beth Benoit beth.ben...@gmail.com wrote: Michael alerted me back channel that not many from TIPS have responded. I think this is an interesting bit of news: i.e., are psychology profs more likely to be liberal or conservative. What say you, colleagues? I'm quite liberal. Anyone else willing to admit to one side or the other? Beth Benoit Plymouth State University Plymouth, New Hampshire On Sat, Mar 1, 2014 at 8:34 AM, Michael Britt mich...@thepsychfiles.com wrote: After reading articles like this one: ...90.6 percent of social and personality psychologists describe themselves as liberal on social issues (compared with 3.9 percent who describe themselves as conservative), and 63.2 percent describe themselves as liberal on economic issues (compared with 10.3 percent who describe themselves as conservative). http://www.huffingtonpost.com/jarryd-willis/polarized-psychology-is-science-devalued-in-a-divided-society_b_4839207.html one of my Psych Files facebook members asks, Are most psychologists liberal? Does the liberal mindset affect the way Psychology is understood and even taught?. Good questions. Are we all mostly liberal? Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: @mbritt --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=35019 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35019-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: devoldercar...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=177920.a45340211ac7929163a021623341n=Tl=tipso=35036 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35036-177920.a45340211ac7929163a021623...@fsulist.frostburg.edu -- Carol DeVolder, Ph.D. Professor of Psychology St. Ambrose University 518 West Locust Street Davenport, Iowa 52803 563-333-6482 --- You are currently subscribed to tips as: marc.car...@bakeru.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13029.76c7c563b32ad9d8d09c72a2d17c90e1n=Tl=tipso=35039 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-35039-13029.76c7c563b32ad9d8d09c72a2d17c9...@fsulist.frostburg.edu The information contained in this e-mail and any attachments thereto (e-mail) is sent by Baker University (BU) and is intended to be confidential and for the use of only the individual or entity named above. The information may be protected by federal and state privacy and disclosures acts or other legal rules. If the reader of this message is not the intended recipient, you are notified that retention, dissemination, distribution or copying of this e-mail is strictly prohibited. If you have received this e-mail in error please immediately notify Baker University by email reply and immediately and permanently delete this e-mail message and any attachments thereto. Thank you. --- You are currently
Re: [tips] Psychology and Politics
Oh gosh ,. I am skipping the popcorn and reading a good book tonight! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Ken Steele steel...@appstate.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, March 10, 2014 5:23:52 PM Subject: Re: [tips] Psychology and Politics On 3/10/2014 3:26 PM, John Kulig wrote: If I had 10 seconds to size up a person, I'd ask which is more important: liberty or equality? I go with equality - i.e. Civilization and its Discontents. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == Hi John: How about equality vs. equal opportunity? One of the problems I have with such contrasts is that nuances and context are missing. Are equality and equal opportunity synonyms, kissing cousins, or apples and oranges? I think that many such forced which-side-of-the-fence questions are not going to lead us in a useful direction. [It was Chris Greene who pointed out that our American framing of political questions does not represent the rest of the academic world.] Me? I have just filled up a big bowl of popcorn to watch how the Republicans deal with how the Rand Paul wing (opposed to Federal government control of many social issues) vs. the Mike Huckabee wing (maintain tradional Christian values for social issues) works out at the Republican polls. Ken PS - And the quotes do indicate that many Christians I know would not agree with Huckabee's list. --- Kenneth M. Steele, Ph.D. steel...@appstate.edu Professor Department of Psychology http://www.psych.appstate.edu Appalachian State University Boone, NC 28608 USA --- --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=35237 or send a blank email to leave-35237-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35242 or send a blank email to leave-35242-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] NYTimes article on breast feeding and well being
The traditional breast feeding advantage may have little to do with the milk per se; rather the general health of the mothers who choose to breast feed: http://well.blogs.nytimes.com/2014/03/04/is-breast-feeding-really-better/?hpwrref=health http://www.sciencedirect.com/science/article/pii/S0277953614000549 == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=35124 or send a blank email to leave-35124-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] SAT and High School grade study
Ah Christopher Green beat me to a few points ... only _partly_ tongue-in-cheek, I would add that letter grades are close to the magical number of categories (7 +- 2) that limits some of our cognitive processes. When grading essays or artistic performances, can we reliably segregate students into more than 7+- 2 categories? I can't. I think a numeric grade on say, a 0 to 100 or 0 to 1.0 scale may work if we were teaching classes with a very prescribed set of outcome criteria such as (I am scrambling for an example ) a physical fitness test where # seconds and # push ups matter and can be counted, and you were training people to do a very prescribed physical job. We can't reliably reduce the arts and sciences to uni-dimensional scales. I am sympathetic to the no grades approach, which would reduce what we do to pass/fail. I am sure we can find some data out there showing very weak correlations between college grades and life success (whatever that means). The advantage of a good standardized test is that we can compare people across different backgrounds and school districts. The use of standardized tests coincided with the liberalization of admissions at elite schools which used to rely heavily on family history .. see: http://www.nytimes.com/2002/12/04/nyregion/henry-chauncey-dies-at-97-shaped-admission-testing-for-the-nation-s-colleges.html p.s. I notice that the recent $150 million donation to Harvard U was earmarked for qualified but less-than-wealthy applicants == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, February 20, 2014 8:54:48 AM Subject: Re: [tips] SAT and High School grade study First, on the history, I believe that grades of A, B, C, etc. are a descendant of the older 1st class, 2nd class, etc. Second, on lost information, I doubt very much information is lost at all because no teacher can actually reliably distinguish between 100 categories. Five to seven is about right. It is mostly noise that is lost. When you include pluses and minuses on just As, Bs, and Cs (plus a D and F with no E) that gives you eleven categories, which is too many already. What about numerical, multiple-choice tests? They aren't (and shouldn't) be given in every subject. Third, on redundancy with SATs, even if it were true that the content of SATs overlaps completely with that of school grades, the quality of schools varies far too widely to take school grades entirely at face value (especially in the US, where schools are (insanely) supported by highly variable local property tax bases, rather than by more stable state or federal levels of gov't). SATs allow you to compare apples to apples (even if it is, sadly, a few narrow slices of the apples). I will take this opportunity to propose (again) the abolition of grades. Grades serve no positive purpose other than to communicate to the next level of education how the student did in the last level of education (and they do it poorly, by trying to squeeze and entire year's worth of evaluation into a single character or two, and even that they do unreliably). On the down side, grades divert students' attention from what they actually learned to what grade they got. If there were no grades, then there would be nothing for students to focus on but what is in their heads at the end of the course, not the letter that is sent on to the next potential level of their education (and they might even read our comments on their essay and assignments instead of just flipping to the grade, and throwing the rest out). So, you will ask, how would a university select new students from those who apply if they didn't have grades from high school? The same way they did in the old days -- matriculation exams (e.g., entry exams). It only makes sense that the cost of selecting new students should be borne by the institution selecting them, not by the one before them. Indeed SATs and similar tests are, in effect, nationwide standardized matriculation exams. They could be improved, to be sure (what couldn't?), but imagine if, instead of endlessly testing, marking, and then debating grades with students, parents (and ultimately lawyers), you could spend that time discussing aspects of the course material they didn't understand the first time around. Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo On Feb 20, 2014, at 12:46 AM, Mike Wiliams jmicha5...@aol.com wrote: Given the level of education debt in the country, it's obvious that colleges and Universities are making far more money than test companies. Has anyone ever
Re: [tips] SAT and High School grade study
Well, grades are not perfect measurement devices, but what is in psychology? Interestingly, less than perfect reliability of any otwo variables limits the extent the two variables can correlate. Measurement texts give the upper limit, or maximum, of validity coefficients (as, say, SAT predicting college grades) as square root (cross products of the two variables). So if HS grades have reliability of .9 and college grades have a reliability of .6, max correlation between the two variables = sqrt(.54) = .73. That's _maximum_. So raw validity coefficients usually underestimate validity of the predictor variable ... same is true when we try to predict college grades from HS grades. This makes the correlations in Stuart's reference even more impressive. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 19, 2014 8:22:53 AM Subject: Re: [tips] SAT and High School grade study Grades aren't designed to predict how well one will do at the next level. They are designed to summarize (impossibly) in a single character (or two) how one performed at the last level. The determinants of high school and college performance are not exactly the same, so, not surprisingly, high school grades don't predict college performance very exactly. But why are we expecting *anything* to predict more than, say, half of the variance in college performance? We have very little in the rest of psychology that predicts more than half of any cognitively and behaviorally complex performance. Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo On Feb 19, 2014, at 2:09 AM, Mike Wiliams jmicha5...@aol.com wrote: These studies of SAT and grades as predictors or criterion just highlight how grades are poorly designed as a measurement device. What is their reliability and validity as measures of performance. Somehow the college board and SAT makers get the scrutiny that we don't apply to ourselves as grade makers. The error goes both ways. Mike Williams On 2/19/14 12:00 AM, Teaching in the Psychological Sciences (TIPS) digest wrote: Re: SAT and High School grade study --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=34371 or send a blank email to leave-34371-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34377 or send a blank email to leave-34377-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34380 or send a blank email to leave-34380-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] SAT and High School grade study
Oops .. max = square root (cross products of the _reliabilities_ of the two variables) .,. just wasted by daily quota with a typo! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: John Kulig ku...@mail.plymouth.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 19, 2014 8:46:32 AM Subject: Re: [tips] SAT and High School grade study Well, grades are not perfect measurement devices, but what is in psychology? Interestingly, less than perfect reliability of any otwo variables limits the extent the two variables can correlate. Measurement texts give the upper limit, or maximum, of validity coefficients (as, say, SAT predicting college grades) as square root (cross products of the two variables). So if HS grades have reliability of .9 and college grades have a reliability of .6, max correlation between the two variables = sqrt(.54) = .73. That's _maximum_. So raw validity coefficients usually underestimate validity of the predictor variable ... same is true when we try to predict college grades from HS grades. This makes the correlations in Stuart's reference even more impressive. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 19, 2014 8:22:53 AM Subject: Re: [tips] SAT and High School grade study Grades aren't designed to predict how well one will do at the next level. They are designed to summarize (impossibly) in a single character (or two) how one performed at the last level. The determinants of high school and college performance are not exactly the same, so, not surprisingly, high school grades don't predict college performance very exactly. But why are we expecting *anything* to predict more than, say, half of the variance in college performance? We have very little in the rest of psychology that predicts more than half of any cognitively and behaviorally complex performance. Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo On Feb 19, 2014, at 2:09 AM, Mike Wiliams jmicha5...@aol.com wrote: These studies of SAT and grades as predictors or criterion just highlight how grades are poorly designed as a measurement device. What is their reliability and validity as measures of performance. Somehow the college board and SAT makers get the scrutiny that we don't apply to ourselves as grade makers. The error goes both ways. Mike Williams On 2/19/14 12:00 AM, Teaching in the Psychological Sciences (TIPS) digest wrote: Re: SAT and High School grade study --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=34371 or send a blank email to leave-34371-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34377 or send a blank email to leave-34377-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34380 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-34380-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34381 or send a blank email to leave-34381-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] SAT and High School grade study
range restriction is always an issue when debating the efficacy of admissions tests. I like this SAT/GPA graph from Randolph Macon College. Its not optimal, as the Y axis has _high school_ GPA, but it's a proxy for college GPA (according to the NPR story HS GPA is a good predictor of college GPA) . When you preselect students on either grades or SAT, notice the correlation between SAT and GPA disappears. But if they let everyone in, the correlation becomes positive. In general, SAT/GPA correlations are strong at weaker colleges, and disappear at elite schools as there is very little variability. http://collegeapps.about.com/od/GPA-SAT-ACT-Graphs/ss/randolph-macon-college-admission-gpa-sat-act.htm == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: drnanjo drna...@aol.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, February 18, 2014 1:00:09 PM Subject: Re: [tips] SAT and High School grade study I suspect that the College Board - and various test prep companies - will want to shoot holes in this study. From what I heard, the SATs ultimately don't add very much to this. If you would more clearly explain toi nme the big difference that makes the conclusions unwarranted, I am interested. I understand that the SATs provides a modest amount of additional information about potential for college success. Not enough to warrant the misery that preparing for this (what amounts to) annual hazing of HSJuniors from what I've seen. I am not sure that we lose a lot of information by not forcing students to take the exam. I am sure that several corporate entities are sweating the loss of income. I feel worse for the students who don't really benefit much from this. I can easily and happily watch this become an optional and then probably unnecessary part of the college preparatory experience. A good high school student (truly good) will be a good college student. Nancy Melucci Long Beach City College Long Beach CA -Original Message- From: John Kulig ku...@mail.plymouth.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tue, Feb 18, 2014 8:16 am Subject: [tips] SAT and High School grade study I usually don't read articles with executive summaries but this got air time on NPR this morning. On the air it sounded like we'd be better off admitting students based on just HS grades, but that conclusion may not be warranted, even using their data: http://www.nacacnet.org/research/research-data/nacac-research/Documents/DefiningPromise.pdf The NPR story is: http://www.npr.org/2014/02/18/277059528/college-applicants-sweat-the-sats-perhaps-they-shouldn-t I did a quick peek at their figures, and found (Figure 40) that, as I suspected, the combined use of grades and SAT scores predicted more variance than either alone. If you had to choose between them, their data shows grades a better predictor but that should not be surprising. I am wondering if, these days, there is a tighter relationship between HS grades and SAT scores (and general cognitive ability) at least in the US, given the tendency to teach-to-the-standardized test. I will never forget my shock when I saw some of my children's homework that looked liked IQ items, of absolutely no use to anyone or anything other than general-cognitive etcetera etcetera etcetera == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: drna...@aol.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=12993.aba36cc3760e0b1c6a655f019a68b878n=Tl=tipso=34339 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-34339-12993.aba36cc3760e0b1c6a655f019a68b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34343 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-34343-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34347 or send a blank email to leave-34347-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Paper says physical scientists smarter and less religious than social scientists | Inside Higher Ed
Hey does anybody have access to the full article? (I will subscribe if I can't get a copy any other way) Is it merely the fact that physical scientists, on average, have higher IQs (duh, more math!) and are also less religious (whatever that means) than other scientists? If so there are a host of possible causal interpretations and this is a ho-hum issue. Did they correlate IQ and religiosity _within_ disciplines? Within disciplines there may be no correlation, a negative correlation or even a positive correlation (i..e Simpson's paradox). I'd also like to see their measure of religiosity .. Also, I'd like to see if they also threw in spirituality either as an alternate measure of religiosity or (ideally) a co-variate. I'd also wager there are some interesting non-linear relationships lurking between these variables .. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Paul Brandon pkbra...@hickorytech.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 12, 2014 9:51:40 AM Subject: Re: [tips] Paper says physical scientists smarter and less religious than social scientists | Inside Higher Ed This is news? On Feb 12, 2014, at 7:36 AM, Christopher Green wrote: Let the games begin! http://www.insidehighered.com/news/2014/02/12/paper-says-physical-scientists-smarter-and-less-religious-social-scientists Chris Paul Brandon Emeritus Professor of Psychology Minnesota State University, Mankato pkbra...@hickorytech.net --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34146 or send a blank email to leave-34146-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34147 or send a blank email to leave-34147-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Paper says physical scientists smarter and less religious than social scientists | Inside Higher Ed
This article is worth reading carefully IF you wanted to start untangling IQ, religiosity, academic disciplines etc ... I did a quick read, not enough to get it all, but enough to realize the importance of operational definitions. Much research is cited. There is also some interesting data to the effect that really terrific academicians are slightly neurotic, very high in Openness .. and not always Agreeable (ok .. one big collective Duh!!). But, religious people also more likely to be higher on Neurotic, and openness is associated with unusual psych experiences and visions. A good case is made, however, that the religiosity difference could easily be due to IQ differences. IQ rank orders like this: Physics, Math, Social Science (collectively), but all three groups of PhDs are above average so it is unclear how the relationship holds across the broader range of IQ. Academicians are more likely to be liberal. The religion effect was not big if I read it carefully ... believe in God? (Nat Sci = 37.6% versus Soc Sci = 31.2%) and don't know; no way to find out (Nat Sci = 29.4% versus Soc Sci = 31%). Within these broad categories, some minor differences between disciplines. Interestingly, to the question high power but not God? Natural Sci = 8.2% versus 7.2% for Soc Sci .. but again, not whopping effects. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 12, 2014 11:16:08 AM Subject: RE: [tips] Paper says physical scientists smarter and less religious than social scientists | Inside Higher Ed Hi But is psychology a physical science or a social science or both??? And what about our applied programs ... clinical, school, organizational, ...? Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Christopher Green [mailto:chri...@yorku.ca] Sent: Wednesday, February 12, 2014 7:43 AM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Paper says physical scientists smarter and less religious than social scientists | Inside Higher Ed Let the games begin! http://www.insidehighered.com/news/2014/02/12/paper-says-physical-scientists-smarter-and-less-religious-social-scientists Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=34144 or send a blank email to leave-34144-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34151 or send a blank email to leave-34151-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34158 or send a blank email to leave-34158-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Scientific method: Statistical errors : Nature News Comment
Thanks Chris .. this is a terrific article and many undergrads can plow through it. I have gone back and forth on the p versus CI (which is simply rearranging the math) versus effect size issue and have come to the conclusion that we have to keep our options open and not use one rule to evaluate research findings. In my stat class - after doing my lecture on how an IQ difference of 1 point can be significantly different when N = 5000 per group - I sometimes talk about the 1988 (?) study of aspirin and Myocardial infarction in JAMA or NEJM (I am home away from my notes) which found a .8% reduction in MI from a sample of 11,000 placebo controls (risk = 1.7%) and about 11,000 who took aspirin (risk = .9%). The chi square is p .001 but the effect size is tiny, but even that 1% drop is important when the stakes are high and you are one of the roughly 100 who was spared a MI. that's when I introduce relative risk thinking: .9 versus 1.7 means the chance of a MI is cut in half. That type of comparison is especially important when dealing with low base rate diseases. And thanks Jim for the divorce example ... JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, February 12, 2014 6:46:59 PM Subject: RE: [tips] Scientific method: Statistical errors : Nature News Comment Hi Interesting article, although I need to think more about it. One obvious weakness is the old canard about effect size being a better indicator of importance than p value. The author uses the example of a divorce rate change being tiny: meeting online nudged the divorce rate from 7.67% down to 5.96%. One source indicates that there are about 2,000,000 marriages in the USA per year. 7.67% is 153,400 divorces, 5.96% is 119,200 divorces, for a reduction of 34,200 divorces or 22.3% fewer divorces every year. Not exactly what I would call a tiny difference. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Christopher Green [mailto:chri...@yorku.ca] Sent: Wednesday, February 12, 2014 4:43 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Scientific method: Statistical errors : Nature News Comment An interesting article about the problems of p-values that might even be understandable to undergraduates. http://www.nature.com/news/scientific-method-statistical-errors-1.14700 Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo --- You are currently subscribed to tips as: j.cl...@uwinnipeg.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13251.645f86b5cec4da0a56ffea7a891720c9n=Tl=tipso=34162 or send a blank email to leave-34162-13251.645f86b5cec4da0a56ffea7a89172...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=34164 or send a blank email to leave-34164-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=34165 or send a blank email to leave-34165-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] UG Psych students magazine
Thanks ... they did a great job with this, I am passing this along to our faculty and psych club ... JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, February 3, 2014 5:57:33 PM Subject: [tips] UG Psych students magazine Here is a link to a magazine that our undergraduate psychology students just produced. http://issuu.com/upsayork/docs/upsa_february_newsletter_single_pag_5b0b7f717cc1d9 I thought it might provide some interesting ideas to people looking to encourage a similar kind of student publication at their own school. Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ = --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=33877 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33877-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=33908 or send a blank email to leave-33908-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] so how cold was it? The Waffle House Index
Now is this ordinal or interval scaling? Another odd metric: I introduced my class yesterday to Oliver Smoot (http://en.wikipedia.org/wiki/Smoot) who used his body to measure the Harvard Bridge. It's my understanding that after he tired, his brothers dragged his body for each successive smoot. The Smoot markers turned out to be useful. From Wikipedia:The markings have become well accepted by the public, to the degree that during the bridge renovations that occurred in the 1980s, the Cambridge Police department requested that the markings be maintained, since they had become useful for identifying the location of accidents on the bridge.[12] The renovators went one better, by scoring the concrete surface of the sidewalk on the bridge at 5 foot 7inch intervals, instead of the conventional six feet.[13]==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Claudia Stanny" csta...@uwf.eduTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Wednesday, January 29, 2014 1:41:43 PMSubject: [tips] so how cold was it? The Waffle House Index For those who love odd metrics: http://blog.al.com/spotnews/2014/01/how_bad_was_the_storm_using_th.html Almost as much fun as the miniHelen (the amount of beauty required to launch one ship). :-) Claudia_ Claudia J. Stanny, Ph.D. Director Center for University Teaching, Learning, and AssessmentAssociate ProfessorNSF UWF Faculty ADVANCE Scholar School of Psychological and Behavioral Sciences University of West Florida11000 University ParkwayPensacola, FL 32514Phone: (850) 857-6355 (direct) or 473-7435 (CUTLA) csta...@uwf.eduCUTLA Web Site: http://uwf.edu/cutla/Personal Web Pages: http://uwf.edu/cstanny/website/index.htm --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=33653 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33653-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=33654 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33654-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] IN MEMORIAM PETE SEEGER 94
At the height of my guitar playing days (height is a relative term), I could stumble through 'Living in the Country' by Pete Seeger .. it's the only instrumental I heard him do. There may have been others. Lets not forget: Little Boxes Where have all the flowers gone (inspired by the obscure novel And Quiet Flows the Don) Guantanamera Waist Deep in the Big Muddy many many more For those interested ... http://www.nytimes.com/2014/01/29/arts/music/pete-seeger-songwriter-and-champion-of-folk-music-dies-at-94.html?hp == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, January 28, 2014 8:59:26 AM Subject: [tips] IN MEMORIAM PETE SEEGER 94 WE SHALL OVERCOME BELLS OF RHYMHEY ABI YOYO IF YOU MISS ME AT THE BACK OF THE BUS IN TIPSVILLE michael This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=33592 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33592-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=33593 or send a blank email to leave-33593-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A Cute Way To Teach The Central Limit Theorem
I liked the dragons better than the rabbits. I would have explained it to a class by having a random sample of 2 dragons from the bimodal and creating a sample space with 4 possibilities: Short/Short, Short/Long, Long/Short, and Long/Long. There are twice as many ways to get a medium average. Cool. Iditarod? Does Mike P have snow all the way down there in New York? == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Paul C Bernhardt pcbernha...@frostburg.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, January 24, 2014 10:45:40 AM Subject: Re: [tips] A Cute Way To Teach The Central Limit Theorem Thanks for sharing this. While I can quibble (I can always quibble), I think it is very good. Paul On Jan 24, 2014, at 9:25 AM, Mike Palij wrote: The website creaturecast.org is a biology oriented site that provides short videos on various biological topics. If you go to www.creaturecast.org right now, you'll find that the second from the top entry is on the central limit theorem (y'all know the CLT, right?) but in the context of ecological examples involving rabbits and dragons. The NY Times has the videos on their website but there you have to sit through an annoying video ad before you get the goods (thus, risking damage to your computer when you feel like hurling something at the screen; I find rubber brick are a satisfying object to hurl both at the computer screen and the TV when particularly stupid/misleading/offensive commercials are shown). Here's an example from the NY Time website on how cilia can be used for locomotion: http://www.nytimes.com/video/science/10002665100/creaturecast-swimming-with-cilia.html?nl=todaysheadlinesemc=edit_th_20140124 The ad before the video changes so you might a particularly annoying ad in which case make sure that you only have small books at arm's length. -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: pcbernha...@frostburg.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=33023 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33023-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=33027 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-33027-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=33030 or send a blank email to leave-33030-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] What Do You Mean?
Thanks Mike for this interesting article .. probably all languages have expressions that are understood best without logical. My favorite AI language interpreter joke is: The British are coming! The British are coming! .. By land or by sea? Yes!. And my Russian priest, when dissing others' theological opinions: и кто является Вами? (and who are you? best by emphasizing _YOU_) but he was not asking who they were. I'm sure not unique to Russian. There are zillions of words that we use in ordinary English, perfectly well understood but whose link to logic is long gone ... top of head: we all know chairman .. though the word's logic comes from medieval England where chairs were special and rare. Russians also use double negatives which are, technically, illogical. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Monday, January 20, 2014 10:39:25 AM Subject: [tips] What Do You Mean? In some respects, monocultural people are like fish who don't realize that they live in water, that is, they assume that everyone else is more or less like them, and will share the same assumptions (unless there is a clear indication that they are outsiders on the basis of perceivable cues such as skin color, accent, physical attributes, etc.). I point this out because such assumptions make daily life much easier to navigate through, especially in social interactions and in conversations with others. For example, asking How are you? presupposes that one will get a response such as Fine. because the question is assumed to be a social ritual and not really a serious question (i.e., the person asking How are you? has no interest how the person actually is). This is like the sociolinguistic phenomena of indirect requests where it would be considered rude to make a direct of someone, so one asks a question Such as 'Can you open the window?' -- the question isn't about whether the person has the skill or strength to open the window, it's whether they will open the window for you. However, getting a response of Yes but without the person opening the window would be considered rude even though the person's question was answered (Marty Braine, a mentor of mine, who studied both language and logic once used the example of his wife asking him Do you want some tea or not?, to which he would respond Yes which he would point out was a logically correct because it answered the obvious question but with the added benefit of annoying the hell out of his wife Lila -- Marty was weird that way). This may become obvious when speaking to a person from another culture who does not engage in such rituals and has an unexpected, even negative response to the situation. I raise this issue because of an Op-Ed in the NY Times that tries to provide Americans some guidance about how to talk to Russians (NOTE: read if you're going to the Sochi Olympic games). The Op-Ed can be accessed here: http://www.nytimes.com/2014/01/20/opinion/the-how-are-you-culture-clash.html?nl=todaysheadlinesemc=edit_th_20140120_r=0 I quote from the article: |The question in question is, “How are you?” | |The answer Americans give, of course is, “Fine.” But when |Russians hear this they think one of two things: (1) you’ve been |granted a heavenly reprieve from the wearisome grind that all |but defines the human condition and as a result are experiencing |a rare and sublime moment of fineness or (2) you are lying. | |Ask a Russian, “How are you?” and you will hear, for better |or worse, the truth. A blunt pronouncement of dissatisfaction |punctuated by, say, the details of any recent digestive troubles. |I have endured many painful minutes of elevator silence after |my grandmother (who lived in the Soviet Union until moving |to the United States in her 60s) delivered her stock response: |“Terrible,” to which she might add, “Why? Because being old |is terrible.” Beat. “And I am very old.” Movie fans will recognize a similar situation in the movie Groundhog Day where the woman running the bed and breakfast that Bill Murray is staying in asks Murray about the weather and he goes into a detailed description of what will happen over the next 24 hours. This produces a puzzled and confused look on the BnB woman's face because she was just engaging in a social ritual and not really interested in the weather. To nail the point, Murray asks: |Did you want to talk about the weather, or were you just making |conversation? To which the woman awkwardly acknowledges that she was just making conversation. This is the tactic I use when someone in administration passes me in the hall and asks How are you? I then
Re: [tips] Catching student cheaters
Well, Skinner's pigeons did not fly by themselves, but they were trained to peck at outlines of ships so as to guide missiles to their target during WWII ... the military did not support Project Pigeon wholeheartedly though Skinner claimed it would have worked. Each nose cone had three pigeons, and majority vote ruled (in case one pigeon got nervous-in-the-service to use theold phrase). The project was cancelled in 1944, but inspired Project Orcon (for organic control) which was later replaced by electronic guidance systems. If people have not read Skinner's account of this project, it is worth the trouble. He is intelligent, witty, irreverent, and insightful. A contrast to our tendency to be overly cautious in our hypotheses and conclusions. btw, worth reading about his daughter's crib project as well http://en.wikipedia.org/wiki/Project_Pigeon == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, January 14, 2014 8:33:29 PM Subject: [tips] Catching student cheaters * It was reported on my area news media that somewhere in the U.S a school has found a way to catch students who may be cheating on exams. A fly equipped with a mini camera on its body flies around the classroom like a drone and relays to a monitor. * Why didn't Skinner think of conditioning flying pigeons? * Btw,does this type of thing be construed as an intrusion of students' privacy? michael This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=32740 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-32740-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=32754 or send a blank email to leave-32754-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Was Skinner a warmonger?
I don't have any evidence on whether he signed anything like this .. though very few people would sign a blanket opposition to all wars at all times. However, in general, he did seem to be idealistic about the possibility of reducing violence and other nasty things as evidenced by his interest in communes (i.e. Walden II). I also remember (in the Pigeons in a Pelican article) him addressing the ethical issue of sacrificing 3 pigeons per missile. Don't want to take the time to find the elaborate quote but it was to the effect that such a concern is a peacetime luxury. He did work on the Pigeon in a Pelican project while he could have been doing other things, so he appeared committed to Allied victory ... of course, most people in the US who lived though that period supported the effort ... doesn't make them warmongers. Most, when talked to (do it quick, 100 die/day in the US) would have preferred making hammocks at Twin Oaks. See: http://en.wikipedia.org/wiki/Twin_Oaks_Community,_Virginia == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, January 15, 2014 11:36:31 AM Subject: [tips] Was Skinner a warmonger? I am not aware that he signed anything opposing wars. Didn't he say that we should get the Russians before they get us? Where was Skinner when biologist George Wald and Bertrand Russel were protesting? michael This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=32761 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-32761-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=32765 or send a blank email to leave-32765-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] more on dialects and dialect quzzes
Actually, it does let you submit from the link - underlined - in How well does this test of regional slang reveal where you’re from? I took it and it told me I was either from northern new england or southern Florida (obviously people who fled the hardy and healthy north). I will check outside and verify my location Interesting they put the worcester (city just west of Boston) at the end. Pronouncing it separates new englanders from everyone else. If you want to blend in, please pronounce it correctly .. http://www.youtube.com/watch?v=czw5sP2E7s8 (though true worcester-ites say it a little different) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Claudia Stanny csta...@uwf.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, January 2, 2014 5:36:56 PM Subject: [tips] more on dialects and dialect quzzes OK. This one is low tech and won't let you actually submit your answers. But it is worth a look anyway. http://www. newyorker .com/online/blogs/shouts/2014/01/what-do- yall - yinz -and- yix -call-stretchy-office-supplies.html? utm _source= tny utm _campaign= generalsocial utm _medium= facebook Happy New Year, collective mass TIPS submitters (create your own multiple choice answer for the correct regional name for this group). :-) _ Claudia J. Stanny , Ph .D. Director Center for University Teaching, Learning, and Assessment Associate Professor NSF UWF Faculty ADVANCE Scholar School of Psychological and Behavioral Sciences University of West Florida 11000 University Parkway Pensacola, FL 32514 Phone: (850) 857-6355 (direct) or 473-7435 ( CUTLA ) cstanny @ uwf . edu CUTLA Web Site: http:// uwf . edu / cutla / Personal Web Pages: http:// uwf . edu / cstanny /website/index. htm --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=32375 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-32375-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=32378 or send a blank email to leave-32378-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
Thanks Jim for the placentas and twins data. I finally got around to looking at it. Yes, the mono/dual placenta issue was more important that I would have expected ... two quick notes (1) both vocabulary and block design have decent factor loadings on g but a little higher for vocabulary (.83 and .70 if you go with the Chabris 2007 data, In Roberts, M. J. (Ed.) Integrating the mind: Domain general versus domain specific processes in higher cognition. Hove, UK: Psychology Press). (2) This is a great example of a non-shared environmental effect, where the potent environmental effects seem to be. JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, December 18, 2013 2:03:31 PM Subject: RE: [tips] Sources of happiness Hi Here’s one reference showing an interesting placenta/chorion effect (if the long link works). http://books.google.ca/books?id=ee4KTFdIabACpg=PA34lpg=PA34dq=identical+fraternal+twins+placenta+chorion+heritabilitysource=blots=4R5daMklV9sig=B9HiXx4FhjrJZCraisZy8T36b60hl=ensa=Xei=Se-xUu_4HI34oAT08oDIDwved=0CC0Q6AEwAA#v=onepageq=identical%20fraternal%20twins%20placenta%20chorion%20heritabilityf=false Specifically, on the Block Design monozygotic / single placenta correlate more highly than mono/dual placenta, which correlate about the same as dyzogotic / dual placenta. So, obviously H index would vary as a function of placentation. Interestingly, the placenta effect was not observed on Vocabulary measure. And here’s a source for the percentages of different intrauterine environments for twins (e.g., about 2/3rds MZ have single placenta/chorion, vs none of DZ). http://www.twins.org.au/twins-and-twin-families/about-twins/facts-and-figures Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Wednesday, December 18, 2013 12:52 PM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Sources of happiness This may be my third post? We shall see! I am currently trying to locate some info (in between grading) in uterine environments ... sometimes MZ crowd each other out. As far as Cooper and Zubeck 1958, it seems Jensen was integrating lots of information from numerous sources .. these include the relative stability of IQ scores, the decrease in shared environmental effects with age, the failure to increase IQ through very concentrated efforts, the (weak but real) increase in the similarity of MZ twins as they develop through adulthood and old age (why don't environmental effects pull them apart with age?). Finally, our estimates can underestimate H due to gene-environment _correlation_ .. e,g, in adoption studies biological parents traits and the adopting environment correlate (weak, but real Plomin 1994 Genetics and Experience; Ge et al 1996 The developmental interface between nature and nurture ... Dev Psych 32, p. 574) That is, what looks like an environmental effect may be rooted in biology, as we modify our environments, Probably no such thing as H = 0 ... any more than a naturally occurring correlation ever equals the null = . == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, December 18, 2013 12:46:15 PM Subject: RE: [tips] Sources of happiness Hi For me, the primary implication of heritability indices greater than 0, no matter what the quality being studied, is that it is on the face of it inconsistent with the notion that genes have nothing to do with the trait (i.e., it is all environment). I say on the face of it simply because some confounding variables are not addressed in many studies (e.g., the more similar intra-uterine environment for identical versus fraternal twins). I'm less certain what importance can be attached to precisely how much of the variation should be attributed to genes. And then of course, there are versions of Gene X Environment interactions that are stronger than simply range of reaction. For example, Cooper Zubeck's 1958 finding with maze learning in rats ... see critical results at http://www.springerimages.com/Images/HumanitiesArts/1-10.1007_s10539-009-9152-3-0 . Jensen includes discussion of this and numerous other issues related to heritability in his classic HER paper. See http://www.samtiden.com/tbc/las_artikel.php?id=35 . I'm
[tips] heritability again?
Just checked my snail mail box and thought I was done with H .. but in my new copy of Psych Science, Kan et al .. On the nature and nurture of Intelligence and It gives H estimates for a variety of cognitive abilities and .. low and behold .. H estimates are higher with more culture-laden tests like Information, Vocabulary, Spelling and Arithmetic than more culture tests such as similarities, perceptual speed, memory and inductive reasoning. I would have predicted a zero correlation (never a negative), but not necessarily positive! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=31597 or send a blank email to leave-31597-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] heritability again?
more culture-free .. sorry for typo! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: John Kulig ku...@mail.plymouth.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, December 19, 2013 10:57:56 AM Subject: [tips] heritability again? Just checked my snail mail box and thought I was done with H .. but in my new copy of Psych Science, Kan et al .. On the nature and nurture of Intelligence and It gives H estimates for a variety of cognitive abilities and .. low and behold .. H estimates are higher with more culture-laden tests like Information, Vocabulary, Spelling and Arithmetic than more culture tests such as similarities, perceptual speed, memory and inductive reasoning. I would have predicted a zero correlation (never a negative), but not necessarily positive! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=31597 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-31597-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=31598 or send a blank email to leave-31598-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
It's a well worn story, but Donald Hebb attacked the heritability (H) concept with the story of raising children in a barrel until 12 (per Mark Twain's suggestion) after which their average IQ would be very low but heritability would = 1 because there is no environmental variation, despite the obvious fact that the environment lowered _average_ IQ. Apparently, though, Hebb makes the misstep to apply the resultant H to a population _other_ than boys in barrels .. see Jensen, Arthur R. (1971) (abstract at bottom). But Hebb's insight with or without the misstep wasn't anything that anyone with even a modest knowledge of H wouldn't realize. Jeff and Chris are correct that the H is applied to the population and range of environments represented in the data collected. But on the other hand, I think H estimates can be useful. Cultures and environments change, but not to the extent suggested by Mark Twain. They are useful for (1) estimating variance when model/theory building. Our views of personality are changing now that we know a good % is genetic. It points us in the direction of causal factors (genetic or epigenetic) (2) public policy; It is good to know how much to expect from environmental manipulations. It is my understanding the initial goal of Head Start was to raise IQ using existing environmental conditions (pre-school). It did not, though it's a terrific program for other reasons. I suspect (Jeff will know the literature better) H estimates for IQ have not changed much since the early days of Cyril Burt (yes, that guy!). American Psychologist, Vol 26(4), Apr 1971, 394-395. Abstract Comments that the example given by D. O. Hebb (1970) to illustrate the concept of heritability is confusing to readers who do not already understand the concept. Hebb misapplies heritability and arrives at a nonsensical conclusion by estimating heritability in one population and then generalizing it to a quite different population. (PsycINFO Database Record (c) 2012 APA, all rights reserved) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jeffry Ricker, Ph.D. jeff.ric...@scottsdalecc.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, December 17, 2013 3:28:43 PM Subject: Re: [tips] Sources of happiness On Dec 17, 2013, at 1:01 PM, Christopher Green wrote: My understanding is that here, as in the intelligence debate, proportions of variance attributable to heredity are only valid for a given level of variance in the environment. Restrict the range of variability in the environment and heredity goes up. Increase the variability of the environment and heredity goes down. In short, it can be a highly misleading statistic unless the environment is somehow artificially standardized. Yes, that was the point I was trying to make with my example. I have never really understood the fascination with heritability estimates. They were developed primarily for agricultural purposes (if I remember correctly: it's been a long time since I studied the history of this area) because knowing the proportion of additive genetic variance to total phenotypic variance helps us to estimate responses to artificial selection. However, even when heritability is zero, genes will still be important contributors to the development of a trait. A heritability of zero simply means that genetic variance is not associated with phenotypic variance. This will occur, for example, when directional selection (or genetic drift) has led to the fixation of genes important for the development of a trait. And there are many other complexities that enter into interpreting heritability. For me, it was useful simply for showing that there were genes in a population that we might want to take a look at. Understanding how these genes were important for the development of a phenotype (i.e., describing gene-environment interactions and epigenetics) was always the goal. I never got very far in this line of work, but many others have since then. Best, Jeff -- - Jeffry Ricker, Ph.D. Professor of Psychology - Scottsdale Community College 9000 E. Chaparral Road Scottsdale, AZ 85256-2626 Office: SB-123 Phone: (480) 423-6213 Fax: (480) 423-6298 --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=31543 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-31543-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu
Re: [tips] Sources of happiness
Rick .. I suppose. Perhaps it depends on whether the environmental manipulations are from the existing population, or totally new? I am also aware that gene expression is not completely fixed. Gene expression is potentially affected by environmental manipulations. But on the other hand I am intrigued that IQ H estimates do not seem to change drastically ... don't they converge in the .6 to .8 range for IQ study after study? (isn't it interesting that IQ always seems to move in and take over? Maybe we should stick to happiness!) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: rfro...@jbu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, December 18, 2013 11:11:25 AM Subject: RE: [tips] Sources of happiness I agree with most of what John says below but I wonder about one of his reasons for why H estimates can be useful. If Heritability estimates are dependent on the amount of environmental variability in the population, does it make sense to say that they will be useful for public policy by telling us how much to expect from environmental manipulations? Might the environmental manipulations have an impact on the heritability estimate that couldn't be predicted from H before the intervention? Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3519 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu (479) 524-7295 http://bit.ly/DrFroman -- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Wednesday, December 18, 2013 10:01 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Sources of happiness It's a well worn story, but Donald Hebb attacked the heritability (H) concept with the story of raising children in a barrel until 12 (per Mark Twain's suggestion) after which their average IQ would be very low but heritability would = 1 because there is no environmental variation, despite the obvious fact that the environment lowered _average_ IQ. Apparently, though, Hebb makes the misstep to apply the resultant H to a population _other_ than boys in barrels .. see Jensen, Arthur R. (1971) (abstract at bottom). But Hebb's insight with or without the misstep wasn't anything that anyone with even a modest knowledge of H wouldn't realize. Jeff and Chris are correct that the H is applied to the population and range of environments represented in the data collected. But on the other hand, I think H estimates can be useful. Cultures and environments change, but not to the extent suggested by Mark Twain. They are useful for (1) estimating variance when model/theory building. Our views of personality are changing now that we know a good % is genetic. It points us in the direction of causal factors (genetic or epigenetic) (2) public policy; It is good to know how much to expect from environmental manipulations. It is my understanding the initial goal of Head Start was to raise IQ using existing environmental conditions (pre-school). It did not, though it's a terrific program for other reasons. I suspect (Jeff will know the literature better) H estimates for IQ have not changed much since the early days of Cyril Burt (yes, that guy!). American Psychologist, Vol 26(4), Apr 1971, 394-395. Abstract Comments that the example given by D. O. Hebb (1970) to illustrate the concept of heritability is confusing to readers who do not already understand the concept. Hebb misapplies heritability and arrives at a nonsensical conclusion by estimating heritability in one population and then generalizing it to a quite different population. (PsycINFO Database Record (c) 2012 APA, all rights reserved) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Jeffry Ricker, Ph.D. jeff.ric...@scottsdalecc.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, December 17, 2013 3:28:43 PM Subject: Re: [tips] Sources of happiness On Dec 17, 2013, at 1:01 PM, Christopher Green wrote: My understanding is that here, as in the intelligence debate, proportions of variance attributable to heredity are only valid for a given level of variance in the environment. Restrict the range of variability in the environment and heredity goes up. Increase the variability of the environment and heredity goes down. In short, it can be a highly misleading statistic unless the environment is somehow artificially standardized. Yes, that was the point I was trying to make with my example. I
Re: [tips] Sources of happiness
This may be my third post? We shall see! I am currently trying to locate some info (in between grading) in uterine environments ... sometimes MZ crowd each other out. As far as Cooper and Zubeck 1958, it seems Jensen was integrating lots of information from numerous sources .. these include the relative stability of IQ scores, the decrease in shared environmental effects with age, the failure to increase IQ through very concentrated efforts, the (weak but real) increase in the similarity of MZ twins as they develop through adulthood and old age (why don't environmental effects pull them apart with age?). Finally, our estimates can underestimate H due to gene-environment _correlation_ .. e,g, in adoption studies biological parents traits and the adopting environment correlate (weak, but real Plomin 1994 Genetics and Experience; Ge et al 1996 The developmental interface between nature and nurture ... Dev Psych 32, p. 574) That is, what looks like an environmental effect may be rooted in biology, as we modify our environments, Probably no such thing as H = 0 ... any more than a naturally occurring correlation ever equals the null = . == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, December 18, 2013 12:46:15 PM Subject: RE: [tips] Sources of happiness Hi For me, the primary implication of heritability indices greater than 0, no matter what the quality being studied, is that it is on the face of it inconsistent with the notion that genes have nothing to do with the trait (i.e., it is all environment). I say on the face of it simply because some confounding variables are not addressed in many studies (e.g., the more similar intra-uterine environment for identical versus fraternal twins). I'm less certain what importance can be attached to precisely how much of the variation should be attributed to genes. And then of course, there are versions of Gene X Environment interactions that are stronger than simply range of reaction. For example, Cooper Zubeck's 1958 finding with maze learning in rats ... see critical results at http://www.springerimages.com/Images/HumanitiesArts/1-10.1007_s10539-009-9152-3-0. Jensen includes discussion of this and numerous other issues related to heritability in his classic HER paper. See http://www.samtiden.com/tbc/las_artikel.php?id=35. I'm not sure why the strong interaction reported by Cooper Zubeck did not dissuade Jensen from his basic argument of limited (in theory?) effects of environmental manipulations on human intelligence. Take care Jim Jim Clark Professor Chair of Psychology 204-786-9757 4L41A -Original Message- From: Christopher Green [mailto:chri...@yorku.ca] Sent: Wednesday, December 18, 2013 11:03 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Sources of happiness Environmental variability will almost always be larger in the population than they are in a sample-- especially samples chosen as badly as they typically are in psychological research. Thus, studies of this sort will almost always over-estimate heritability. Chris - Christopher D. Green Department of Psychology York University Toronto, ON M6C 1G4 Canada chri...@yorku.ca On Dec 18, 2013, at 11:11 AM, rfro...@jbu.edu rfro...@jbu.edu wrote: I agree with most of what John says below but I wonder about one of his reasons for why H estimates can be useful. If Heritability estimates are dependent on the amount of environmental variability in the population, does it make sense to say that they will be useful for public policy by telling us how much to expect from environmental manipulations? Might the environmental manipulations have an impact on the heritability estimate that couldn't be predicted from H before the intervention? Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3519 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu (479) 524-7295 http://bit.ly/DrFroman -- From: John Kulig [mailto:ku...@mail.plymouth.edu] Sent: Wednesday, December 18, 2013 10:01 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Sources of happiness It's a well worn story, but Donald Hebb attacked the heritability (H) concept with the story of raising children in a barrel until 12 (per Mark Twain's suggestion) after which their average IQ would be very low but heritability would = 1 because there is no environmental variation, despite the obvious fact that the environment lowered _average_ IQ
Re: [tips] Sources of happiness
Philippe: Yes, and we are getting more snow. It was -10 F this morning (-23 C) and more snow for tonight. But I'm in the country so we handle it better than the cities. The 50/40/10 is probably accurate. It's close to 50% based on data from Caprara et al. (2009) Human optimal functioning: The genetics of positive orientation toward self, life, and the future. _Behavioral Genetics_. Also, Plomin et al recent book Behavioral Genetics (2013) cites 30 to 60% genetics on subjective well being. The last time I looked seriously at twin/heritability research, I was working through gene/environment overlap, for example, gene-environment co-variance; people create their own environments. So the split into 3 simple categories is simplified .. but the 50% is probably close to the mark. And yes, any r squared gives us percent of variance .. by the way, a crude way to estimate heritability is to double the difference between the correlations of MZ and DZ twins. So if r(mz) = .9 and r(dz) = .5, Heritability = 2*(.4) = .80. But there are more elaborate and accurate methods.There is lots of good info in the Wikipedia entry which gets technical very quickly. On simple thing I stress with students is that the 50% figure refers to amount of _variance_ so it cannot be applied to individuals, only populations. JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Philippe Gervaix phil.gerv...@bluewin.ch To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, December 16, 2013 4:41:17 PM Subject: [tips] Sources of happiness Hello from the not so snowy side of the ocean! One of my students presented an end of school project on the sources of happiness, and quoted a 50/40/10 proportion as being scientifically established: 50% attributed to genes, 40% to us and 10% left to ouside events. Quite a few popolar books and TV shows here in Europe have taken up on these numbers. A column in yesterday's NY Times caught my attention http://www.nytimes.com/2013/12/15/opinion/sunday/a-formula-for-happiness.html To review: About half of happiness is genetically determined. Up to an additional 40 percent comes from the things that have occurred in our recent past — but that won’t last very long. That leaves just about 12 percent... Any critical thoughts on my students numbers or the NY Times Sunday morning article? Also, I am looking for a critical review of the researches on twins quoted in the article. BTW, am I mistaken, or doesn't a 0.7 correlation only accounts for 50% of the variance? Have a nice Xmas holiday! Philippe Gervaix phil.gerv...@bluewin.ch Lycée de Burier Montreux Switzerland --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=31508 or send a blank email to leave-31508-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=31535 or send a blank email to leave-31535-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Is placebo also Russian?
The word? It's Latin I shall please .. unless we mean that the Russians were using placebos first in medical research. The Russian word for please is пожалуйста, pronounced po-zhal-ista. And you'd use Я (pronounced Ya .. not a russian R btw) for I (but I believe there are alternate words used by Russians). Placebo (as far as I can tell) is translated as плацебо which is pronounced placebo. thanks Mike Palij many moons ago for reminding me to copy and paste Cyrillic letters into emails ... JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, December 15, 2013 9:39:12 PM Subject: [tips] Is placebo also Russian? A German colleague told me that the term is also Russian. michael This email is free from viruses and malware because avast! Antivirus protection is active. --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=31486 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-31486-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=31496 or send a blank email to leave-31496-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] grade inflation at Harvard and other places
I believe there is grade inflation nation-wide but I am willing to cut Harvard some flack. They have become increasingly elite, and if they retain fixed standards for grades, grades should creep up. I am not necessarily defending A- as the modal grade. Here is some data from Chapter 1 of the Bell Curve. If it seems choppy, it is because I am piecing together info from different places in Ch 1. In 1926 the first SATs were administered and the average Ivy League Seven Sister IQs (estimated from SAT) was about 117 (87th percentile). In contrast, the average student at a Pennsylvania college or university had an estimated IQ of 107 (though the top schools in Pennsylvania had IQs in the 75th to 90th percentile range) according to the Carnegie Foundation. By the 1960s, while the Pennsylvania students moved upward to an average of 89th percentile in IQ (about 119 or so), students at Harvard increased more to the 99th percentile (130 plus). Harvard became disproportionally elite. The shift seems to have happened form the 1950s to the 1960s when Harvard shifted from a northeast connections school to a very competitive school based on SAT scores. In 1952 they accepted about 2/3 of applicants (9/10 if a father attended) and SAT verbal was 583; It jumped to 678 in 1960. A typical Harvard freshman of 1952 would have been in the bottom 10% of the 1960 class. A quick internet search shows there _current_ quartiles for Harvard which means the trend continues Test Scores -- 25th / 75th Percentile * SAT Critical Reading: 700 / 800 * SAT Math: 710 / 790 * SAT Writing: 710 / 800 Interestingly, when I teach Measurement I sometimes refer to these effects to counter the impression that standardized tests are used to oppress people. History of their use shows the opposite - they allowed people from different backgrounds to compete even if they not have family connections or attend the elite prep schools of New England ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: drnanjo drna...@aol.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, December 5, 2013 11:56:13 AM Subject: Re: [tips] grade inflation at Harvard and other places Part of this is a devil's advocate response, and part of this is sincere curiosity. Given inflated self-esteem, it’s not a good thing to give them high grades, because it only encourages a false sense of what they can and cannot do,” he said If you are running a top-flight selective institution, that accepts only high-flying all-A students, why is it shocking and wrong that those students continue to get As? Unless you are now changing the rules so that some of them must fail (which seems kind of ethically problematic and mean and punitive to boot.) By the way, I am not a fan of self-esteem one of the more horses**t constructs to come out of 20th Century (pop) psychology. Here we have a system of numbers by which important decisions about human beings are made, about their future,” he said, “and those numbers are so lousy that academics should blush over even publishing them.” Maybe it speaks to some of the limitations of using numbers or letters for evaluation of complex and diverse individuals...a common theme in behavioral, social and health sciences. My .02 Nancy Melucci Long Beach City College et al. -Original Message- From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thu, Dec 5, 2013 5:56 am Subject: [tips] grade inflation at Harvard and other places I recall that we discussed grade inflation on TIPS a while ago. This article appeared in today's Boston Globe. Beth Benoit Plymouth State University New Hampshire Harvard, other schools still fighting grade inflation By Marcella Bombardieri Save Harvard College is facing a new round of disapproval, and even ridicule, from some educators following news that the most common grade awarded is an A, more than a decade after professors pledged to combat grade inflation. Critics say that making top grades the norm cheapens the hard work of the best students and reinforces the deluded self-regard of many members of the millennial generation. Yet Harvard has illustrious company among universities struggling with how to turn the tide on several decades of rising marks. Princeton University is reconsidering the grading crackdown it instituted nine years ago, amid concerns that tougher grades are hurting Princeton graduates’ prospects for jobs and graduate school. At Yale College, where 62 percent of grades are in the A range, proposals to curb grade inflation are in doubt following student protests and faculty concern. Continue reading below Related
Re: [tips] The Canadian aboutand out
Speaking about bad accents, remember Paul McCartney's Dakota accent in Rocky Racoon? He couldn't keep it after second :30 http://www.youtube.com/watch?v=wNRH7_Kd5Ycbtw I ran "capital of Canada" past my kids and they of course knew it .. they were puzzled by the Harvard clip. If fairness to Harvard, US news outlets carry virtually _no_ news from Canada. When I got into short-wave international radio many years ago I thought I really would get international news and I was surprised at how much US news was covered, at least by the western european air waves. (Except Rob Ford of course!)==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Maxwell Gwynn" mgw...@wlu.caTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Friday, November 22, 2013 10:51:01 AMSubject: Re: [tips] The Canadian "about"and "out"Michael:Be mindful of incorrect stereotypes based on media characterizations. Have you personally ever heard a Canadian pronounce these words differently than you would?Along these lines, most fellow Canadians to whom I have spoken have said that last weekend's Saturday Night Live sketch characterizing Toronto Mayor Rob Ford was humorous not due to its content but rather the terrible "Canadian" accents whichthe actors adopted. Most of us felt that the accent sounded like it came from Minnesota or North Dakota; it seemed as if Rob Ford came straight out of the movie "Fargo."Now, since I've never spoken with someone from that area, I'm basing my interpretation of such an accent from that movie, which I acknowledge is likely an exaggerated media characterization.Never Been Oot and Aboot, AFAIK,-MaxMax Gwynn, Ph.D.Assistant Professor and Undergraduate Academic AdvisorDept. of PsychologyWilfrid Laurier UniversityWaterloo, ON Canada(519) 884-0710 ext 3854mgw...@wlu.ca "msylves...@copper.net" msylves...@copper.net 22/11/2013 10:14 AM What is so funny about how Canadians pronounce those two words?Are they similar to Australian creole?michael---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=30371(It may be necessary to cut and paste the above URL if the line is broken)or send a blank email to leave-30371-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=30380 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30380-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] Fwd: Harvard students don't know the capital of Canada?
http://news.yahoo.com/whats-the-capital-of-canada-harvard-video-140610532.html == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Forwarded Message - From: John Kulig ku...@mail.plymouth.edu To: John Kulig ku...@plymouth.edu Sent: Wednesday, November 20, 2013 1:24:07 PM http://news.yahoo.com/whats-the-capital-of-canada-harvard-video-140610532.html == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30291 or send a blank email to leave-30291-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] not necessarily psychology but teaching related
Tipsters: Some time ago I recall reading something to the effect that our 90/80/70/60 ABCD grading scheme originated with Scottish instructors who brought it across the Atlantic in colonial times but I have not been able to verify this or locate where I saw that. Does anybody know? When you search online you get blogs like: http://arstechnica.com/civis/viewtopic.php?t=587049 I talk about the issue of putting letter grades on numeric scales in my measurement class after going over correction for guessing formulas, optimal difficulty schemes (e.g. 62% = optimal for 4 choice multiple choice, half way between chance and perfect) and so forth. I have tried over the years to do grades as T scores, Z scores, and other schemes but the 90/80/70 scheme seems so strongly engrained (here, at least) that I have given up and say add 8 points to your grade and make sure the final result is consist with my judgment. JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30293 or send a blank email to leave-30293-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] not necessarily psychology but teaching related
Ah thanks Beth! I will read carefully! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, November 20, 2013 2:00:32 PM Subject: Re: [tips] not necessarily psychology but teaching related Here's an interesting article from the ever-helpful site at Indiana. (I've posted several times about my use of their tutorial test [free!] that students must take and pass to indicate that they understand what constitutes plagiarism and that they'll be responsible for it if any is foundhere's that website again: https://www.indiana.edu/~tedfrick/plagiarism/ ) Anyhow, here's the article I found, which credits Yale as being first to use a grading system to differentiate students. http://www.indiana.edu/~educy520/sec6342/week_07/durm93.pdf However, it seems that a scale of descriptive adjectives was used (Optimi, Second Optimi...), while the 4.0 scale was used at Yale beginning in 1813. The article states that the first numerical scale was used at Harvard, and included a scale of 20 (not 4). No mention of Scotland! Lots more interesting stuff in the article. Thanks for bringing up an interesting discussion point, John. Beth Benoit Plymouth State University Plymouth, NH On Wed, Nov 20, 2013 at 1:39 PM, John Kulig ku...@mail.plymouth.edu wrote: Tipsters: Some time ago I recall reading something to the effect that our 90/80/70/60 ABCD grading scheme originated with Scottish instructors who brought it across the Atlantic in colonial times but I have not been able to verify this or locate where I saw that. Does anybody know? When you search online you get blogs like: http://arstechnica.com/civis/viewtopic.php?t=587049 I talk about the issue of putting letter grades on numeric scales in my measurement class after going over correction for guessing formulas, optimal difficulty schemes (e.g. 62% = optimal for 4 choice multiple choice, half way between chance and perfect) and so forth. I have tried over the years to do grades as T scores, Z scores, and other schemes but the 90/80/70 scheme seems so strongly engrained (here, at least) that I have given up and say add 8 points to your grade and make sure the final result is consist with my judgment. JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=30293 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30293-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=30294 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-30294-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=30313 or send a blank email to leave-30313-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Pavlov and bells
I have the Dover edition of Conditioned Reflexes in English (Anrep, translator) and I don't recall bells, but there are buzzers, metronomes, light flashes and tactile stimuli. The Russian word for bell .. well, hard to do on keyboard... 'E'BOHOK but my 'E' is that iconic backwards E which is not an E in Russian, and the B and H are pronounced more like English V and N . someone must have access to the original ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: rfro...@jbu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, September 27, 2013 8:54:23 AM Subject: RE: [tips] Pavlov and bells I think the evidence points to the fact that what was called (or translated?) as “bell” was not indicative of the hand bell we see pictured in textbooks but was instead what we would call today a “buzzer” (at least where I am from – descriptors like this probably vary regionally). This does make a bit of a difference because whereas a bell of the type often pictured would make a fairly discrete sound (that would take some time to fade), both a metronome and a buzzer can sustain the stimulus presentation until the delivery of the US which would work better for the delay conditioning procedure where the onset of the CS precedes but continues until the delivery of the US. Rick Dr. Rick Froman, Chair Division of Humanities and Social Sciences Professor of Psychology Box 3519 John Brown University 2000 W. University Siloam Springs, AR 72761 rfro...@jbu.edu (479) 524-7295 http://bit.ly/DrFroman From: Christopher Green [mailto:chri...@yorku.ca] Sent: Thursday, September 26, 2013 11:57 PM To: Teaching in the Psychological Sciences (TIPS) Subject: [tips] Pavlov and bells Pavlov's (1927) CONDITIONED REFLEXES: AN INVESTIGATION OF THE = PHYSIOLOGICAL ACTIVITY OF THE CEREBRAL CORTEX: p. 27: With another dog the loud buzzing of an electric bell set going = 5 to 10 seconds after administration of food failed to establish a = conditioned alimentary reflex even after 374 combinations, p. 34: A [p. 34] dog has two primary alimentary conditioned stimuli = firmly established, one to the sound of a metronome and the other to the = buzzing of an electric bell. p. 145: There were used, for example, in one case the four tones C, D, = E, F of one octave; and in another case the four stimuli were made up of = a noise, two different tones and the sound of a bell. Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ - On 2013-09-26, at 5:23 PM, sbl...@ubishops.ca wrote: On 26 Sep 2013 at 17:07, Christopher Green wrote: =20 blockquote blockquote Thomas, R. K. (1997). Correcting some Pavlovian regarding Pavlov's /blockquote /blockquote blockquote blockquote bell and Pavlov's mugging. American Journal of Psychology , 110, /blockquote /blockquote blockquote blockquote 115-125. /blockquote /blockquote blockquote /blockquote blockquote Read it, consider his evidence, and then get back to me. /blockquote blockquote /blockquote blockquote Stephen /blockquote blockquote /blockquote blockquote /blockquote blockquote /blockquote blockquote Stephen L. Black, Ph.D. /blockquote blockquote Professor of Psychology, Emeritus /blockquote blockquote Bishop's University /blockquote blockquote Sherbrooke, Quebec, Canada /blockquote blockquote e-mail: sblack at ubishops.ca /blockquote blockquote - /blockquote --- You are currently subscribed to tips as: rfro...@jbu.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13039.37a56d458b5e856d05bcfb3322db5f8an=Tl=tipso=28145 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-28145-13039.37a56d458b5e856d05bcfb3322db5...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=28152 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-28152-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=28153 or send a blank email to
Re: [tips] Pavlov and bells
Yup .. that's the word! Don't know how to get the Russian font on my keyboard. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Friday, September 27, 2013 9:58:48 AM Subject: Re: [tips] Pavlov and bells On Fri, 27 Sep 2013 06:21:08 -0700, John Kulig wrote: I have the Dover edition of Conditioned Reflexes in English (Anrep, translator) and I don't recall bells, but there are buzzers, metronomes, light flashes and tactile stimuli. The Russian word for bell .. well, hard to do on keyboard... 'E'BOHOK but my 'E' is that iconic backwards E which is not an E in Russian, and the B and H are pronounced more like English V and N . someone must have access to the original ... May I suggest that for those who are interested, go to the Google translate page and enter bell on the left side and ask for a Russian translation; see: https://translate.google.com/?hl=entab=TTauthuser=0#en/ru/bell One will see various Russian words in Cyrillic that will be more or less close translations of the English word bell. I believe that the word the John is referring to above is звонок and it listed second. I would make good sense to ask a Russian with knowledge of Pavlov's writings to provide appropriate translations and interpretations. As for whether a bell is different from a buzzer, I'm not sure what the point it is. It's like asking what is the difference between a d*ck and an @sshole. But some people might be interested is such things. -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=28154 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-28154-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=28155 or send a blank email to leave-28155-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Pavlov : multiple choice
memory says metronome and tone but no bell ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, September 26, 2013 10:14:01 AM Subject: [tips] Pavlov : multiple choice In his original classical conditioning experiment,Pavlov used a) a bell b) a metronome c) both michael --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=28122 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-28122-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=28124 or send a blank email to leave-28124-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Sometimes Even Tenure Can't Protect You
Yes .. tenured professors can get fired, and I knew one here that was. After a quick glance at the info, I wasn't sure if he tweeted on University stationary or his own (I realize tweets are electronic ... I have never done one but assume they can be sent from either the UK's computer or his own). BUT even if he tweeted from a University computer I am very troubled by this incident. I understand when a prof gets canned for being incompetent, is a law suit waiting to happen, shows up drunk at work etc etc etc. And, yes, the language was strong, but these are views he has about important events and he obviously feels passionate about them, and one can make a logical case that many US deaths could be prevented IF the NRA did not have a strangle hold over politicians. The NRA lobby (backed by $$$ arms sales) has a chilling and brutal hold over american politics. The State of Missouri had a law recently (perhaps vetoed?) that said a federal DOJ agent could arrested if they tried to enforce federal gun laws within their state. Where is the outrage? I was talking to my teen aged sons today about WII and we looked at pictures and we discussed how awful things happen not all at once but step by step .. when people do not push back .. many necessary to put shake in our quaker and rock in our sock .. btw another shooting in Chicago, 13 injured, with an assault weapon and a high-capacity magazine (I assume this means many bullets). Professors - of all the professions - have a duty to pursue truth and fairness whatever the political cost, and tenure is our trump card that allows us to do exactly that. When we encounter situations that have life and death consequences, is this a time for politeness? p.s. I am doing this on my computer but from a web based mailer associated with my employer ... thanks Mike for the post == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Tim Shearon tshea...@collegeofidaho.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Saturday, September 21, 2013 4:57:40 PM Subject: RE: [tips] Sometimes Even Tenure Can't Protect You Mike It isn't usually quite so public, true. Tenure doesn't protect from one from a university carrying through it's procedures if a complaint is filed (for harassment, threats, etc.). Certainly his post was in bad taste (which he says he intended, it appears). The legislators are clearly interfering in ways that look, on the surface at least, to be stepping over a line with their power, at least one of good taste or a mature response. Whether such bullying will result in the end they desire remains to be seen. Most universities have pretty clear guidelines for what constitutes grounds for dismissal. I don't know their policies well enough to comment on that or on whether the offense is as serious as the legislators say (doubtful) or as trivial as he claims (relying on nuance, to use his words). Interesting to see where this goes. Tim ___ Timothy O. Shearon, PhD Professor, Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker From: Mike Palij [m...@nyu.edu] Sent: Saturday, September 21, 2013 12:43 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Michael Palij Subject: [tips] Sometimes Even Tenure Can't Protect You See: http://www.nydailynews.com/news/national/anti-nra-tweet-leads-university-kansas-put-professor-administrative-leave-article-1.1463341 -Mike Palij New York University m...@nyu.edumailto:m...@nyu.edu --- You are currently subscribed to tips as: tshea...@collegeofidaho.edumailto:tshea...@collegeofidaho.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177an=Tl=tipso=27996 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27996-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edumailto:leave-27996-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=27998 or send a blank email to leave-27998-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=28000 or send a blank email to
Re: [tips] Sometimes Even Tenure Can't Protect You
btw, check out one of the more famous cases of a professor can have opinions that others find abhorrent ... most tipsters will disagree with his views on Chinese immigrants but perhaps they will like his view of railroads .. A railroad deal is a railroad steal .. he was a supporter of the Russian Revolution and was very active in the American Civil Liberties Union ... he was canned by Stanford http://en.wikipedia.org/wiki/Edward_Alsworth_Ross == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Tim Shearon tshea...@collegeofidaho.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Saturday, September 21, 2013 4:57:40 PM Subject: RE: [tips] Sometimes Even Tenure Can't Protect You Mike It isn't usually quite so public, true. Tenure doesn't protect from one from a university carrying through it's procedures if a complaint is filed (for harassment, threats, etc.). Certainly his post was in bad taste (which he says he intended, it appears). The legislators are clearly interfering in ways that look, on the surface at least, to be stepping over a line with their power, at least one of good taste or a mature response. Whether such bullying will result in the end they desire remains to be seen. Most universities have pretty clear guidelines for what constitutes grounds for dismissal. I don't know their policies well enough to comment on that or on whether the offense is as serious as the legislators say (doubtful) or as trivial as he claims (relying on nuance, to use his words). Interesting to see where this goes. Tim ___ Timothy O. Shearon, PhD Professor, Department of Psychology The College of Idaho Caldwell, ID 83605 email: tshea...@collegeofidaho.edu teaching: intro to neuropsychology; psychopharmacology; general; history and systems You can't teach an old dogma new tricks. Dorothy Parker From: Mike Palij [m...@nyu.edu] Sent: Saturday, September 21, 2013 12:43 PM To: Teaching in the Psychological Sciences (TIPS) Cc: Michael Palij Subject: [tips] Sometimes Even Tenure Can't Protect You See: http://www.nydailynews.com/news/national/anti-nra-tweet-leads-university-kansas-put-professor-administrative-leave-article-1.1463341 -Mike Palij New York University m...@nyu.edumailto:m...@nyu.edu --- You are currently subscribed to tips as: tshea...@collegeofidaho.edumailto:tshea...@collegeofidaho.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13545.bae00fb8b4115786ba5dbbb67b9b177an=Tl=tipso=27996 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27996-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edumailto:leave-27996-13545.bae00fb8b4115786ba5dbbb67b9b1...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=27998 or send a blank email to leave-27998-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=28001 or send a blank email to leave-28001-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Compare and contrast
I understand the 'systems' in history and systems to refer to the classic approaches take by different psych 'schools' - behavioral, structuralism, gestalt, psychoanalytic, cognitive (look the the outlines of well known texts like Brennan). The problem is that the systems do not exist in these classic forms anymore, making the 'systems' just newer chapters In our history ... E.g. Gestalt morphed into cognitive, there are no more psychoanalytic theories on a grand scale, structuralism (titchner) doesn't exist in its original for anymore etcetera But names stick ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sat, 07 Sep 2013 23:54:49 -0400 (EDT) Subject: Re: [tips] Compare and contrast History and Systems is an old phrase used for courses and textbooks to indicate that the focus will be mainly intellectual (rather than social, institutional, cultural, gender, racial, etc.). Many courses in psychology depts still go by this name (often because changing involves ,ore bureaucratic asleep than it is worth), but it is an immediate tip-off to the working historian of psychology that they person using the phrase either hasn't really read much history-of-psychology scholarship from, say, the past 30 years, or that the person is making a statement that changes in the discipline of history over the past few decades are a mistake, old-style intellectual history is where I stand. Chris ... Christopher D Green Department of Psychology York University Toronto, ON M6C 1G4 chri...@yorku.ca http://www.yorku.ca/christo On 2013-09-07, at 8:54 PM, michael sylvester msylves...@copper.net wrote: History of Psychology and History and Systems michael --- You are currently subscribed to tips as: chri...@yorku.ca. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=27643 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27643-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=27645 or send a blank email to leave-27645-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=27665 or send a blank email to leave-27665-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Student Loans
Oh the stories we could tell! I lived in an attic apartment (real cozy actually), drove a 1967 Volvo only when I left town (it was past its prime even then; the 67s were not the upscale Volvos of today), lived without any phone for a year, accepted care packages, and did babysitting for the faculty with kids . I didn't know any better ... didn't everyone live this way? And walked to school in 4 feet snow yeah yeah yeah ha haIt's difficult to be objective about all this though and I don't want to imply that we were freer of peer-induced "necessities". Kids do not need smart phones. On the other hand, I didn't really need the cool French 10 speed nor the Italian hiking boots etc etc. Priorities!JK==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Karl L Wuensch" wuens...@ecu.eduTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Friday, August 23, 2013 1:29:31 PMSubject: [tips] Student Loans In some cases, because they need to pay for a fancy apartment with swimming pool etc,, a smart phone with unlimited service, a new car, meals off campus, and all those essentials that I never had when a student. Cheers, From: Paul C Bernhardt [mailto:pcbernha...@frostburg.edu] Sent: Friday, August 23, 2013 8:41 AM To: Teaching in the Psychological Sciences (TIPS) Subject: Re: [tips] Obama on Federal Support of Education Why do they have to get a loan to get an education? To me, that seems to be the more important question. Paul On Aug 22, 2013, at 11:53 AM, Wuensch, Karl L wrote: “It is time to stop subsidizing schools that are not producing good results.”J “Good results” means graduation, employment, and pay-back of loans. I expect universities will be evaluating departments in the same way. Who pays her loans back more reliably – the graduate with a degree in management information systems or the one with a degree in psychology? Cheers, image001.jpg Karl L. Wuensch, Professor and ECU Scholar/Teacher, Dept. of Psychology East Carolina University, Greenville NC 27858-4353, USA,Earth Voice: 252-328-9420 Fax: 252-328-6283 http://core.ecu.edu/psyc/wuenschk/klw.htm --- You are currently subscribed to tips as:pcbernha...@frostburg.edu. To unsubscribe click here:http://fsulist.frostburg.edu/u?id=13441.4e79e96ebb5671bdb50111f18f263003n=Tl=tipso=27245 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email toleave-27245-13441.4e79e96ebb5671bdb50111f18f263...@fsulist.frostburg.edu --- You are currently subscribed to tips as: wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=27267 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27267-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=27279 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27279-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=27282 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-27282-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Conspiracy lovers
OK I have a minute:(1) Separating other people into out-groups and in-groups is a basic human tendency (2) We identify groups by some combination of physical characteristics, gestures, uniforms, languages and accents, customs and beliefs (3) "The media" says things on TV but the media is "out there" (especially if you keep hearing things that we don't like), so we must distinguish ourselves from others "out there" and develop different explanations for events. After a while certain patterns and categories emerge and we must keep them separate to maintain our existing understanding of in- versus out-groups ... like "the liberal media" (most GOPers) "real America" (Palin) etc. Liberals are above this I am picking on conservatives who are more likely to spin wacky conspiracies (except for JFK of course ..)In-group, out-group joke of the day: "Nobody goes to Coney Island anymore. It gets too crowded!" ==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Michael Britt" mich...@thepsychfiles.comTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Thursday, June 6, 2013 12:33:38 PMSubject: [tips] Conspiracy loversOkay, Quick question: why do some people want to believe that there's a conspiracy going on? I'm thinking the usual: that we didn't land on the moon, that the twin towers were destroyed by the US, etc.Michael A. Britt, Ph.D.mich...@thepsychfiles.comhttp://www.ThePsychFiles.comTwitter: mbritt---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=25933or send a blank email to leave-25933-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=25934 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25934-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Conspiracy lovers
typo, yikes! ... liberals are _not_ above this! ==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "John Kulig" ku...@mail.plymouth.eduTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Thursday, June 6, 2013 12:57:46 PMSubject: Re: [tips] Conspiracy loversOK I have a minute:(1) Separating other people into out-groups and in-groups is a basic human tendency (2) We identify groups by some combination of physical characteristics, gestures, uniforms, languages and accents, customs and beliefs (3) "The media" says things on TV but the media is "out there" (especially if you keep hearing things that we don't like), so we must distinguish ourselves from others "out there" and develop different explanations for events. After a while certain patterns and categories emerge and we must keep them separate to maintain our existing understanding of in- versus out-groups ... like "the liberal media" (most GOPers) "real America" (Palin) etc. Liberals are above this I am picking on conservatives who are more likely to spin wacky conspiracies (except for JFK of course ..)In-group, out-group joke of the day: "Nobody goes to Coney Island anymore. It gets too crowded!" ==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Michael Britt" mich...@thepsychfiles.comTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Thursday, June 6, 2013 12:33:38 PMSubject: [tips] Conspiracy loversOkay, Quick question: why do some people want to believe that there's a conspiracy going on? I'm thinking the usual: that we didn't land on the moon, that the twin towers were destroyed by the US, etc.Michael A. Britt, Ph.D.mich...@thepsychfiles.comhttp://www.ThePsychFiles.comTwitter: mbritt---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=25933or send a blank email to leave-25933-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=25934(It may be necessary to cut and paste the above URL if the line is broken)or send a blank email to leave-25934-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=25935 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25935-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Conspiracy lovers
Argg! I got busted! ==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, Psychology HonorsPlymouth State University Plymouth NH 03264 ==From: "Christopher Green" chri...@yorku.caTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Thursday, June 6, 2013 1:54:21 PMSubject: Re: [tips] Conspiracy loversOn 2013-06-06, at 12:57 PM, John Kulig wrote:In-group, out-group joke of the day: "Nobody goes to Coney Island anymore. It gets too crowded!"Stolen like a thief in the night from Yogi Berra!http://quote.webcircle.com/cgi-bin/search.cgi?city=New%20YorkChris---Christopher D. GreenDepartment of PsychologyYork UniversityToronto, ON M3J 1P3Canadachri...@yorku.cahttp://www.yorku.ca/christo/=---You are currently subscribed to tips as: ku...@mail.plymouth.edu.To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=25937(It may be necessary to cut and paste the above URL if the line is broken)or send a blank email to leave-25937-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=25939 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25939-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] What Is Wrong With Harvard?
Hi Chris I haven't seen this, but I'm sure wealth would have a h^2 above zero (I dont think anything has a h^2 of exactly zero) the question would be how much IF iQ/g/intelligence is held constant since all these variables covary to some extent. But your question calls to mind something my students often say which is that IQ is just a proxy for wealth. Interestingly, in the Bell Curve are many analyses predicting education level, employment, crime, etc .. and IQ is often a better predictor that SES. Btw I use IQ for brevity, it is short for general cognitive ability since the score is not a 'quotient' anymore ... but again interestingly when h^2 is higher for g items than IQ overall. It would take me a little time to find those references .. O a different note, one theme of Herrnstein (and later Murray) was that as we created equal opportunities for all, and less rigid social classes, in the 1950s/1960s there is more social mobility (with g playing a increasing role in social class movement) and, heritability will automatically rise the is less environmental variation. But I now worry that with wealth concentration in the US and grotesque income disparity we are reducing social mobility ... In theory wealth should rise in heritability .. I think ... and IQ decrease in heritability .. John K Apologize if typos' as iPads are always guessing what I am trying to type == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wed, 29 May 2013 15:41:04 -0400 (EDT) Subject: Re: [tips] What Is Wrong With Harvard? I was once told (though I have not confirmed it myself) that wealth is one of the most highly heritable variables of American individuals, using the statistical heritability index as a measure. Comment? Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ = On 2013-05-29, at 2:27 PM, Paul Brandon wrote: And of course one might be more accurate by substituting 'scores on IQ tests' for 'IQ' or 'intelligence'. And heritability is not a genetic measure, just a statement of the extent to which a measure is predictable from one generation to the next. On May 29, 2013, at 12:59 PM, John Kulig wrote: Hi Mike Yeah well, there is always a difference between (1) description of group differences and (2) explanation. Group differences in IQ (and/or g) exist. In one sense, what really matters is the effect size. In another sense, average performance differences do not matter; what _really_ matters is whether there is bias for or against groups; bias being whether the test works differently for different groups, whether in terms of the regression coefficient regressing criterion on the IQ/g test (there is no bias btw, except a slight bias against Orientals) or different patterns of construct validity for the groups etc etc etc. On the previous point, whether a Hispanic/white IQ difference matters vis-a-vis the immigration issue (I believe this was the issue that spurred the media coverage) is an issue of effect size. As far as the Nisbett et al 2012 article, some of this has always been obvious. That heritability (h^2) estimates vary by social class simply restates the obvious that within-group h^2 estimates vary depending on what group is studied. People old enough will remember Donald Hebb's interesting example of kids raised in a barrel until age 16, who would emerge retarded on average because of the environment but their h^2 would be close to 1.0 as there is no environmental variation to work with. But Arthur Jensen made the same point, more academically, in his 1969 paper which ironically initiated the Hebb response .. this is the 1969 paper, like The Bell Curve, that everyone cites but fewer people read. Nisbett also mentions IQ jumps of 12 to 18 points in adoption studies .. there has always been correlations between children and adopting parents, though these correlations weaken with age. Anyway, my comments are not meant as an endorsement of the activities of the Heritage Foundation.Rather I am always amazed at how much press is generated whenever descriptive group differences in IQ/g are mentioned ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, May 29, 2013 12:13:28 PM Subject: [tips] What Is Wrong
Re: [tips] What Is Wrong With Harvard?
Hi Mike Yeah well, there is always a difference between (1) description of group differences and (2) explanation. Group differences in IQ (and/or g) exist. In one sense, what really matters is the effect size. In another sense, average performance differences do not matter; what _really_ matters is whether there is bias for or against groups; bias being whether the test works differently for different groups, whether in terms of the regression coefficient regressing criterion on the IQ/g test (there is no bias btw, except a slight bias against Orientals) or different patterns of construct validity for the groups etc etc etc. On the previous point, whether a Hispanic/white IQ difference matters vis-a-vis the immigration issue (I believe this was the issue that spurred the media coverage) is an issue of effect size. As far as the Nisbett et al 2012 article, some of this has always been obvious. That heritability (h^2) estimates vary by social class simply restates the obvious that within-group h^2 estimates vary depending on what group is studied. People old enough will remember Donald Hebb's interesting example of kids raised in a barrel until age 16, who would emerge retarded on average because of the environment but their h^2 would be close to 1.0 as there is no environmental variation to work with. But Arthur Jensen made the same point, more academically, in his 1969 paper which ironically initiated the Hebb response .. this is the 1969 paper, like The Bell Curve, that everyone cites but fewer people read. Nisbett also mentions IQ jumps of 12 to 18 points in adoption studies .. there has always been correlations between children and adopting parents, though these correlations weaken with age. Anyway, my comments are not meant as an endorsement of the activities of the Heritage Foundation.Rather I am always amazed at how much press is generated whenever descriptive group differences in IQ/g are mentioned ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, Psychology Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, May 29, 2013 12:13:28 PM Subject: [tips] What Is Wrong With Harvard? Given the media savvy bunch that Tipsters are, I am sure that most have heard of the Harvard Ph.D. who was fired from his job as Scholar/Researcher at the Heritage Foundation (a conservative think tank in Washington, D.C.) after claiming that Hispanics have lower intelligence (i.e., IQ scores) than White folks (he refers to them as Native Whites of the U.S. possibly implying that Whites elsewhere, such as Canada, Europe, Australia, etc., are also potentially less intelligence than Native Whites of the U.S. -- a belief, I think that most U.S. Native Whites probably subscribe to). For those who were too busy waiting for the new episodes of Arrested Development to arrive or seeing Star Trek Into Darkness several times or Fast and Furious 6 or whatever, here is one media outlet's article that provides background on what happened: http://www.latintimes.com/articles/4307/20130522/jason-richwine-resigns-heritage-foundation-hispanic-iq.htm The basis for his claim that Native Whites have greater intelligence than Hispanics comes from a Ph.D. dissertation he wrote at Harvard's Kennedy School of Government, department of Public Policy. This has not gone unnoticed by students at Harvard who appear to have responded with a collective WTF? and are demanding an investigation of how such a Bemian event could occur; for one source on this see: http://www.washingtonpost.com/blogs/answer-sheet/wp/2013/05/20/harvard-students-seek-probe-of-controversial-phd-thesis-on-hispanics-iq/ A more detailed analysis of the person at the center of the controversy, his dissertation committee, the role that Charles Murray played (of Bell Curve fame and who is apparently salaried by the Heritage Foundation but doesn't have an office there -- Murray was also the hero of our Harvard Ph.D. and served as an advisor), and some information on how the dissertation got passed. See: http://www.alternet.org/print/inside-story-harvard-dissertation-too-racist-heritage-foundation Apparently, there are some aspects of the dissertation process that members of the committee don't care to discuss because of their personal nature but which leave a number of questions unanswered. Perhaps there will be an investigation by the admin at Harvard to better understand how this dissertation got through. One particularly useful thing that the last webpage provides is a link to the 2012 update of APA's position paper on intelligence (APA's paper was published in 1995). The reference to this paper is: Nisbett, R. E., Aronson, J., Blair, C.,
[tips] Hot hand in sports? Maybe a cold hand?
I _knew_ it was only a matter of time before more data appeared! I will try to track down the details. I predicted some dependence could be demonstrated since a person shooting hoops (unlike a coin) has a memory, is prone to fatigue/practice effects, arousal fluctuations etc. It is also possible that dependencies between shots, if working in different directions, cancel each other out in the grouped data .. http://well.blogs.nytimes.com/2013/05/08/are-hot-hands-in-sports-for-real/ == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=25451 or send a blank email to leave-25451-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Polling...
I agree with the eyeball method and it fits a distinction I always make between the context of discovery and a context of justification. Most researchers (some tipster might want to say "some researchers") discover based on the eyeball, playing with data sans "rules" as well as prior data, insightful hunches etc etc .. it's probably a long list. Then we must justify to others and that's when we pull out all the statistical expertise, and thank goodness as so much is discovered through serendipity and chance and just plain curiosity. Though, nearly all of us have a big enough statistical super-ego to double and triple check assumptions, procedures etc while in the "justification" phase. And on a few occasions I was discouraged from a hypothesis I _knew_ was correct by those darned p values once properly figured, so they can be very useful helping us give up dead ends.Speaking of eyeballs, I love to plug the extensive and proper use of graphs (though in this article they are discussed as as part of the "justification" phase)Constructing knowledge: The role of graphs and tables in hard and soft psychology.Smith, L. D., and othersAmerican Psychologist, Vol 57(10), Oct, 2002. pp. 749-761.==John W. Kulig, Ph.D.Professor of PsychologyCoordinator, University HonorsPlymouth State University Plymouth NH 03264 ==From: "Stuart McKelvie" smcke...@ubishops.caTo: "Teaching in the Psychological Sciences (TIPS)" tips@fsulist.frostburg.eduSent: Tuesday, April 23, 2013 10:53:24 AMSubject: RE: [tips] Polling... Dear Tipsters, Continuing on Claudia’s lighter side, whenever we consider results in the research methods course (either from an article or one of our projects), I always ask the class to say what their eyeballs are telling them. Then we look at the stats to see if the eyeballs are correct or not. Ocularity is a great teaching technique! 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" ___ --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=25181 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25181-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5=T=tips=25183 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-25183-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Hey, We Got A Pope!
Mike et al I'm laying my bet on O'Mally from Boston ... not an Italian but he is perceived as doing good job with scandals AND he really looks the part (the beard and all) ... JK == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, March 13, 2013 2:09:40 PM Subject: [tips] Hey, We Got A Pope! Or else someone used the wrong smoke. No word yet on who it is but in about 45 minutes we should know (if the white smoke wasn't a mistake). So go back to work now. ;-) -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=24319 or send a blank email to leave-24319-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=24320 or send a blank email to leave-24320-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Hey, We Got A Pope!
Well ... not a Bostonian but a former professor of *psychology* and literature if I just heard it correctly ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, March 13, 2013 2:29:38 PM Subject: Re: [tips] Hey, We Got A Pope! On Wed, 13 Mar 2013 11:17:21 -0700, John Kulig wrote: Mike et al I'm laying my bet on O'Mally from Boston ... not an Italian but he is perceived as doing good job with scandals AND he really looks the part (the beard and all) ... As much as it pains me to say something nice about Boston, O'Malley is my choice, primarily because of his humbleness and apparent good sense. I don't like Dolan. -Mike Palij New York University m...@nyu.edu - Original Message - From: Mike Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Wednesday, March 13, 2013 2:09:40 PM Subject: [tips] Hey, We Got A Pope! Or else someone used the wrong smoke. No word yet on who it is but in about 45 minutes we should know (if the white smoke wasn't a mistake). So go back to work now. ;-) --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=24321 or send a blank email to leave-24321-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=24323 or send a blank email to leave-24323-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] question about meta analysis - skip if you want!
I am not the expert in meta-analysis, so any help will be appreciated. I am currently finding some materials but in the meantime a few quick questions. I know how to combine Z scores to get an overall Z and p level using Stouffer's methods - in my case I have 4 p values, and I would find the one-tail Z corresponding to each p (using a negative Z IF the results were in the opposite direction). Adding the Z values and dividing by square root of the number of studies yields a Z distribution. That I can do. But I have F and p values. F distributions are chi2 ratios, positive, not normal .. etc. What would be the corresponding Z value for a p value greater than .5? It can't be a negative Z. I was toying with using Fisher's method for combining probabilities instead ... -2*Sum log (p) which distributes as Chi square. I found very little info on this method other than it gives similar but not identical results to Stouffer. I played with a few hypothetical numbers and ended up with quite different p values in the end. Is that method still used? In the meantime I will start plowing through a little book by Schultz on meta analysis ... Any help will be appreciated! JK p.s. I can also combine effect sizes across the studies, which I may do later, but, what I really want now is one overall significance level for these quadratic trends ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=24268 or send a blank email to leave-24268-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] A TIPS-vention in NYC
Oh somebody just hit my Boston button! Sorry for the non-psych related yada yada .. but its one of the truly _walkable_ and historic cities in the US. There are few greater thrills greater than walking around at night (well, Cambridge mostly, but ..) amidst students, bicycles, tourists etc etc etc. Every other block is an historic site. I finally broke down last year and took the Duck boat tour ... a must-do for Boston. These are the amphibious boats form WWII and you get a tour of the city that ends with the Duck boat getting into the Charles River for the last leg. I did not check out the William James but its my understanding he died after hiking Mt. Chocorua in NH. When I was in grad school I make a field there and inquired at the library and got some info on the James estate there which apparently had passed to another family. The librarian made a few phone calls and tried to get someone to show me the house but nobody was home. Memories are imperfect but I remember seeing a clay tennis court from the road. p.s. the worst thing the Sox (notice I said THE Sox!) ever did was win a few world series. Prior to that, with the curse and all, they were the beloved team of poets, historians, and champions of lost causes. Now they are just another team ... but we still have the cubbies :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, March 5, 2013 6:28:26 PM Subject: Re: [tips] A TIPS-vention in NYC Hey, easy there, Killer! Boston is awesome. No eews allowed. You're not just saying that because of the Red Sox/Yankees war, are you? Beth Benoit Granite State College Plymouth State University New Hampshire On Tue, Mar 5, 2013 at 4:35 PM, Mike Palij m...@nyu.edu wrote: On Tue, 05 Mar 2013 07:45:44 -0800, Marie Helweg-Larsen wrote: blockquote Oh I was at EPA too. Sorry I missed you all. Well, no one mentioned going to EPA last week and I was lucky to run into Miguel and Chris at my talk (I had wanted to go Chris' talk and some other presentations but got sidetracked by other obligations). blockquote There is always next year /blockquote Eew! Boston! Does anyone want to have a picnic at William James gravesite? see: http://www.atlasobscura.com/ places/graves-henry-william- james Here is the gravesite's location relative to the EPA hotel: https://maps.google.com/maps? num=100hl=enlr=safe=images q=%22william+james%22+grave ie=UTF-8ei=hGA2UZrMOcb00QG1- oCwBwved=0CAsQ_AUoAg blockquote (now that I've been elected to the EPA Board of Directors). /blockquote Well, I'm glad that my vote won you the seat. ;-) -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/ u?id=13105. b9b37cdd198e940b73969ea6ba7aaf 72n=Tl=tipso=24135 or send a blank email to leave-24135-13105. b9b37cdd198e940b73969ea6ba7aaf 7...@fsulist.frostburg.edu /blockquote --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=24136 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-24136-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=24139 or send a blank email to leave-24139-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] my crummy knowledge of stats
That was my understanding too ... though while washing dishes last night I warmed up to Jim's (was it Jim Clark?? Sorry if I forgot!) suggestion (imperfect memory here) of treating item as a random factor, get a CI, and then noting which improvements lies outside the CI. Also, a very simple thing, purely exploratory and descriptive, is just to note how much improvement for each item, corrected for pretest differences, such as (Posttest % correct - Pretest % correct)/(100% - Pretest % correct). Another is to get an effect size, such as phi coefficient, for each chi square from McNemar's test. Cronbach's alpha is great for indicating internal homogeneity on a bunch of items presumed to measure the same thing (which is not the case here) but it won't help identify which items are changing more than others which is what is needed I believe. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Karl L Wuensch wuens...@ecu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, January 17, 2013 1:28:53 PM Subject: RE: Re:[tips] my crummy knowledge of stats My understanding of the intent of the analysis was to find items which were most affected, not a test for an omnibus effect across items. - Original Message - From: Annette Taylortay...@sandiego.edu To: Teaching in the Psychological Sciences (TIPS)tips@fsulist.frostburg.edu Sent: Tuesday, January 15, 2013 6:21:42 PM Subject: [tips] my crummy knowledge of stats I know this is a basic question but here goes: I have categorical data, 0,1 which stands for incorrect (0) or correct (1) on a test item. I have 25 items and I have a pretest and a posttest and I want to know on which items students improved significantly, and not just by chance. Just eyeballing the data I can tell that there are some on which the improved quite a bit, some not at all and some are someplace in the middle and I can't make a guess at all. That is why we have statistics. Yeah! hbleh. As far as I know, the best thing to do is a chi-square test for each of 25 items; but of course that will mean that with a .05 sig level I will have at least one false positive, maybe more, but most assuredly at least one. This seems to be a risk. At any rate I can use SPSS and the crosstabs command allow for calculation of the chi-square. I know that when I do planned comparisons with multiple t-tests, I can do a Simes' correction in which I can rank order my final, obtained alphas, and adjust for the number of comparisons and reject from the point from which the obtained alpha failed to exceed the corrected-for-number-of-comps alpha. But as far as I know, I cannot do that with 25 chi square tests. There is probably some reason why I can no more do that, that relates to the reason for why I cannot do 25 t-tests in this situation with categorical data. Is there a better way to answer my research question? I need a major professor! Oh wait, that's me... drat! I need to hire a statistician. Oh wait, I'd need $$ for that and I don't have any. So I hope tipsters can stand in as a quasi-hired-statistician and help me out. Oh, I get the digest. I don't mind waiting until tomorrow or the next day for a response, but a backchannel is fine.tay...@sandiego.edu I will be at APS this year. Any other tipsters planning to be there? Let's have a party! I'd love to put personalities to names. Thanks Annette Annette Kujawski Taylor, Ph. D. Professor, Psychological Sciences University of San Diego 5998 Alcala Park San Diego, CA 92110 tay...@sandiego.edu --- You are currently subscribed to tips as: wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=23097 or send a blank email to leave-23097-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=23121 or send a blank email to leave-23121-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=23124 or send a blank email to leave-23124-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Flu vaccine and p.6 level of significance
Nice replies (Jim C, Karl W and Mike P and others ..) so I won't repeat what has been said except to note - as a tangent to the original posts - that in some of my classes I spend time with the relative risk Karl W discusses. I use the example of aspirin and MI (heart attack) in the 1988 (New England Journal of Med?? if I remember) article of 22,000+ physicians who took aspirin vs. placebo. My chi square calculated on their frequencies reveal p .01, yet the risk of MI only drops from 1.7% to .9% in the sample over the years studied. As an absolute value, the % decrease is very small, but expressed as relative risk we can say we cut the risk in half. Of course, any significant decrease will be championed as the stakes are very high with MI .. and sometimes high with flu as well .. At any rate, I got MY flu shot! So I am OK. p .05 :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, January 15, 2013 3:14:29 PM Subject: Re: [tips] Flu vaccine and p.6 level of significance Hi I see figures that are considerably higher than the 2.7% reported by Karl (although I did see that figure as well). The CDC appears to be saying between 5 and 20%. Whatever the average, of course, different groups of people could have varying values around that average AND the consequences (death in some cases) could differ markedly for different groups. Also relevant is the fact that the flu shot appears to be protective for some heart conditions. See http://science.howstuffworks.com/life/human-biology/flu-heart.htm Here in Manitoba, Canada (a socialist country I know) flu shots have been free for young and old people for some years and are now free for everyone who wants one. Here are statistics by province for percent of population getting shot and percent getting flu (r = -.598). http://www.cbc.ca/news/canada/british-columbia/story/2012/05/10/bc-flu-vaccine-report.html Again, percent getting flu is quite a bit higher than single digit: average = 14.22 (including of course those getting shot). Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA Paul C Bernhardt pcbernha...@frostburg.edu 15-Jan-13 12:40 PM Considering that most of us work with a population of students that generally don't get a flu shot and tend to socialize at a very high level (increasing their likelihood of contracting and passing on the flu) I'm a big believer in faculty getting the flu shot. Paul On Jan 15, 2013, at 12:56 PM, Wuensch, Karl L wrote: That is not a p value, it is relative risk factor. The annual rate of infection with Type A or Type B flu is about 2.7%. If you get vaccinated that drops to about 1.2%. Ignored here is the possibility that there may be pre-existing differences between those that get the shot and those who don*t. Bottom line, you probably will not get the A/B flu whether or not you get the shot, but getting the shot lowers the (small) risk a lot. Given that some types of folks die from the flu, you should get the shot, IMHO, if for no other reason that reducing the risk that you will spread it to a vulnerable person. Of course, there are a lot of illnesses that mimic the symptoms of A/B flu, so don*t be surprised if you get sick even after having the shot. Cheers, image001.jpghttp://core.ecu.edu/psyc/wuenschk/klw.htm - Original Message - From: michael sylvestermailto:msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS)mailto:t...@acsun.frostburg.edu Sent: Tuesday, January 15, 2013 8:16 AM Subject: Flu vaccine and p.6 level of significance In psychological science we require at least a p.05 or better to come to reliable conclusions about the impact of the IV on the DV. But the flu vaccine only has a p.6 (62%) effectiveness, so why are we recommending that everyone get a flu shot. With such a low level of significance,could this be the quintessential 'placebo effect' paradigm? Any MD on Tips except for Beth's husband? michael --- You are currently subscribed to tips as: wuens...@ecu.edumailto:wuens...@ecu.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13060.c78b93d4d09ef6235e9d494b3534420en=Tl=tipso=23016 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-23016-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edumailto:leave-23016-13060.c78b93d4d09ef6235e9d494b35344...@fsulist.frostburg.edu --- You are currently subscribed to tips as:
Re: [tips] Stressed out Monkeys
The _original_ was Brady, 1958 Scientific American the executive monkey study. In this study those that _had_ control developed ulcers ... other studies dealt with predictability. It is my understanding the original Brady study had design issues .. Brady, J. V. (1958). Ulcers in executive monkeys. Scientific American, 199 (4), 95-100. doi : 10.1038/scientificamerican1058-95 == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Michael Britt mich...@thepsychfiles.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, December 21, 2012 8:22:57 AM Subject: [tips] Stressed out Monkeys Does anybody remember? What was that study in which monkeys were slightly shocked - one monkey knew when the shock was coming but the other one received the exact same number of shocks but didn't know when it was coming? The latter monkey showed more signs of stress, indicating that this element of unpredictability was really the important factor in stressful events? Anyone know the original study on this? appreciate it, Michael Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: mbritt --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=22478 or send a blank email to leave-22478-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=22479 or send a blank email to leave-22479-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Stressed out Monkeys
Actually, I had a brief Tip of the Tongue but the internet cured it :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Michael Britt mich...@thepsychfiles.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, December 21, 2012 8:52:39 AM Subject: Re: [tips] Stressed out Monkeys Tips to the rescue again! THIS is why we have tips. Thanks so much John. Michael Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: mbritt On Dec 21, 2012, at 8:47 AM, John Kulig ku...@mail.plymouth.edu wrote: The _original_ was Brady, 1958 Scientific American the executive monkey study. In this study those that _had_ control developed ulcers ... other studies dealt with predictability. It is my understanding the original Brady study had design issues .. Brady, J. V. (1958). Ulcers in executive monkeys. Scientific American, 199 (4), 95-100. doi : 10.1038/scientificamerican1058-95 == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Michael Britt mich...@thepsychfiles.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Friday, December 21, 2012 8:22:57 AM Subject: [tips] Stressed out Monkeys Does anybody remember? What was that study in which monkeys were slightly shocked - one monkey knew when the shock was coming but the other one received the exact same number of shocks but didn't know when it was coming? The latter monkey showed more signs of stress, indicating that this element of unpredictability was really the important factor in stressful events? Anyone know the original study on this? appreciate it, Michael Michael A. Britt, Ph.D. mich...@thepsychfiles.com http://www.ThePsychFiles.com Twitter: mbritt --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=22478 or send a blank email to leave-22478-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: michael.br...@thepsychfiles.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13405.0125141592fa9ededc665c55d9958f69n=Tl=tipso=22479 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-22479-13405.0125141592fa9ededc665c55d9958...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=22480 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-22480-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=22481 or send a blank email to leave-22481-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Goodbye g -- We Hardly Knew Ya
On 'g' .. I suspect rumors of its demise are premature. The bottom line, for me, is that IQ tests remain solid predictors of academic and employment success, and when the items on them (any multi-item test of general cognitive abilities) are factor analyzed, g is very difficult to avoid. Few people expect 'g' to be localized in a brain area any more than memory or perception are. Also, those items with heavy g loadings are also the most heritable (yikes, it would take time to find references, but we can). Also, even those theoretical approaches that have 'g' on top subdivide after that, e.g. the Cattell-Horn-Carroll then has Gfluid and Gcrystallized etc .. and most have working memory. When the day comes when a neurological item/s has better psychometric properties than existing items, we can say bye bye to g == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Jim Clark j.cl...@uwinnipeg.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, December 20, 2012 10:31:36 AM Subject: Re: [tips] Goodbye g -- We Hardly Knew Ya Hi My last brief comment: 1. No matter how odd an area of research might sound, one must be cautious in drawing simplistic conclusions about its theoretical or empirical utility. Otherwise, we are likely to hear more politicians making fun of science grants. Penis size, for example, is of importance to researchers and practitioners concerned with sexual health, one recent article by Grov et al (2010) being titled: The association between penis size and sexual health among men who have sex with men. And why wouldn't an association between sexual orientation and penis size, if validated, contribute to our understanding of sexual orientation (e.g., role of androgens)? 2. Drawing an analogy between espousing ideas distasteful to many and the actions of mass murderers, no matter how loosely intended, is again a risky activity given the marked differences in how the two should be treated by society and by academics. Irrespective of whether you think of it in terms of free speech or academic freedom, the success of academia does hinge on an openness to ideas as long as they are supported by some rational and scientific process (note that does not mean the ideas are correct ... if it did, then science would be all too easy). In the case of Rushton, for example, the Premier of the Province of Ontario called for his firing, a committee of his peers at Western gave him an unsatisfactory evaluation (later over-turned on appeal), and there were other negative consequences, one important one perhaps being a stifling of the actual research that could resolve issues, whatever the outcome. Although the Premier is fully legitimate in espousing his views (which, it should be noted, are only neutered by protective mechanisms built into academia and society), I find the potential or actual negative consequences unwarranted and unpalatable in the treatment of Rushton, just as I do in other cases (e.g., Elizabeth Loftus) where people disagreed with the ideas being espoused. And there are sufficient examples in the history of science of ideas that were ridiculed turning out to be correct (Wegener and continental drift, anyone?) for us to be cautious, again keeping in mind that being ridiculed does not make an idea correct or incorrect and there certainly are cases where ideas can be discredited giving the overwhelming evidence against them (e.g., young-earth creationism). On that happy note, all the best for the holidays and the new year! Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA Mike Palij m...@nyu.edu 20-Dec-12 7:53 AM Now that's odd. In the early 2000s I received unsolicited in the mail a copy of Rushton's paperback Race, Evolution, and Behavior: A Life History Perspective (2nd Special Abridged Edition). I just checked the index and there is no mention of altruism. In contrast, there are 14 entries for Sexuality. I quote from one of these entries: |...Condom size can affect whether one is used, so agencies take note |of penis size when they give out condoms. The World Health |Organization Guidelines specify a 49-mm-width condom for Asia, |a 52-mm-width for North America and Europe, and a 53-mm-width |for Africa. China is now making its own condoms -- 49 mm. | | Race differences in testicle size have also been measures (Asians=9 |grams, Europeans=21 g). This is not just because Europeans have a |slightly larger body size. The difference is too large. A 1989 article |in Nature, the leading British science magazine, said that the difference |in testicle
Re: [tips] Emigration to Canada off the table?
Interestingly, some supporters of Romney said (I am told) we should not worry about a Romney presidency because he really didn't mean all the stuff he said during the campaign. That was my optimistic outlook ... three cheers for etch-a-sketch politics! == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, November 7, 2012 10:40:42 AM Subject: Re: [tips] Emigration to Canada off the table? Stephen Black assured me privately that refugee camps at the borders were set to take in those of us who had to seek political asylum, but, happily, it seems your anticipated largesse won't be necessary. Thanks anyhow!! Beth Benoit Granite State College Plymouth State University New Hampshire On Wed, Nov 7, 2012 at 10:36 AM, Jim Clark j.cl...@uwinnipeg.ca wrote: Hi Does this mean there will not be a flood of American Tipsters emigrating to Canada? I have mixed feelings about that! Take care Jim James M. Clark Professor Chair of Psychology j.cl...@uwinnipeg.ca Room 4L41A 204-786-9757 204-774-4134 Fax Dept of Psychology, U of Winnipeg 515 Portage Ave, Winnipeg, MB R3B 0R4 CANADA --- You are currently subscribed to tips as: beth.ben...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13105.b9b37cdd198e940b73969ea6ba7aaf72n=Tl=tipso=21559 or send a blank email to leave-21559-13105.b9b37cdd198e940b73969ea6ba7aa...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=21560 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-21560-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=21564 or send a blank email to leave-21564-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] No one's named Dave like I am
Hey Beth Thanks for the tip! For those interested, I did not check emails this weekend and Beth's email escaped me as I rushed about getting ready for classes yesterday. I didn't realize this happened until Beth I bumped into each other in the hallway. This paper on name uniqueness is also slated to be in the Wall Street Journal weekend edition (the Ideas section?) ... this made my day ... now if only the election results can go the right way too == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, November 4, 2012 12:12:15 PM Subject: [tips] No one's named Dave like I am Today's Boston Globe f eatures our own John Kulig, who is also my colleague at Plymouth State University: http://bostonglobe.com/ideas/2012/11/03/hello-entirely-unique-name-dave/oDwyfrbnNwwFa8e1AU5JwO/story.html Beth Benoit Granite State College Plymouth State University New Hampshire --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=21477 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-21477-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=21540 or send a blank email to leave-21540-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] No one's named Dave like I am
No ... but most NH people, after a few years, start to all look alike :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: michael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Tuesday, November 6, 2012 3:48:57 PM Subject: Re: [tips] No one's named Dave like I am John: Are you one of those who is priliged to be the first to vote in the little hamlet in NH? I could swear one voter looked like you. Michael - Original Message - From: John Kulig To: Teaching in the Psychological Sciences (TIPS) Sent: Tuesday, November 06, 2012 12:34 PM Subject: Re: [tips] No one's named Dave like I am Hey Beth Thanks for the tip! For those interested, I did not check emails this weekend and Beth's email escaped me as I rushed about getting ready for classes yesterday. I didn't realize this happened until Beth I bumped into each other in the hallway. This paper on name uniqueness is also slated to be in the Wall Street Journal weekend edition (the Ideas section?) ... this made my day ... now if only the election results can go the right way too == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Beth Benoit beth.ben...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, November 4, 2012 12:12:15 PM Subject: [tips] No one's named Dave like I am Today's Boston Globe f eatures our own John Kulig, who is also my colleague at Plymouth State University: http://bostonglobe.com/ideas/2012/11/03/hello-entirely-unique-name-dave/oDwyfrbnNwwFa8e1AU5JwO/story.html Beth Benoit Granite State College Plymouth State University New Hampshire --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=21477 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-21477-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: msylves...@copper.net . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13424.eb17e1c03643c971ab35c22d86587541n=Tl=tipso=21540 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-21540-13424.eb17e1c03643c971ab35c22d86587...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=21541 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-21541-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=21542 or send a blank email to leave-21542-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] The Dark Life of Killer Kittys
Yes, what a surprise that cats are predators! They are not the only predators out there of course, especially in the wilds of NH (where Mitt Romney shops for hardware stuff Yikes!). I lost two cats the past few years, and the thought of seeing, up close on cam, the open jaws of a larger predator gives me the creeps. I wonder if they would have spit out the cam? But the technique is a clever way to collect real data. The results may be useful to those people who are considering getting a cat or letting it out at night. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Claudia Stanny csta...@uwf.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, August 8, 2012 10:47:01 AM Subject: Re: [tips] The Dark Life of Killer Kittys I can vouch for the cat philandering. My old cat was quite the cat about town and I could frequently find him lounging in the driveway of a house on the next block (with their two big German shepherds, no less!). All the neighbors knew him. I suspected him of dining out at the home of a man several blocks away (who also did a French cooking show on local TV and wrote a food column for the newspaper). I spotted him sauntering out of that driveway a few times on my way home from work! BTW that cat specialized in squirrels. A study in England many years ago (featured in an old Nova program, I think) asked cat owners to document the gifts their cats brought home to them (which the researchers collected regularly in little baggies). The haul was impressive, both in number and variety. Cats are predators. What a surprise. Now, when will we have the doggie cams that show Fido rolling in something unmentionable and smelly, upending trash cans, chasing cars, kitties, and little children? :-) I did get a kick about the risky behavior. How pervasive are these gender differences? :-) Claudia --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=19565 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-19565-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=19567 or send a blank email to leave-19567-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Survey finds that social psychologists admit to anti-conservative bias | Inside Higher Ed
I am a little surprised at the result, as the data in the table was % who checked 4 or higher on 7 point scale. BUT, I am always cautious with results from such scales for lots of reasons ... (1) results can change with the verbal anchors on the scale .. what were they? I anxiously await seeing the article in print to find out (2) _sometimes_ the middle point on an odd numbered scale is interpreted by respondents as a place to check to pass on a question even if the survey designer meant it to be just another point along a continuum (I'm not saying that happened, just that it can happen) (3) there is research that people sometimes don't interpret the verbal anchors literally, rather they start in the mid point (we are all basically average right?) and then adjust slightly downward or upward depending on their evaluation of where they think they are compared to others, and, sometimes avoid the extremes of the scale simply because they are not extremists. In this case, if the lowest point on the scale was no bias some people MAY have avoided that because it was the most extreme point. My point is that results from these scales can shift depending on lost of these factors, and we cannot easily generalize the average verbal anchor checked back to reality easily. Interestingly, notice that respondents thought colleagues were more biased than they were. This may be a better than average effect. This may also contain a regression effect. That is, numeric estimates regress inward toward scale midpoints, and, we are more uncertain when answering questions about others than ourselves. I have noticed this in my own research as have others. Conservative legislators? Do they need any more evidence to slash our budgets or impose hiring rules on us? Aside from the issue of bias (which none of US are right?) it may be possible that academics are more liberal because liberal policies are simply more correct. There is something I call the fox news fallacy which is that if you put two opinions on the air at the same time, it must be that we don't have any proof that either is correct .. perhaps the prior probabilities are equal. Is evolution true? One scientist versus a Bible literalist .. Oh gosh! Uniform prior probabilities? Do carbon emissions create climate change? Oh gosh, put two views on and let me decide! Perhaps there are more liberals in academics simply because we have the facts and logic. IF true, putting pressure on academics to hire more conservatives would be awful. On the other hand ... there are cases were political leanings can strongly influence how we interpret results. I am thinking about the environmental explanations for individual differences and ignoring genetics. Though, the pairing of liberal-environment with conservative-genetics can be flipped (I think it makes more sense to flip them!), as was the case when Karl Marx for instance, offered to dedicate a volume of Das Kapital to Charles Darwin. Food for thought ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Wednesday, August 8, 2012 8:29:28 AM Subject: [tips] Survey finds that social psychologists admit to anti-conservative bias | Inside Higher Ed It looks like social psychology is about to become the primary site of a potentially nasty political struggle, at least in the US. A soon-to-be-published survey shows sizeable minorities of social psychologists willing to admit that a conservative perspective would make them less likely to accept a journal submission, recommend a grant proposal, or hire a job applicant. http://www.insidehighered.com/news/2012/08/08/survey-finds-social-psychologists-admit-anti-conservative-bias How are conservative legislators likely to respond? Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ == --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=19561 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-19561-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=19571 or send a blank email to leave-19571-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Bad animal dads
Yes, probably the same lessons we can learn from watching soap operas and reading Harlequin romances ... they present human behavior as it actually occurs and not how we _want_ it to occur. We can also gain insight into human nature/behavior/motivation by noting what we as humans like to watch and read about. We like stories about violence, deceit and jealousy, power struggles, AND animal stories that we can anthropomorphize with. I mean, stories about bird migrations may be more intellectually stimulating (how do they DO that?) but alpha bears are, like, WAY cool :-) == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: mjchael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Sunday, June 17, 2012 2:16:34 PM Subject: [tips] Bad animal dads There has been an influx of young Florida black bears in some Central Florida neighborhoods.It is believed that they are probably being chased away from the forest by alpha males who do not want them around anymore.Is this a lesson we can learn from our animal ancestors? michael --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=18457 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-18457-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=18458 or send a blank email to leave-18458-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
[tips] summer reading
I cannot remember if we had posts on summer reading .. but these two are on my coffee table: The Social Animal by David Brooks (Conservative writer and NY Times columnist). He follows the lives of hypothetical people Harold and Erica to put a human face on evolutionary psych findings. I didn't think I'd like the Harold/Erica angle but so far its ok. Quiet by Susan Cain, about Introverts .. actually its on my iPad. This is my test case to see if I can actually read books on the iPad. I mean, I am just a few thumb strokes away from video games and the internet . == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=18459 or send a blank email to leave-18459-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] 73% flunked
Well, as someone once said scratch a criterion and find a norm .. Criterion referenced tests have a fixed standard to passing, while normed tests are graded on a curve. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: mjchael sylvester msylves...@copper.net To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, May 17, 2012 10:38:16 AM Subject: [tips] 73% flunked 73% of Florida's 4th,6th,8th and 10th graders who took the State's FCAT exam flunked the writing portion of the test.So they decided to lower the standards for passing so more would be counted as passing.Some are calling for the abolishment of the test.Considering the amount of texting those students do,I was expecting a higher passing rate. michael --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=17854 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-17854-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=17855 or send a blank email to leave-17855-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Brain Damage Makes You More Spiritual?
Hey Mike Well, some will argue that spirituality is a personality trait in its own right, the 6th and neglected trait, and totally overshadowed by the Big 5 OCEAN. I am not surprised there are neurological links; temporal lobe epilepsy has been linked to spiritual states of consciousness, and there is speculation (hard to prove since they are dead) that classic religious _religious_ flashes of Moses, Saul/Paul, Joan of Arc, etc were temporal lobe _spiritual_ events (the Geschwind syndrome). Dostoyevsky probably had temporal lobe epilepsy and showed the hyper religiosity and hyper graphia and maybe altered states of sexuality (again, he's dead so data is sketchy but intriguing ..). My only quibble with the implication in your post is the hint that spirituality results from dysfunction. The ability to write is a basic human ability that appears to get tweaked with Geschwind syndrome, and spirituality may be the same thing .. i.e. its a basic trait that falls on a normal curve but can go into hyper-drive with neurological dysfunction. People who measure spirituality (such as Ralph Piedmont and his ASPIRES instrument) measure it in otherwise normal people and it has good reliability. There is some construct validity in that ASPIRES predicts a host of measures of well being above and beyond what other personality traits predict, and gender and age effects are what we'd expect. It has pretty decent internal homogeneity and when factor analyzed yields three factors that make some theoretical sense (I have the technical info and a few references in my office that I can find tomorrow). Interestingly AND teaching related, I discussed the ASPIRES today in a measurement class after we all took it. I like using spirituality as an example of demonstrating reliability/validity, as some students thing its a real thing and others do not. i.e. for them the jury is still out on whether its a real thing . == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Michael Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Thursday, April 19, 2012 5:43:07 PM Subject: [tips] Brain Damage Makes You More Spiritual? I came a across an article on the Science News website that seems to claim that (a) a specific brain area is associated with spirituality and (b) damage to this area increased one's spirituality as defined by a a measure of Self-Transcendence (ST). Quoting from the article: |The group found that selective damage to the left and right posterior |parietal regions induced a specific increase in ST. Our symptom-lesion |mapping study is the first demonstration of a causative link between |brain functioning and ST, offers Dr. Urgesi. Damage to posterior |parietal areas induced unusually fast changes of a stable personality |dimension related to transcendental self-referential awareness. Thus, |dysfunctional parietal neural activity may underpin altered spiritual |and religious attitudes and behaviors. For more, see: http://www.sciencedaily.com/releases/2010/02/100210124757.htm Well, I've always wondered if there was something wrong with spiritual people but In other news, there appears to be no God Spot in the brain (I didn't even know that folks were looking for one). See: http://www.sciencedaily.com/releases/2012/04/120419091223.htm Will the wonders of neuroscience ever cease? -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=17385 or send a blank email to leave-17385-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=17386 or send a blank email to leave-17386-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Brain Damage Makes You More Spiritual?
Mike and others I always do everything backwards, I read your link _after_ I shot off my post! The researchers in Italy were measuring (ST) Self-Transcendence which is a trait in Cloninger's Temperment and Character Inventory (TCI). ST has three sub scales, and a brief description of ST can be found (where else? yada yada ..) at http://en.wikipedia.org/wiki/Temperament_and_Character_Inventory. The ASPIRES has transcendence items in it, but a slightly different factor analysis structure. I'm more familiar with the ASPIRES but Cloninger's ST is more widely used ... Thanks for the post ... == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Michael Palij m...@nyu.edu To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Cc: Michael Palij m...@nyu.edu Sent: Thursday, April 19, 2012 5:43:07 PM Subject: [tips] Brain Damage Makes You More Spiritual? I came a across an article on the Science News website that seems to claim that (a) a specific brain area is associated with spirituality and (b) damage to this area increased one's spirituality as defined by a a measure of Self-Transcendence (ST). Quoting from the article: |The group found that selective damage to the left and right posterior |parietal regions induced a specific increase in ST. Our symptom-lesion |mapping study is the first demonstration of a causative link between |brain functioning and ST, offers Dr. Urgesi. Damage to posterior |parietal areas induced unusually fast changes of a stable personality |dimension related to transcendental self-referential awareness. Thus, |dysfunctional parietal neural activity may underpin altered spiritual |and religious attitudes and behaviors. For more, see: http://www.sciencedaily.com/releases/2010/02/100210124757.htm Well, I've always wondered if there was something wrong with spiritual people but In other news, there appears to be no God Spot in the brain (I didn't even know that folks were looking for one). See: http://www.sciencedaily.com/releases/2012/04/120419091223.htm Will the wonders of neuroscience ever cease? -Mike Palij New York University m...@nyu.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=17385 or send a blank email to leave-17385-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=17387 or send a blank email to leave-17387-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Likert scale graph/chart results presentation
I think either is ok ..though my preference is histogram style. Even though (as Don says) the Likert scales are not necessarily equal intervals if we think about the relationship between our data and the true (unknowable) underlying function, I would consider the scales continuous as opposed to discrete (besides, can't a scale be continuous and _not_ equal interval?) . When we analyze the data we convert them to numbers and interpret the points _between_ two values ... this can't be done with blatantly discrete values such as political affiliations. You cant be half way between Democrat and Socialist if collected categorical style, but you _can_ be half way between agree and strongly agree, both as an individual response and a group average. I suspect (no firm data though) that most people, on most scales, treat them as continuous scales. I have seen enough people put their check mark half way two anchors on the scale. Also, when we write the scales we prod participants into responding as if it continuous with our verbal anchors such as _degree_ of agreement. Many of these scales have numbers and a continuous line prodding the participants to respond continuously as best they can. Finally, from the two wrongs don't make a right department, statistically we often treat the data as equal interval, not ordinal. And finally finally, if we don't want to worry about the relationship between our crude measurements and the true underlying variable (the IQ is what IQ tests measure attitude) much of the agonizing about this issue goes away .. I think (but its late, thinking is hazardous past 9 pm!). So there are lots of forces pushing those little numbers into the continuous category ... good question Nancy. == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Christopher Green chri...@yorku.ca To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Thursday, April 12, 2012 5:23:02 PM Subject: Re: [tips] Likert scale graph/chart results presentation If you want to be scrupulous, the convention (such as it is) is to use bar graphs (with spaces between the bars) whenever the values use along the horizontal axis are discrete, and a histogram (with bars touching each other) when the values along the horizontal axis are continuous. But the convention is violated so regularly, that it is only a convention in the minds of scrupulous statisticians. Chris --- Christopher D. Green Department of Psychology York University Toronto, ON M3J 1P3 Canada chri...@yorku.ca http://www.yorku.ca/christo/ == On 2012-04-12, at 2:46 PM, drnanjo wrote: Hey gang: I am teaching an upper division research methods class for the first time in my life. As such, I want to be scrupulous about the guidance I give If one wishes to present likert scale results in pictorial form, would one do a histogram (continuous, with bars touching) or a bar graph (each point on the Likert scale represented by a bar? I am asking because the rules seem to be lose sometimes - for example, income is technically quantitative and ratio type data but some researchers divide income into classes and make a bar graph instead of a histogram or line graph. Thanks in advance for sharing the collective wisdom. Nancy Melucci (in this case) California State University in the Hills of Dominguez. - --- You are currently subscribed to tips as: chri...@yorku.ca . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=430248.781165b5ef80a3cd2b14721caf62bd92n=Tl=tipso=17270 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-17270-430248.781165b5ef80a3cd2b14721caf62b...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=17275 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-17275-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=17282 or send a blank email to leave-17282-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
Re: [tips] Statistical question-correlations
One possibility (which is easily checked by examining the scatterplot of all data with the two groups visually coded) is this. In a scatterplot of all the data, lets say group 1's data shows a positive correlation, but most of the points are in the upper left quadrant. Group 2's data, which also shows a positive correlation by itself, is clustered mostly in the lower right quadrant. A linear best fit line of _all_ the data and the result is an overall negative ... visually, it would look like: R R R B B B X axis == John W. Kulig, Ph.D. Professor of Psychology Coordinator, University Honors Plymouth State University Plymouth NH 03264 == - Original Message - From: Arlie Belliveau arliebelliv...@gmail.com To: Teaching in the Psychological Sciences (TIPS) tips@fsulist.frostburg.edu Sent: Monday, February 27, 2012 1:37:05 PM Subject: Re: [tips] Statistical question-correlations Hi Marie, Have you calculated your effect sizes? It could be that the positive correlations of .23 and .16 are so small that, when the groups are combined, the error (or noise) turns them into negative correlations. At a glance, the scatter plots don't looks as though the relationships between variables are very significant. Just a thought. Cheers, Arlie -- Arlie R. Belliveau, BA (Hons), MA History Theory of Psychology, PhD2 York University Department of Psychology 059 Behavioural Science Building 4700 Keele St. Toronto, ON ar...@yorku.ca On Mon, Feb 27, 2012 at 11:30 AM, Helweg-Larsen, Marie helw...@dickinson.edu wrote: I have a simple statistical question. I have a sample of 307 people. 111 are in the red group and 196 are the blue group. The correlation between variables x and y in the red group is r= .226 (n=111), p .05 and in the blue group r=.164 (n=196), p.05. However, when I run the correlation between x and y in the entire sample (red and blue combined, no missing data) I get a negative correlation, r=-.142 (n=307), p .05. Now what doesn’t make sense to me that two groups individually have positive and significant correlations but the two groups combined can have a negative and significant correlation. So you stats tipsters. Is that statistically possible? I have checked everything I possibly can in terms of errors in the data or the analyses and have found none. Some suggestions about what I ought to look at? Marie Marie Helweg-Larsen, Ph.D. Associate Professor l Department of Psychology Kaufman 168 l Dickinson College Phone 717.245.1562 l Fax 717.245.1971 Office Hours: Mondays and Tuesdays 2:00-3:30 http://users.dickinson.edu/~helwegm/index.html --- You are currently subscribed to tips as: arliebelliv...@gmail.com . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13091.5fbcba6b94d471416a45a34246e4403bn=Tl=tipso=16294 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-16294-13091.5fbcba6b94d471416a45a34246e44...@fsulist.frostburg.edu --- You are currently subscribed to tips as: ku...@mail.plymouth.edu . To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13338.f659d005276678c0696b7f6beda66454n=Tl=tipso=16303 (It may be necessary to cut and paste the above URL if the line is broken) or send a blank email to leave-16303-13338.f659d005276678c0696b7f6beda66...@fsulist.frostburg.edu --- You are currently subscribed to tips as: arch...@jab.org. To unsubscribe click here: http://fsulist.frostburg.edu/u?id=13090.68da6e6e5325aa33287ff385b70df5d5n=Tl=tipso=16304 or send a blank email to leave-16304-13090.68da6e6e5325aa33287ff385b70df...@fsulist.frostburg.edu
